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Early Childhood Development Gazette
Published by Al-Qalam Institute
ISSN : 30633079     EISSN : 30633087     DOI : https://doi.org/10.61987/gazette
Core Subject : Humanities, Education,
Humanities Education
Early Childhood Development Gazette is a professional publication of original peer reviewed articles that reflect exemplary practices in contemporary early childhood education. This journals primary emphasis is research results that examine issues regarding child development psychology, inclusion and diversity education, technology in early childhood education, curriculum and pedagogy development, and parent and community involvement. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
 1   2 
Neuroeducation as a Supportive Approach in Enhancing Social-Emotional Development in Early Childhood Prengki Ade Candra
Early Childhood Development Gazette Vol. 2 No. 1 (2025): January-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v2i1.607

Abstract

This study aims to explore how neuroeducation plays a role in supporting early childhood social-emotional development as stress management, as well as increasing children's self-awareness in learning, and social communication skills with friends in the school environment. The study is based on the importance of social-emotional skills in early childhood, which can affect their ability to interact with peers and manage emotions. The research method used is a qualitative approach with a case study design, involving interview data collection techniques, observation, and documentation with a research analysis approach according to Miles and Huberman. The findings of the study indicate that the neuroeducation program successfully helps children manage stress, increase their self-awareness, and improve social communication skills. Children involved in the program showed improvements in managing emotions, speaking confidently, and interacting more positively with peers. This study is to provide empirical evidence regarding the effectiveness of neuroeducation in developing social-emotional skills in early childhood, as well as offering a practical approach that can be applied in early childhood education institutions to support children's holistic development.
Eradicating Bullying, Creating a Safe and Comfortable Learning Environment through Child-Friendly Schools Diana Susanti; Sevia Diana Safitri; Faizin Faizin; M Aqil Fahmi Sanjani; Musammil Lateh
Early Childhood Development Gazette Vol. 2 No. 1 (2025): January-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v2i1.608

Abstract

This research explores the optimal application of the Child-Friendly School (SRA)-based approach across various cultural contexts to eliminate bullying and create a safe, comfortable learning environment. The study was conducted at Aisyiyah Bustanul Athfal Jatinom Kindergarten in Blitar Regency, using a qualitative approach with a case study design. Data collection involved desk reviews, participatory observation, in-depth interviews with teachers, students, and parents, as well as focus group discussions (FGD). The data was analyzed through reduction, presentation, verification, content analysis, and interpretation. The findings reveal that the success of the SRA program hinges on three key factors: a well-structured program, such as class agreements and sessions focused on positive values; a supportive school environment, complete with counseling facilities and anti-bullying media; and active parental involvement in monitoring and reinforcing children’s values. This research suggests that implementing SRA not only helps reduce bullying incidents but also fosters an inclusive school culture and supports the development of positive student character. The study recommends extending the research to diverse regions and cultural settings to ensure the program's sustainability and to provide a foundation for more adaptive and inclusive education policies.
The Impact of Fatherlessness on Moral and Religious Development in 4-Year-Old Children Annisa Roro Muzammil; Rikza Azharona Susanti
Early Childhood Development Gazette Vol. 2 No. 1 (2025): January-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v2i1.613

Abstract

This study aims to analyze the influence of fatherlessness on the moral and religious development of 4-year-old children and explore moral and religious development in children, especially in the aspects of understanding ethical values, discipline, and introduction to religious teachings. The research is based on the importance of parenting by both parents in shaping morals from an early age. This study uses a Mixed Method approach, namely a combination of quantitative and qualitative methods. The research findings indicate that fatherlessness has a significant impact on children's moral and religious development. Children who grow up without a father tend to have difficulty internalizing moral and religious values. They are more dependent on mothers and peers in understanding social and religious norms. The results of the Two-Way ANOVA statistical test show that differences in moral and religious development between children growing up with and without a father are significant. This study recommends increasing the role of the extended family and society to replace the father's function, as well as a community-based approach to support the moral and religious development of children who experience fatherlessness.
Oral Motor Development in Children Aged 0-12 Months: A Review of Functional and Therapeutic Aspects Emi Kuswanti; Imron Arifin; Pramono Pramono
Early Childhood Development Gazette Vol. 1 No. 1 (2024): July-December
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v1i1.617

Abstract

This study examines oral motor development in children aged 0-12 months with a focus on functional and therapeutic aspects. The purpose of the study is to understand the pattern of oral motor development, influencing factors, and evaluate the effectiveness of various therapeutic methods applied. The qualitative research method was used by collecting data through in-depth interviews, participatory observations, and document analysis at school. The results of the study showed that the initial suction reflex and stimulation from the environment played an important role in oral motor development. Oral muscle exercises and the use of technology such as oral vibrators have been shown to be effective in strengthening the oral muscles, improving chewing and speaking skills in children. However, there is controversy regarding the use of therapeutic tools, with some parents and therapy professionals preferring the natural approach. This study emphasizes the importance of parental education and their active involvement in the therapy process for optimal outcomes. The implications of this study are the need for a holistic approach and timely interventions to support healthy oral motor development, as well as the importance of flexibility in choosing a therapy method that suits the specific needs of the child.
Prevention of Sexual Violence at an Early Age: The Effectiveness of Educational Videos for Kindergarten Children Isabella Hasiana
Early Childhood Development Gazette Vol. 1 No. 1 (2024): July-December
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v1i1.618

Abstract

This study aims to determine the level of knowledge and effectiveness of the use of educational videos as an effort to prevent sexual violence in kindergarten group B children as many as 38 students. Acts of violence against children are a very serious problem and have consequences for victims and society. Every child has the right to enjoy a safe childhood and a life free from violence. Providing sexual education from an early age is important to encourage healthy child development both physically and mentally or psychologically. The approach in this study uses a quantitative method with a pre-experimental research design, namely one group pretest and posttest. The results of the study showed that there was an increase in knowledge and awareness of violence in children. Children have knowledge of sexual violence and are able to defend themselves when they are in situations that make them feel uncomfortable. The results are expected to provide insight into the effectiveness of educational videos in increasing children's knowledge and awareness of sexual violence, as well as emphasizing the importance of sexual education from an early age to prevent violence against children.
Empowering Early Childhood Educators: Innovative Approaches to Literacy Instruction Nila Fitria
Early Childhood Development Gazette Vol. 1 No. 1 (2024): July-December
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v1i1.619

Abstract

This study aims to describe the smart teaching of kindergarten teachers in teaching literacy. Smart teaching literacy is the ability of teachers to teach literacy. The problems found in literacy teaching are related to the ability to recognize the alphabet, write the alphabet, and read.  This research is qualitative research using observation and in-depth interviews and documentation. The data analysis techniques used are data reduction, data presentation, and conclusion drawn. The results of this study show that smart teaching carried out by kindergarten teachers in teaching literacy as a means of exploration, experimentation, and self-expression for children uses various types of media used in smart teaching, including digital media, namely through the Kids Academy application. Smart teaching literacy is expected to have open and effective communication, involve parents, create a positive environment, and provide rewards and consequences to children.
Cooking Class Activities: Fostering Independence and Building Self-Confidence in Early Childhood Anak Agung Ari Laksemi
Early Childhood Development Gazette Vol. 1 No. 1 (2024): July-December
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v1i1.620

Abstract

Learning innovation is very important because it can provide fun and meaningful learning experiences for young children. Cooking class activities in ECE are one application of Project Learning, which is an implementation of the Independent Curriculum that involves children actively in the learning process. This qualitative research aims to discover how ECE teachers design cooking class activities, how students are involved during the activity, and what aspects of development young children achieve through this activity. The research was conducted at the Open Flow Learning Centre, Badung, Bali, using observation, interviews, and documentation methods for 4 ECE teachers and twelve students (three boys and nine girls). Through observations, it was found that cooking class activities at this institution are unique because they involve students from collecting ingredients to handling leftover ingredients that are not used. It was also observed that children had independence and self-confidence when carrying out activities. Considering the many benefits children get from cooking class activities, it is hoped that ECE teachers in other institutions can implement this activity to maximize children's involvement and development.
One Day, One Story: Cultivating a Love of Reading from an Early Age Sri Utamimah; Bannaga Taha Elzubair Hussen
Early Childhood Development Gazette Vol. 1 No. 1 (2024): July-December
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v1i1.621

Abstract

This research aims to examine the importance of an interest in reading from an early age in the hope of forming the nation's next generation with high quality and broad insight. A high interest in reading from an early age is an important foundation in forming a child's character and intellect. By reading, children can broaden their horizons and improve their qualities which will be beneficial for their future. One of the methods applied to foster interest in reading in young children is the "One Day One Story" activity, which is held every Monday to Friday. This research uses a qualitative descriptive approach with research subjects of early childhood aged 4-6 years. The data collection techniques used include observation, interviews and documentation to get an in-depth picture of the application and influence of the "One Day One Story" activity on children's interest in reading. The research results show that the implementation of the "One Day One Story" activity is effective in fostering interest in reading in young children. This can be seen from the children's enthusiasm in looking for story books and opening various book pages. Children become more interested in reading and exploring the stories provided. It is hoped that these results can make a contribution by showing that the "One Day One Story" activity can be an effective strategy for increasing interest in reading in young children.
Implementation of Early Syllable Games to Improve Early Childhood Reading Learning Maria Yudica Dina; Alma Vorfi Lama
Early Childhood Development Gazette Vol. 2 No. 2 (2025): July-December
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v2i2.623

Abstract

This study aims to improve early childhood reading skills through the implementation of an Initial Syllable Game. The importance of this research lies in providing an engaging, play-based strategy that supports early literacy development in a child-centered learning environment. This study employed a descriptive qualitative approach conducted at TK Istana Balita Cheng Hoo involving 26 children in Group A2. Data were collected through observation, interviews, and documentation. The research was implemented using cyclical stages of planning, action, observation, and reflection to systematically evaluate and improve the learning process. Data were analyzed inductively using descriptive qualitative techniques. The findings indicate that the Initial Syllable Game effectively enhanced children’s ability to recognize, identify, and pronounce initial syllables. Improvements were observed in children’s confidence, participation, and reading accuracy, with a gradual increase in performance categories from “needs guidance” to “good” and “very good.” The play-based and interactive nature of the game also fostered motivation and positive classroom engagement. The study implies that structured syllable-based games can serve as an effective instructional strategy for strengthening early literacy skills in kindergarten settings. Furthermore, the cyclical reflective model demonstrated in this research provides a practical framework for teachers to continuously improve classroom instruction through systematic evaluation and adaptation.
Incorporating Islamic Principles into Early Childhood Education (ECE) Practices Lailatul Mukarromah; Yunita Dwi Erawati; Nailul Mufida
Early Childhood Development Gazette Vol. 2 No. 1 (2025): January-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v2i1.624

Abstract

This study aimed to analyze the integration of Islamic values and a holistic approach in early childhood education. Character development has been emphasized as a national education priority in Indonesia, where education is mandated to produce individuals with intelligence, personality, and noble morals. Previous studies have shown that embedding Islamic principles into teaching fosters respect, empathy, and discipline among children, while a holistic approach supports balanced cognitive, emotional, and spiritual growth. This research employed a qualitative descriptive method, with data collected through observation, interviews, and documentation, then analyzed using Miles and Huberman’s interactive model. Findings revealed that first, teachers perceived Islamic values as essential for nurturing children’s behavior, emotional regulation, and social interaction. Second, the curriculum at Dewi Masyithoh III Kindergarten demonstrated flexibility, allowing educators to embed values seamlessly into classroom activities while maintaining academic objectives. Third, challenges were identified, particularly in the availability of teaching resources and professional development for teachers, indicating the need for systemic support to sustain value-based education. These findings align with previous research yet extend the discussion by highlighting practical integration within a holistic framework. The study contributes insights for curriculum improvement and recommends enhanced teacher training and resource provision.

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