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Journal of Early Childhood Education Perspectives (JECEP)
Published by Lia Center of Research and Education
ISSN : -     EISSN : 31106641     DOI : https://doi.org/10.64850/jecep.v1i1.35
Core Subject : Science, Education, Art, Social,
Arts Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other
JECEP welcomes submissions that address early childhood education (birth–8 years) through educational, psychological, and interdisciplinary perspectives grounded in teaching, learning, and policy contexts, including but not limited to the following areas: Child Development and Early Childhood Psychology in Educational Contexts: Cognitive, social-emotional, linguistic, moral, and physical development as they relate to learning and educational practice. Innovative Pedagogical Models in Early Childhood Education: Play-based learning, project-based approaches, Reggio Emilia, Montessori, and other developmentally appropriate and emergent pedagogies. Curriculum Design, Implementation, and Assessment: Development of inclusive, culturally responsive, and age-appropriate curricula, along with authentic and developmentally appropriate assessment strategies. Teacher Professionalism and Development: Pre-service and in-service teacher education, professional competencies, beliefs, reflective practices, and educator well-being. Family and Community Engagement: Parental involvement, family–school partnerships, and community participation in early childhood education. Educational Technology for Young Learners: Ethical, pedagogically sound, and developmentally appropriate integration of digital tools in early childhood settings. Inclusive and Equitable Early Childhood Education: Educational practices supporting children with diverse abilities, linguistic backgrounds, cultural identities, and learning needs. Policy, Leadership, and Management in Early Childhood Education: Analysis of educational policies, institutional leadership, governance, and management practices influencing early childhood education systems.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 17 Documents
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From Adolescents to Early Learners: Adapting Role-Playing for Pancasila Education in Early Childhood Contexts Risdayanti Risdayanti; Nurhikmah Nurhikmah
Journal of Early Childhood Education Perspectives Vol. 1 No. 1 (2025): Journal of Early Childhood Education Perspectives
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/jecep.v1i1.35

Abstract

This study reexamines the role of the Role-Playing method in Pancasila Education, originally implemented with seventh-grade students at SMPN 6 Satap Baraka, to explore its broader implications for early childhood contexts. The initial classroom action research, conducted over two cycles with three sessions each, demonstrated that conventional teacher-centered methods had failed to actively engage learners, resulting in achievement scores below the Minimum Mastery Criteria (KKM). By contrast, the introduction of role-playing produced significant improvements: average learning outcomes increased from 60.41 in Cycle I to 81.87 in Cycle II, while student activity levels rose from 65% to 98%. These findings highlight the effectiveness of role-playing in creating dynamic, participatory, and meaningful learning environments, fostering both engagement and value internalization. While the empirical data were collected at the secondary level, the developmental nature of role-playing—anchored in play, empathy, and perspective-taking—suggests even stronger pedagogical relevance for early childhood education, where play is the primary mode of learning. The study therefore argues that role-playing represents not merely a remedial strategy for adolescents but a foundational approach for cultivating Pancasila values in early learners.
Adapting Problem Tree-Assisted Small-Group Facilitation to Strengthen Collaborative Decision-Making Foundations in Early Childhood Education: Insights from Elementary Classroom Action Research Raodhatul Jannah M
Journal of Early Childhood Education Perspectives Vol. 1 No. 1 (2025): Journal of Early Childhood Education Perspectives
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/jecep.v1i1.36

Abstract

This study investigates challenges in Civic Education, particularly the development of deliberation skills among fifth-grade students at Yaminas Islamic Elementary School, Noling. Observations revealed ten students struggled to regulate emotions during discussions, often rejecting differing opinions with negative expressions or arguments. Classroom participation was also dominated by a few voices, limiting collaboration and equity. To address these issues, a Classroom Action Research (CAR) design was applied, combining small-group facilitation with the “problem tree” method. The intervention proceeded in two cycles: planning, implementation, observation, and reflection. In Cycle I, the theme was “Flood Issues and Solutions,” identifying waste as the root problem. In Cycle II, the focus shifted to “Effective Waste Management,” with flooding as the key concern. Deliberations were organized through small-group, large-group, and plenary sessions to balance participation. Findings showed clear improvement. The average score increased from 23 in Cycle I to 32 in Cycle II, indicating progress in participation, emotional regulation, and consensus-building. Although situated in an elementary school, the results offer insights for Early Childhood Education (ECE). Structured facilitation and problem tree media can be adapted for play-based contexts, helping young children practice turn-taking, negotiation, perspective-taking, and collective decision-making. These foundations strengthen social-emotional skills and prepare children for civic readiness from early ages.
The Role of Early Childhood Teachers in Fostering Positive Attachment in Educational Settings: A Theoretical Review from the Perspective of Developmental Psychology Hardianti Riani Utami
Journal of Early Childhood Education Perspectives Vol. 1 No. 1 (2025): Journal of Early Childhood Education Perspectives
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/jecep.v1i1.38

Abstract

This literature review examines the pivotal role of early childhood teachers in fostering positive attachment relationships within educational settings, grounded in developmental psychology theory. Secure attachments between teachers and young children are essential for promoting socio-emotional well-being, cognitive development, and school readiness. Drawing on recent empirical studies and theoretical frameworks, this review highlights how teacher responsiveness, emotional availability, and consistent caregiving contribute to children’s sense of security and trust. Key indicators of positive attachment—such as proximity seeking, distress alleviation, and child-initiated interactions—are linked to improved social competence, reduced anxiety, and enhanced academic outcomes. Furthermore, the review explores the neurodevelopmental implications of teacher-child attachment, emphasizing its influence on brain regions responsible for stress regulation and executive function. The compensatory role of teachers for children experiencing insecure attachments at home is also discussed, underscoring the protective effects of sensitive and stable caregiving in educational contexts. Finally, the importance of institutional support, including low child-teacher ratios, professional development in attachment-informed pedagogy, and teacher well-being, is emphasized as critical to sustaining effective teacher-child relationships. The findings advocate for integrating attachment theory into early childhood education policy and practice to foster holistic development and resilience in young learners.
Artificial Intelligence as a Catalyst for Innovation in Early Childhood Pedagogy: A Critical Review Tyasa Safa Amelia
Journal of Early Childhood Education Perspectives Vol. 1 No. 1 (2025): Journal of Early Childhood Education Perspectives
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/jecep.v1i1.39

Abstract

The integration of artificial intelligence technologies in early childhood education represents a significant paradigm shift in pedagogical practices, yet comprehensive critical analyses of AI's role as an innovation catalyst remain limited. This systematic literature review aims to synthesize recent research examining AI-driven innovations in early childhood pedagogy, identifying key trends, opportunities, and challenges for children aged 0-8 years. Following PRISMA guidelines, a comprehensive search across multiple databases yielded 34 high-quality studies published between 2019-2024. Data extraction employed a structured coding framework examining AI technology types, pedagogical applications, theoretical alignments, and ethical considerations. Results revealed four primary AI technology categories: intelligent tutoring systems (41.2%), educational robotics (35.3%), natural language processing (17.6%), and computer vision systems (5.9%). Educational robotics demonstrated the highest learning outcome improvements (42%), followed by intelligent tutoring systems (35%). AI technologies successfully enhanced personalized learning delivery, social-emotional development, and STEM skill acquisition while maintaining alignment with constructivist and play-based learning principles. However, significant challenges emerged regarding data privacy, algorithmic bias, teacher professional development requirements, and digital equity concerns. The findings indicate that while AI serves as a powerful catalyst for pedagogical innovation, successful implementation requires intentional approaches prioritizing developmental appropriateness, ethical considerations, and equitable access to ensure AI enhances rather than replaces essential human elements in early learning environments.
Stakeholder Perceptions and Institutional Readiness for Inclusive Education Implementation: A Multi-Dimensional Analysis Octa Vian Dwi Tanto; Muh. Yamin
Journal of Early Childhood Education Perspectives Vol. 1 No. 1 (2025): Journal of Early Childhood Education Perspectives
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/jecep.v1i1.40

Abstract

Inclusive education implementation in Indonesia's regional cities faces significant challenges, particularly in bridging conceptual support with practical readiness. This study examines multi-dimensional public perceptions toward inclusive education in Palopo City, South Sulawesi, analyzing the relationship between conceptual understanding, implementation support, institutional readiness, and perceived benefits. A cross-sectional survey design was employed with 26 purposively selected stakeholders using a validated 30-item Likert scale questionnaire (Cronbach's α = 0.89). Data were collected during May-June 2024 and analyzed using descriptive statistics, mean comparison tests, and dimensional analysis. Findings revealed significantly high conceptual understanding (M = 4.115, SD = 0.654) and strong support for inclusive education principles (M = 4.423, SD = 0.631). However, institutional readiness showed concerning gaps, particularly in facility adequacy (M = 3.000, SD = 0.832) and teacher competency perceptions (M = 3.346, SD = 0.829). Dimensional analysis indicated substantial discrepancies between theoretical support (Conceptual Understanding: 4.115) and practical implementation readiness (Institutional Readiness: 3.476, p < 0.05). While Palopo City stakeholders demonstrate robust conceptual support for inclusive education, critical implementation gaps exist in institutional infrastructure and human resource preparedness. These findings suggest urgent need for comprehensive capacity-building interventions targeting teacher training, facility enhancement, and systematic implementation support mechanisms.
Pedagogical Model Innovation in Early Childhood Education: A Systematic Literature Review on Child Development, and the Role of the Family Rahman Febrian; Moh Yaqob
Journal of Early Childhood Education Perspectives Vol. 1 No. 2 (2025): Journal of Early Childhood Education Perspectives
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/jecep.v1i2.104

Abstract

This systematic literature review examined the latest innovations in early childhood pedagogical models by synthesizing 45 peer-reviewed studies published in the last five years. These findings reveal that early childhood education is undergoing a significant transformation characterized by a pedagogical approach that is child-centered, inclusive, and technology-supported. Play-based learning, early STEM integration, digital learning tools, project-based activities, and multimodal literacy have emerged as key innovations that improve children's cognitive, social-emotional, language, and creative development. This review highlights that effective pedagogical innovation requires not only methodological advancements but also paradigm shifts in the way young children learn and interact in their learning environment. Family involvement was identified as a central determinant of pedagogical effectiveness. Home-school collaboration, parent involvement, and structured family-based learning activities strengthen continuity between home and school, thereby improving children's developmental outcomes. The review further emphasizes the role of inclusive education models, particularly the use of differentiated teaching, Universal Design for Learning (UDL), and culturally responsive pedagogy. This approach ensures that learning spaces accommodate the diverse needs of children, including those with special educational needs, while fostering empathy, collaboration, and social identity development. Overall, the review concludes that the most effective pedagogical innovations in early childhood education are those that integrate constructivist principles, active family participation, and inclusive learning practices. These findings underscore the need for ongoing professional development for educators, institutional support systems, and sustainable implementation strategies. This study contributes to shaping a future early childhood education model that is holistic, equitable, and responsive to the evolving needs of young learners.
Pre-service Early Childhood Teachers' Perceptions on Digital Media for Language Creativity Stimulation Anies Listyowati; Titah Kinasih
Journal of Early Childhood Education Perspectives Vol. 1 No. 2 (2025): Journal of Early Childhood Education Perspectives
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/jecep.v1i2.110

Abstract

The integration of digital media in early childhood education has become increasingly prevalent, yet understanding pre-service teachers' perceptions toward its role in stimulating language creativity remains limited. This mixed-methods study examined 95 pre-service early childhood teachers' perceptions of digital media for language creativity stimulation. Using a structured questionnaire with 21 Likert-scale items and three open-ended questions, we assessed six dimensions: importance of language creativity, readiness and competence, perceptions of digital media, teaching methods, frequency and effectiveness, and barriers and challenges. Quantitative data were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis. Results revealed an overall high perception (M = 4.353), with the highest scores for importance of language creativity (M = 4.703) and readiness and competence (M = 4.532). Participants demonstrated strong awareness of digital media benefits, with 77.9% emphasizing vocabulary enhancement, while acknowledging significant challenges including infrastructure limitations (41.1%) and content appropriateness concerns (38.9%). The study contributes to understanding pre-service teachers' preparedness for technology integration in developing country contexts and highlights the need for comprehensive technological pedagogical content knowledge development in teacher education programs to support effective digital media integration in early childhood language education.
The Concept of Disaster Education and the Roles of Educational Personnel, Parents, Partners, and Community in Early Childhood Education Dwi Jati Marta; I Dewa Ketut Kerta Widana; Adi Subiyanto; Arry Aditsya Yoga
Journal of Early Childhood Education Perspectives Vol. 1 No. 2 (2025): Journal of Early Childhood Education Perspectives
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/jecep.v1i2.142

Abstract

Indonesia faces high disaster risk due to its geological and geographical conditions, which disproportionately affect vulnerable groups, including young children. This situation highlights the urgency of integrating disaster education into Early Childhood Education to build awareness, preparedness, and resilience from an early age. This research aims to examine the concept and implementation of disaster education in Early Childhood Education and to analyze the roles of education personnel, parents, partners and the community in its implementation. Employing a qualitative case study approach, the research was conducted in six ECE institutions in Pangkalpinang City and Bangka Regency, Bangka Belitung Islands Province. Data were collected through in-depth interviews, participatory observation, and document analysis involving 24 informants, including teachers, parents, partner representatives, and community leaders and using the interactive model of Miles, Huberman, and Saldaña. The findings identify two empirically grounded implementation models: comprehensive (holistic) and partial integration, shaped by institutional readiness, educator capacity, and local disaster risk contexts. The research also reveals a collaborative ecosystem in which teachers function as core implementers, school leaders as coordinators, parents as learning reinforcers, and partners and community as technical supporters. These findings demonstrate that disaster education in Early Childhood Education is practiced in adaptive and context-specific forms. This research contributes an ecosystem-based, multi-stakeholder framework to strengthen sustainable disaster preparedness and long-term resilience from early childhood.
The Role of Feedback in Early Childhood Development: A Systematic Review of Cognitive, Social-Emotional, and Motivational Impacts Lalu Mohammad Abid Zainul Puad
Journal of Early Childhood Education Perspectives Vol. 1 No. 2 (2025): Journal of Early Childhood Education Perspectives
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/jecep.v1i2.143

Abstract

Feedback represents a fundamental pedagogical mechanism with substantial impact on the holistic development of young children. This systematic review analyzes the role of feedback in shaping cognitive, social-emotional, and motivational developmental domains in children aged 0-8 years. Synthesis of 35 empirical studies demonstrates that high-quality feedback, characterized by specificity, timeliness, process orientation, and developmental appropriateness, yields significant improvements in metacognitive skills (d=0.52), emotional regulation (d=0.48), and intrinsic motivation (d=0.61). Analysis reveals that process feedback is superior to person feedback in developing growth mindset (β=0.43, p<0.001) and academic resilience. However, contextual factors such as child temperament characteristics, cultural norms, and teacher-student relationship quality moderate feedback effectiveness. Practical implications include the need for systematic professional development programs for educators, emphasizing culturally responsive, evidence-based feedback techniques. This research contributes theoretically by integrating perspectives from cognitive psychology, developmental theory, and early childhood pedagogy to construct a comprehensive model of feedback mechanisms in early learning.
Integration of Health Education and Character Building in Children through Ecoliteracy Learning: A Multiple Case Study in Early Childhood Education Tika Pustika Fersari; Amirrudin Muhammad
Journal of Early Childhood Education Perspectives Vol. 1 No. 2 (2025): Journal of Early Childhood Education Perspectives
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/jecep.v1i2.159

Abstract

This research examines ecoliteracy-based learning practices that integrate health education and character building in Early Childhood Education settings using a qualitative multiple case study approach. The research uses a qualitative approach with a multiple case study design conducted in three Early Childhood Education institutions in the city of Pangkalpinang, Bangka Belitung Islands Province. Data were collected through participatory observation, in-depth interviews with teachers and parents, as well as document studies, and then analyzed using thematic analysis assisted by NVivo. Research results indicate that ecoliteracy implementation in Early Childhood Education is manifested through three principal patterns: routine-based habituation, narrative-reflective learning and participatory experiential activities. Collectively, these three approaches demonstrate how ecological awareness, clean and healthy lifestyle practices, and holistic character development are meaningfully integrated in children’s daily learning experiences. In addition to increasing environmental awareness, ecoliteracy-based learning also contributes to strengthening values of responsibility, discipline, empathy, and cooperation in young children. The findings position ecoliteracy as an integrative pedagogical approach relevant to sustainability, health, and character education, with implications for educators and policymakers in developing sustainability-oriented early childhood learning.

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