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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 15 Documents
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The Impact of Screen Time on Children’s Independence in Daycare Contexts: A Qualitative Study Arih Haya Shofa
Qualitative Research in Early Childhood Education Vol. 1 No. 3 (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.v1i3.60

Abstract

Background: The increasing presence of digital technology in young children’s daily lives has raised international concerns regarding its influence on developmental outcomes, particularly children’s independence. While excessive screen time is often associated with reduced autonomy, limited qualitative research has explored how children’s independence is shaped across different contexts, especially the interaction between daycare environments and home screen time practices in early childhood education. Purpose: This study aims to explore the impact of screen time on children’s independence in daycare settings and to understand how independence developed in daycare is maintained within the home environment. Methods: The study adopted a qualitative descriptive approach. Data were collected through semi-structured interviews with two children enrolled in a daycare center and two parents. The daycare context was selected as the primary educational setting, while parents provided perspectives on home practices. The interview data were analyzed using thematic analysis to identify recurring patterns and shared meanings related to independence and screen time. Findings: The findings indicate that daycare plays a significant role in fostering children’s independence through structured routines, consistent expectations, and opportunities for autonomous engagement. Screen time at home was reported to be controlled and non-addictive, with parents actively mediating digital device use. Such regulation allowed children’s independent behaviors developed in daycare to be sustained at home. Consistency between daycare practices and home routines emerged as a key factor in maintaining children’s independence across contexts. Conclusion: The study concludes that children’s independence is influenced more by environmental structure and adult mediation than by screen time exposure alone. These findings contribute to early childhood education by highlighting the importance of daycare–home consistency and providing practical implications for educators and parents in managing screen time to support children’s independence.
The Dominance of the Daycare Environment in Early Childhood Care and Its Implications for the Formation of Children’s Self-Identity Musoheh musoheh
Qualitative Research in Early Childhood Education Vol. 1 No. 3 (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.v1i3.72

Abstract

Social and economic changes in modern families have led to an increased use of daycare as a form of early childhood care. Many children spend more time in daycare than at home with their parents, making the daycare environment a dominant caregiving context in their lives. This condition has the potential to influence the process of self-identity formation in early childhood, which is still in its initial developmental stage. This study aims to understand how the dominance of the daycare environment affects the formation of self-identity in early childhood. The study employs a qualitative approach using structured observation techniques of young children at a daycare institution. Participants were selected through purposive sampling based on the duration of children’s attendance at daycare. Data collection focused on children’s self-expression, social interaction patterns, and emotional responses in daily caregiving activities. Data analysis was conducted using thematic analysis to identify patterns in children’s self-identity formation. The findings indicate that children tend to construct their self-identity based on the norms, relationships, and expectations that dominate the daycare environment. Children adjust their behavior and self-expression in accordance with caregiving patterns experienced repeatedly. The findings emphasize the importance of continuity between home and daycare relationships in supporting healthy self-identity formation in early childhood.
Growth Mindset in Early Childhood Teachers and the Transformation of Children’s Behavior Theresia Alviani Sum
Qualitative Research in Early Childhood Education Vol. 1 No. 3 (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.v1i3.88

Abstract

Early childhood education teachers play a central role in shaping children’s learning behavior, yet limited research has examined how teachers in under-resourced contexts develop and apply a growth mindset in everyday practice. This study aimed to explore how early childhood education teachers in Manggarai Regency perceive, develop, and implement growth mindset principles and how these practices influence children’s behavior in the classroom. The study used a qualitative descriptive design involving 29 purposively selected teachers. Data were collected through open-ended questionnaires, documentation, and in-depth interviews, and were analyzed using thematic analysis. The findings show that most teachers demonstrated strong motivation for continuous professional learning, resilience in responding to instructional challenges, and adaptive teaching practices despite structural limitations. The data also indicate that growth mindset-based teaching contributed to positive changes in children’s behavior, including greater independence, curiosity, confidence, and willingness to participate in learning activities. These findings suggest that growth mindset functions not only as a personal belief system but also as a pedagogical orientation that strengthens reflective teaching and supports more responsive classroom environments. The study highlights the importance of context-sensitive professional development programs that help early childhood teachers sustain adaptive and supportive teaching practices in low-resource settings.
The Importance of Balanced Nutrition in Early Childhood and Its Development Programs Fatimah Zahra Isnaini
Qualitative Research in Early Childhood Education Vol. 1 No. 3 (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.v1i3.90

Abstract

Early Childhood is a critical “golden period” or window of opportunity, during which balanced nutrition serves as a fundamental foundation for optimizing physical growth, cognitive development, and strengthening the immune system. Chronic malnutrition, such as Stunting, during this stage can lead to permanent damage to brain structure and function, significantly reducing children's intellectual potential and learning abilities. Although the importance of nutrition has been widely recognized, the implementation of balanced nutrition in Indonesia still faces multidimensional challenges, particularly due to low nutritional literacy among parents and the lack of structured and integrated nutrition programs in early childhood education institutions. This study aims to analyze the urgency of balanced nutrition and formulate an applicable development program framework to address these challenges. To overcome these barriers, a shift is needed from curative interventions toward a more promotive and preventive approach through an Integrated Balanced Nutrition Development Program. This program is recommended to be designed based on three main pillars: (1) Interactive Nutrition Education for children and parents, including training on My Plate and responsive feeding; (2) Specific Nutrition Interventions through the utilization of local food resources; and (3) Holistic Collaboration among early childhood education institutions as centers for habit formation, families as facilitators, and healthcare professionals for monitoring and intervention. In conclusion, achieving balanced nutrition requires multisectoral collaboration and community empowerment-based programs to create a sustainable optimal nutritional environment for young children.
Improving Early Childhood Vocabulary Recognition through Flashcard Media: A Qualitative Study in Kindergarten Siti Hasanah; lily Yuntina
Qualitative Research in Early Childhood Education Vol. 1 No. 3 (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.v1i3.167

Abstract

This study aimed to explore how the use of flashcard media supports vocabulary recognition among children aged 5–6 years in Group B of Tunas Karya III Kindergarten, Sukanagara, Cianjur. A qualitative case study approach was employed to gain an in-depth understanding of children's learning experiences and teachers' instructional practices during vocabulary learning activities. The participants consisted of ten children, one classroom teacher, and the school principal, who were selected purposively based on their direct involvement in the learning process. Data were collected through classroom observations, semi-structured interviews, field notes, and documentation. The data were analyzed using thematic analysis, including data reduction, data display, and conclusion drawing. The credibility of the findings was ensured through triangulation of data sources, member checking, prolonged engagement, and peer debriefing. The findings revealed three major themes: (1) flashcards increased children's interest and engagement during literacy activities; (2) visual representations on flashcards facilitated children's recognition of letters, sounds, and simple vocabulary; and (3) interactive teacher-child communication strengthened children's confidence in recognizing and pronouncing words. The study concludes that flashcard media provides meaningful learning experiences that promote early vocabulary development and support language acquisition in early childhood education.

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