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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 6 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 Number 1 Volume 1 2026
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 Fatimah Zahra Isnaini
Qualitative Research in Early Childhood Education Vol. 1 No. 1 (2026): Qualitative Research in Early Childhood Education Number 1 Volume 1 2026
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 Nurachmi Maisyaroh
Qualitative Research in Early Childhood Education Vol. 1 No. 1 (2026): Qualitative Research in Early Childhood Education Number 1 Volume 1 2026
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 Mariana Jelina
Qualitative Research in Early Childhood Education Vol. 1 No. 1 (2026): Qualitative Research in Early Childhood Education Number 1 Volume 1 2026
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
Qualitative Research in Early Childhood Education Vol. 1 No. 1 (2026): Qualitative Research in Early Childhood Education Number 1 Volume 1 2026
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.
A Clinical–Educational Qualitative Case Study of Speech Delay in a Four-Year-Old Boy.: clinical–educational qualitative case study approach Augustina Ratniawati
Qualitative Research in Early Childhood Education Vol. 1 No. 2 (2026): Qualitative Research in Early Childhood Education Number 1 Volume 2 2026
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 is a common developmental concern that may significantly affect a child’s communication, social interaction, and later academic performance. This study aimed to explore the nature of speech delay in a four-year-old boy through a clinical–educational qualitative case study approach. The research sought to examine the child’s expressive language abilities, speech sound production, contextual communication patterns, and response to early intervention within both therapeutic and educational settings. Data were collected through multiple qualitative methods, including clinical and classroom observations, semi-structured interviews with parents and a preschool teacher, and review of relevant assessment and intervention documents. The data were analyzed using thematic analysis to identify recurring patterns and key themes related to the child’s speech and language development. The findings revealed significant expressive language delay, reduced speech intelligibility, and notable differences in language use across contexts. The child demonstrated improved verbal output in structured therapy sessions compared to natural classroom interactions. Early intervention and active parental involvement were found to contribute positively to the child’s progress, although ongoing support remained necessary to address persistent speech and language difficulties. The study highlights the importance of early identification, family-centered intervention, and collaboration between clinical and educational professionals. It also demonstrates the value of qualitative case studies in providing an in-depth understanding of individual speech delay and informing effective, context-sensitive intervention practices. Keywords: speech delay, early childhood, qualitative case study, speech–language intervention, clinical–educational approach

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