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Eny Nur Aisyah
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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 20 Documents
 1   2 
Introducing Islamic Values in Early Childhood Education at the Beginning of Schooling Syifatul Latifah; Betty Handayani; Mu’rifatul Laili; Ika Wulandari; Mohammad Fajar Faizi
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.v2i2.625

Abstract

This study aims to examine the efforts to introduce and instill Islamic values in early childhood education during the initial period of school entry at KB Tunas Harapan, Jombang. This research employed a qualitative approach, focusing on observation and documentation as the primary data collection techniques. The findings indicate that the introduction and cultivation of Islamic values in early childhood education at KB Tunas Harapan are implemented through structured school activity management. The achievement of Islamic values education is focused on three main aspects: first, the introduction of aqidah (faith), such as teaching children to recite the two declarations of faith (shahada); second, the introduction of ibadah (worship), including familiarizing children with prayer movements through fasholatan activities; and third, the development of akhlaq (moral conduct) through habituation practices, such as greeting upon entering the classroom and showing respect by kissing the teacher’s hand. This study was conducted at the beginning of the new academic year in the odd semester, with all participants being newly enrolled students who initially had limited understanding of Islamic values. Within a two-week period, early childhood learners at KB Tunas Harapan began to demonstrate positive behavioral changes, such as greeting when entering the classroom. However, some children had not yet fully applied these practices, not due to lack of ability, but rather because they were still shy and adapting to interactions with teachers and peers.
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.
Optimizing Finger Painting to Enhance Painting Skills in Early Childhood Michala Michala; Ulfiyah Ulfiyah; Eti Juhaeti; Iis Dewi Hartati
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.v2i2.1274

Abstract

This study aimed to improve the painting skills of children aged 5–6 years through finger painting activities at TK Alam Jabal Nur Gunung Jati Cirebon. The classroom action research was conducted in two cycles, consisting of planning, implementation, observation, and reflection stages. Data were collected through observation and assessment of children’s ability to draw various shapes and paint with diverse objects. The findings indicated a significant improvement from the pre-cycle, which showed a low interpretation, to the second cycle, which reached a high category. Children who were initially hesitant and afraid of making mistakes became more confident, willing to experiment, and able to combine colors and shapes more creatively. Providing examples of techniques and teacher demonstrations proved to be key factors of success, consistent with literature emphasizing the importance of guidance and creative exploration. These findings highlight that finger painting is an effective pedagogical strategy to foster fine motor skills, creativity, and self-expression in early childhood, while also contributing to innovative practices in early childhood art education.
Strategic Management of Inclusive Educational Leadership in Teacher Career Development Unzilah Khomairohtusshiyamah; Halimahtus Sa’diyah; Rifka Jannatul Firdausiah; Maulidatul Adzimah; Siti Aviatun Hasanah; M Aqil Fahmi Sanjani; Zohaib Hassan Sain
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.v2i2.1468

Abstract

This study aims to analyze the role of strategic management in inclusive educational leadership as an effort to support teacher career development. The study focuses on how principals, as strategic leaders, are able to design, implement, and evaluate inclusive policies that impact teacher competency and professionalism. The research method used was a descriptive qualitative approach through in-depth interviews, observations, and documentation studies in several inclusive schools. The results indicate that inclusive educational leadership based on strategic management can create a collaborative work culture, increase teacher motivation, and expand access to professional development programs. Effective strategies include ongoing career planning, individualized needs-based training, and support for a fair reward system. The implications of this study confirm that the application of strategic management in inclusive leadership not only strengthens teacher capacity but also builds an adaptive, participatory, and equitable education system for all parties within the school environment.
Land Limitations and Institutional Adaptation in Early Childhood Education Sri Nazwa; Topan Iskandar; Oyeronke Christiana Paramole
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.v2i2.1702

Abstract

This study examines the impact of land limitations on the learning ecosystem, educational infrastructure capacity, and institutional adaptive strategies at Raudhatul Athfal. Employing a qualitative case study design, data were collected through direct observations and semi-structured interviews with the head of the institution, teachers, parents, and students. The findings reveal that spatial constraints significantly restrict children’s movement space, reduce the variation of learning activities—particularly gross motor activities—increase classroom density, and limit the availability and functionality of educational facilities and infrastructure. Overcrowded classrooms and shared use of specialized rooms affect instructional effectiveness, scheduling, and student comfort. However, the study also identifies adaptive institutional responses, including multifunctional classroom design, rotational scheduling of space usage, the use of portable and flexible learning media, vertical space optimization, and collaboration with the surrounding community to access alternative learning spaces. The study concludes that educational quality in spatially constrained environments depends not solely on physical infrastructure but on institutional resilience and adaptive capacity. Future research is recommended to employ mixed-method and comparative multi-site designs to quantitatively assess the long-term impact of spatial constraints on children’s developmental outcomes and learning achievement.
Strategic Planning of Early Childhood Education Principals in Enhancing Educational Quality and Institutional Competitiveness Syaiful Arif Manurung; Topan Iskandar; Chanda Chansa Thelma
Early Childhood Development Gazette Vol. 3 No. 1 (2026): January-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v3i1.1735

Abstract

Early childhood education institutions are increasingly required to strengthen educational quality while maintaining institutional competitiveness in dynamic educational environments. This study aims to analyze the strategic planning practices of the principal of TK Asasi Tanjungbalai in improving educational quality and institutional competitiveness. The research employed a qualitative descriptive case study design, involving in-depth interviews, participatory observation, and documentation analysis. Data were analyzed using the interactive model of data reduction, data display, and conclusion verification to ensure credibility through triangulation. The findings reveal three major themes. First, the principal implemented a vision-driven strategic alignment model that integrated long-term goals with curriculum development, teacher professional growth, and resource allocation. Second, participatory strategic governance was established through collaborative planning forums involving teachers, staff, and parents, strengthening collective ownership and accountability. Third, institutional branding strategies were systematically developed through program innovation, community partnerships, and digital promotion, enhancing public trust and enrollment growth. These findings contribute to the literature on strategic leadership in early childhood education by providing an integrated model linking planning, participation, and branding. It is recommended that early childhood institutions institutionalize participatory strategic planning frameworks to ensure sustainable quality improvement.
Toward Holistic Curriculum Management in Islamic Early Childhood Education: A Framework for Integrated Learning Development Oki Dermawan; Defriyanto; Busmayaril; Trisna Kusuma Yusuf
Early Childhood Development Gazette Vol. 3 No. 1 (2026): January-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v3i1.1789

Abstract

This study aims to examine the implementation of holistic Islamic curriculum management in early childhood education and its contribution to comprehensive child development. The research employs a Systematic Literature Review (SLR) method by analyzing selected national and international publications from major academic databases. Articles were screened using predefined inclusion and exclusion criteria to ensure relevance and methodological rigor. The findings reveal that holistic Islamic curriculum management effectively integrates core values—aqidah (faith), ibadah (worship), and akhlaq (morality)—into learning processes through thematic, interactive, and child-centered approaches. This integration supports balanced development across spiritual, cognitive, social, emotional, and moral domains. The review also highlights the importance of participatory management involving teachers, parents, and community stakeholders, as well as continuous evaluation aligned with holistic educational objectives. However, challenges remain, including limited teacher capacity, inadequate resources, and inconsistencies in assessing character and religious outcomes. The study implies that strengthening holistic Islamic curriculum management requires sustained professional development, improved resource support, and enhanced stakeholder collaboration. These efforts are essential to optimize character education and promote integrated child development in Islamic early childhood education contexts.
The Influence of Social Media Use on the Formation of Islamic Values in Early Childhood: An Ex Post Facto Study Jimi Harianto; Sri Asih; Sri Hartati
Early Childhood Development Gazette Vol. 3 No. 1 (2026): January-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v3i1.1798

Abstract

This study aims to examine the influence of social media use on the formation of Islamic values—aqidah (faith), ibadah (worship), and akhlaq (morality)—in early childhood. The research employed a quantitative ex post facto design involving parents/guardians as respondents, with total sampling applied to include the entire population. Data were collected using a closed-ended questionnaire that met validity (r = 0.396) and reliability requirements (Cronbach’s alpha = 0.88). Data analysis was conducted using simple linear regression with SPSS 25.0. The results indicate that the intensity of social media use has a significant negative effect on the formation of Islamic values in children (t = -4.127 > t-table = 2.069; p < 0.05), with the regression equation Y = 86.215 – 0.902X. Higher exposure to unfiltered social media content is associated with lower levels of children’s understanding of basic beliefs and daily worship practices. Unsupervised use of social media significantly hinders the internalization of Islamic values in early childhood. The study implies the need for stronger collaboration between parents and educators in supervising children’s media use, enhancing digital literacy, and implementing effective content filtering to support the development of Islamic values in early childhood.
Fostering Critical Thinking in Early Childhood: Teacher Scaffolding Strategies for Children Aged 5–6 Annisa Tri Ananda Dewi; Naura Nadhifah; Prafitriyani Putri; Zayyidatur Rohmah; Aqna Rahma Atika
Early Childhood Development Gazette Vol. 3 No. 1 (2026): January-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v3i1.2038

Abstract

Critical thinking is an essential skill that needs to be developed from an early age to support children’s cognitive development and problem-solving abilities. This study aims to explore teacher scaffolding strategies in fostering critical thinking among children aged 5–6 years in early childhood education settings. The research employed a qualitative approach using a case study design. Data were collected through classroom observations, teacher interviews, and documentation of learning activities. The data were analyzed using an interactive analysis model consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that teachers apply several scaffolding strategies to stimulate children’s critical thinking, including questioning techniques, guided interaction, modeling, and gradual assistance. These strategies encourage children to express ideas, analyze situations, and develop simple problem-solving abilities during learning activities. The study implies that effective scaffolding practices can create interactive learning environments that support children’s cognitive engagement and critical thinking development. Therefore, integrating scaffolding strategies into daily teaching practices is important for promoting meaningful learning experiences and supporting early childhood cognitive development.
Mathematics in the Sandbox: Investigating Spontaneous Mathematical Talk During Free Play Diana Putri Prahasti; Muhammad Furqon; Vivi Anggraini; Fachri Aldin; Qisthi Efridita
Early Childhood Development Gazette Vol. 3 No. 1 (2026): January-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v3i1.2054

Abstract

Children often explore mathematical ideas naturally while playing, yet these moments are rarely captured in early childhood classrooms. The purpose of this research is to investigate how spontaneous mathematical talk emerges during free play in a sandbox environment and to understand the types of mathematical ideas children express. A qualitative observational approach was used to document children’s conversations and interactions during unstructured sandbox play. Data were collected through field observations and audio recordings of children’s dialogue while they built, measured, compared, and organized materials in the sand. The recorded interactions were then coded and analyzed to identify patterns of mathematical language and concepts. The findings show that children frequently used informal mathematical talk such as counting, comparing sizes, estimating quantities, and describing shapes while collaborating with peers. These conversations appeared naturally without direct instruction and often emerged when children negotiated roles, shared materials, or solved small problems during play. The study suggests that free play spaces can become rich contexts for early mathematical thinking. Recognizing and supporting these moments may help educators encourage mathematical language in more natural and meaningful ways during everyday classroom activities.

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