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Eny Nur Aisyah
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INDONESIA
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 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2025): January-June" : 5 Documents clear
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.
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.
Sustaining Quality Early Childhood Education Through Increasing Student Independence Ida Maimunah; Akmal Mundiri; Yusuff Olatunji Abimbowo; Alma Vorfi Lama
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.v2i1.764

Abstract

This study focuses on the development of early childhood independence through a holistic learning approach at RA Dewi Masyitoh Kandangjati Kulon Kraksaan, Probolinggo. The purpose of this study was to evaluate the effectiveness of a holistic approach that integrates physical, social, emotional, cognitive, and moral independence, and to provide a learning model that can be widely applied in other early childhood education institutions. The research method used was a qualitative approach with a case study research type. Data were collected through direct observation, interviews with teachers and parents, and analysis of documentation related to the curriculum and child development. The data analysis technique used was thematic analysis to identify the main themes that emerged from the data that had been collected. The results of the study showed that the holistic learning approach applied at RA Dewi Masyitoh succeeded in increasing children's independence in various aspects. Children showed significant abilities in carrying out daily activities independently, interacting with peers, managing emotions, thinking critically, and understanding and applying moral values. The implications of this study emphasize the importance of a comprehensive and integrated learning approach to develop children's independence as a whole.

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