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Qualitative Research in Early Childhood Education
Published by Arendra Publisher
ISSN : ""     EISSN : 31239897     DOI : https://doi.org/10.66291/qr-ece.v1i2
Core Subject : Education,
Education
QR-ECE (Qualitative Research in Early Childhood Education) is a scholarly journal dedicated to publishing high-quality qualitative research in the field of early childhood education. The journal serves as an academic platform for exploring meanings, experiences, and practices in early childhood education across diverse social, cultural, and institutional contexts. QR-ECE emphasizes qualitative approaches such as case studies, phenomenology, ethnography, grounded theory, and narrative inquiry. It encourages in-depth analysis of interactions among children, teachers, families, and learning environments. The journal covers key themes including play-based learning, holistic child development, inclusion, and child well-being. QR-ECE also welcomes reflective studies on early childhood education policies and practices at local, national, and global levels. The journal values diverse perspectives and the voices of stakeholders in early childhood education. Published articles are expected to contribute meaningful theoretical and empirical insights to the field. QR-ECE supports research that is context-sensitive and grounded in ethical considerations involving children. The journal is intended for researchers, academics, practitioners, and policymakers in early childhood education. All submissions undergo a rigorous and objective peer-review process. QR-ECE is committed to transparency, academic integrity, and high publication standards. The journal promotes interdisciplinary dialogue relevant to early childhood issues. With an international scope, QR-ECE seeks to strengthen global scholarly networks in early childhood education. Through the dissemination of quality research, QR-ECE aims to enhance educational practices and policies for young children worldwide.
Arjuna Subject : -
Articles 10 Documents
 1 
Well-Being–Based Early Childhood Education for Trauma Recovery: A Phenomenological Study of Parental Perceptions Ferawati, Ferawati
Qualitative Research in Early Childhood Education Vol. 1 No. 1 (2026): Qualitative Research in Early Childhood Education
Publisher : CV. Chandralia Bintang Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66291/qr-ece.v1i1.1

Abstract

Student well-being and social–emotional learning (SEL) have become central issues in contemporary education, particularly in post-crisis contexts that affect children’s mental health. Early childhood education (ECE) plays a critical role in supporting children’s emotional well-being from an early age. This study aims to explore parents’ perceptions of well-being–based early childhood education in the context of post-crisis trauma recovery. A qualitative phenomenological approach was employed. Ten parents of kindergarten children living in disaster-affected areas in Aceh were selected through purposive sampling. Data were collected through structured interviews and analyzed using thematic analysis. The findings revealed four themes: ECE as a foundation for children’s emotional well-being, a shift from academic orientation to mental health, teachers as facilitators of social–emotional learning, and education as a space for family psychosocial recovery. The study shows that parents prioritize children’s emotional safety and well-being over early academic achievement. These findings highlight the importance of implementing well-being–based and trauma-sensitive approaches in early childhood education.
Analysis of Characteristics and Intervention Strategies for Children with Delayed Communication at KB Fatimatuzzahra Sukabumi City Isnaini, Fatimah Zahra
Qualitative Research in Early Childhood Education Vol. 1 No. 1 (2026): Qualitative Research in Early Childhood Education
Publisher : CV. Chandralia Bintang Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66291/qr-ece.v1i1.2

Abstract

Communication delay or limited verbal expression in early childhood is a significant developmental concern that can affect children’s social interaction, emotional regulation, and future academic readiness. In early childhood education settings, teachers play a crucial role in identifying and addressing communication delays through daily interaction and pedagogical practices. However, empirical qualitative studies focusing on localized early childhood institutions in Indonesia remain limited, particularly those that explore children’s characteristics and contextualized intervention strategies. This study aims to analyze the characteristics of children with delayed communication or minimal verbal expression and to examine the handling strategies implemented by educators at KB Fatimatuzzahra, Sukabumi City. This study employed a qualitative case study design. Data were collected through classroom observations, in-depth interviews with teachers and school administrators, and document analysis of children’s developmental records. The data were analyzed using thematic analysis involving data reduction, coding, and theme development. The findings revealed distinctive characteristics among children with delayed communication, including limited vocabulary, reliance on non-verbal communication, reduced social interaction, and emotional expression through behavior. Intervention strategies applied by teachers included individualized communication stimulation, play-based interaction, collaboration with parents, and referral to professionals when necessary. The study contributes to a deeper understanding of communication delays in early childhood education contexts and highlights the importance of responsive, collaborative, and contextually grounded intervention strategies to support children’s communication development.
Self-Regulation in Early Childhood as a Relational Process in Early Childhood Education Maisyaroh, Nurachmi
Qualitative Research in Early Childhood Education Vol. 1 No. 1 (2026): Qualitative Research in Early Childhood Education
Publisher : CV. Chandralia Bintang Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66291/qr-ece.v1i1.3

Abstract

This study aims to understand early childhood self-regulation as a developmental process rooted in relationships, rather than merely as the result of discipline and behavioral control. Self-regulation in early childhood is often simplified as compliance with rules, thereby neglecting the emotional and relational aspects that form its developmental foundation. This study employed a qualitative approach using structured observation techniques involving young children in an early childhood education institution. Participants were selected through purposive sampling, considering variations in children’s self-regulation abilities. Data collection focused on emotional regulation behaviors, behavioral regulation, and forms of interaction between teachers and children during learning activities. Data were analyzed using thematic analysis to identify patterns of self-regulation emerging within relational contexts. The findings indicate that children’s self-regulation develops through co-regulation processes involving consistent and responsive emotional support from teachers. Children are not yet able to manage their emotions and behaviors independently without relational support from adults. Disciplinary approaches that emphasize compliance do not necessarily lead to healthy and sustainable self-regulation. This study emphasizes that secure relationships constitute the primary foundation for the development of self-regulation in early childhood. The findings contribute theoretically and practically to the development of early childhood education approaches that are more relationship-oriented and focused on children’s emotional well-being.
Concentration Obstacles and High Mobility Behavior in a Senior Kindergarten Student: A Case Study Jelina, Mariana
Qualitative Research in Early Childhood Education Vol. 1 No. 1 (2026): Qualitative Research in Early Childhood Education
Publisher : CV. Chandralia Bintang Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66291/qr-ece.v1i1.4

Abstract

AbstractThis study aims to provide an in-depth analysis of inattentive behavior and high mobility in a KindergartenB child during classroom learning activities. The study was conducted using a qualitative case study approachat TK Strada Budi Luhur from November 10 to December 2, 2025. Data were collected through naturalisticclassroom observations, in-depth interviews with teachers and family members, and supportingdocumentation. The findings indicate that the child exhibited a very short attention span and frequentwalking behavior, particularly during activities requiring sustained concentration and fine motor skills. Thewalking behavior functioned as a response to task difficulty, boredom, and sensory needs. Familyenvironmental factors, especially parental emotional conditions and limited home stimulation, alsoinfluenced the child’s self-regulation. Simple classroom strategies such as seating adjustments and structuredsensory breaks were effective in reducing high mobility behavior. This study contributes practical andtheoretical insights for early childhood educators in addressing attention difficulties through contextual andresponsive interventions.
Early Childhood Teachers’ Experiences in Integrating the Free Nutritious Meal Program into Early Childhood Learning: A Phenomenological Study Liyana, Liyana
Qualitative Research in Early Childhood Education Vol. 1 No. 1 (2026): Qualitative Research in Early Childhood Education
Publisher : CV. Chandralia Bintang Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66291/qr-ece.v1i1.5

Abstract

This study aims to describe and gain an in-depth understanding of early childhood education (ECE) teachers’ experiences in integrating the Free Nutritious Meal Program into early childhood learning processes. The study employed a qualitative approach using a phenomenological method to explore the meanings and lived experiences of teachers as the primary implementers of the program at the classroom level. The research participants consisted of five kindergarten teachers in Bogor Regency, selected through purposive sampling based on the criterion of direct involvement in the implementation of the Free Nutritious Meal Program. The study was conducted from January to March 2026. Data were collected through structured interviews and analyzed using thematic analysis to identify patterns and key themes emerging from teachers’ experiences. The findings revealed four fundamental themes: the Free Nutritious Meal Program as an integrated pedagogical practice; nutritional fulfillment as a foundation for children’s learning readiness and emotional regulation; mealtime activities as a medium for character formation and social skills development; and the reflective and adaptive role of teachers in integrating policy into classroom learning practices. The findings indicate that the nutritious meal program not only impacts children’s health but also contributes significantly to the quality of learning and the holistic development of young children. This study offers a novel contribution by conceptualizing the Free Nutritious Meal Program as a holistic pedagogical practice within early childhood education and by highlighting the strategic role of teachers in bridging national policy and classroom educational practices.
Clinical–Educational Qualitative Case Study of Speech Delay in a Four-Year-Old Boy Ratniawati, Augustina
Qualitative Research in Early Childhood Education Vol. 1 No. 2 (2026): Qualitative Research in Early Childhood Education
Publisher : CV. Chandralia Bintang Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66291/qr-ece.v1i2.7

Abstract

Speech delay in early childhood remains a significant developmental issue that affects children’s communication abilities, social interaction, and school readiness, particularly within clinical and educational contexts where early identification and intervention are often inconsistent. This study aims to explore the characteristics of speech delay in a four-year-old child and to examine how contextual factors and early intervention contribute to language development. A qualitative case study design was employed to provide an in-depth understanding of the child’s communication profile across different settings. Data were collected through clinical and classroom observations, semi-structured interviews with parents and teachers, and document analysis. The data were analyzed using thematic analysis to identify recurring patterns and key themes related to speech and language development. The findings revealed four major themes: expressive language delay, reduced speech intelligibility, contextual variation in communication between clinical and educational settings, and the positive role of parental involvement and early intervention in supporting progress. The study highlights the importance of early identification, family-centered approaches, and integrated clinical–educational collaboration in addressing speech delay. These findings contribute to a deeper understanding of context-sensitive intervention strategies and provide practical implications for educators, clinicians, and policymakers in early childhood education.
Interpreting the Role of Parenting in Maintaining Early Childhood Mental Health: A Qualitative Study of Parents’ Perceptions in Preschool Contexts Ni'matussilva, Fatikha
Qualitative Research in Early Childhood Education Vol. 1 No. 2 (2026): Qualitative Research in Early Childhood Education
Publisher : CV. Chandralia Bintang Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66291/qr-ece.v1i2.8

Abstract

Early childhood mental health plays a crucial role in shaping children’s emotional, social, and cognitive development. Parenting is considered a key factor in creating a supportive environment that fosters children’s psychological well-being. This study aims to interpret the role of parenting in maintaining early childhood mental health based on parents’ perceptions in preschool contexts. A qualitative approach with a phenomenological design was employed to explore parents’ lived experiences and meanings related to caregiving practices. The participants consisted of 10 kindergarten teachers in Brebes Regency, Indonesia, selected through purposive sampling. Data were collected through in-depth interviews and documentation and analyzed using thematic analysis. The findings reveal that parents perceive parenting as the primary foundation for children’s mental health, emphasizing the importance of emotional support, warm communication, and consistent caregiving. Parents also experience challenges in balancing emotional protection and children’s social interaction needs, which require adaptive parenting strategies. Furthermore, collaboration between parents and teachers is identified as a critical factor in supporting children’s emotional development, as it strengthens continuity between home and school environments. Early childhood education is perceived not only as a learning space but also as a supportive and healing environment that contributes to children’s emotional stability. This study highlights the importance of integrating parenting practices and educational support systems to promote children’s mental health. The findings provide theoretical contributions by emphasizing parents’ subjective experiences and offer practical implications for developing context-sensitive parenting programs and policies in early childhood education.
Multisensory Learning Activities in Enhancing Young Children’s Learning Readiness: A Qualitative Study in Indonesian Early Childhood Settings Rarawati, Ida
Qualitative Research in Early Childhood Education Vol. 1 No. 2 (2026): Qualitative Research in Early Childhood Education
Publisher : CV. Chandralia Bintang Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66291/qr-ece.v1i2.11

Abstract

Multisensory learning has been increasingly recognized as an effective pedagogical approach to support young children’s holistic development, particularly in enhancing learning readiness. However, empirical qualitative evidence from Indonesian early childhood education contexts remains limited. This study aims to explore the implementation of multisensory learning activities and examine their impact on children’s attention, emotional regulation, and task persistence. A qualitative descriptive design was employed to capture the lived experiences of participants in a natural classroom setting. Data were collected through semi-structured interviews with one teacher and one parent, as well as classroom observations involving five children aged five to six years in an early childhood education center in Mustika Jaya, Indonesia. The data were analyzed using thematic analysis to identify recurring patterns and meanings. The findings revealed three main themes: (1) multisensory learning enhances children’s attention and sustained focus, (2) multisensory activities improve emotional regulation and self-confidence, and (3) multisensory learning strengthens learning readiness and task persistence. Children demonstrated increased engagement, reduced distraction, greater emotional stability, and improved ability to complete tasks independently. The study highlights the importance of integrating sensory-rich, interactive, and child-centered learning experiences in early childhood education. It also emphasizes the critical role of teachers and parents in facilitating and reinforcing multisensory learning. These findings contribute to the theoretical understanding of learning readiness as a multidimensional construct and provide practical implications for educators and policymakers to design inclusive and developmentally appropriate learning environments. Future research is recommended to explore the long-term impact of multisensory learning across diverse educational contexts.
Seven Habits of Great Indonesian Children in Early Childhood Education Contexts: A Qualitative Study Ismah, Teta Nurul
Qualitative Research in Early Childhood Education Vol. 1 No. 2 (2026): Qualitative Research in Early Childhood Education
Publisher : CV. Chandralia Bintang Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66291/qr-ece.v1i2.12

Abstract

Early childhood education plays a crucial role in shaping children’s character, habits, and lifelong learning dispositions. In Indonesia, national educational values emphasize the development of holistic individuals who are spiritually grounded, socially responsible, independent, and resilient. However, limited empirical research has explored how these values are manifested in children’s daily practices within early childhood education settings. This study aims to explore and describe the Seven Habits of Great Indonesian Children as reflected in everyday learning activities. A qualitative descriptive approach was employed, involving classroom observations, semi-structured interviews with teachers, and document analysis of educational programs. The study was conducted in selected early childhood education centers that actively implement character-based learning. Data were analyzed using thematic analysis to identify patterns and meanings related to children’s habitual behaviors. The findings reveal seven interconnected habits: spiritual awareness, discipline and responsibility, independence, cooperation, respect and empathy, curiosity and love of learning, and healthy living practices. These habits are embedded in daily routines, teacher modeling, and culturally grounded learning activities. The results highlight that habit formation occurs through consistent practice, social interaction, and supportive learning environments. This study contributes to the literature by providing a culturally contextualized understanding of character education in early childhood. The findings offer practical implications for educators and policymakers in strengthening habit-based learning approaches. Integrating these habits into early childhood education is essential for fostering well-rounded children who are prepared for future challenges.
The Impact of Mobile Phone Use on Early Childhood Interaction And Behavior Patterns: A Qualitative Study Soniati, Nia
Qualitative Research in Early Childhood Education Vol. 1 No. 2 (2026): Qualitative Research in Early Childhood Education
Publisher : CV. Chandralia Bintang Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66291/qr-ece.v1i2.13

Abstract

Mobile phone use among young children is increasing along with the development of digital technology and has become a serious concern in education. This study aims to determine the impact of mobile phone use on the interaction and behavior patterns of young children and to identify the role of teachers in addressing this issue in preschool settings. This research uses a qualitative approach with a phenomenological paradigm. The research participants were ten PAUD teachers in Sukabumi Regency who were selected using a purposive sampling technique. Data collection was conducted from January to March 2026 using structured interviews. The data obtained were analyzed using thematic analysis techniques to identify key patterns and themes. The results showed that mobile phone use impacts the quality of children's social interactions, reduced verbal communication, and the emergence of changes in behavior and emotional regulation, such as irritability and impatience. This study also found that teachers have a fundamental role in minimizing the negative impacts of mobile phone use through social interaction-based learning strategies, group games, and restrictions on digital media use in schools. Furthermore, collaboration between teachers and parents is a key factor in successfully addressing the impacts of mobile phone use on early childhood . This research provides theoretical and practical contributions to the development of early childhood education in the digital era.

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