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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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Integration of Neuroscience into Early Childhood Educational Psychology: A Critical Literature Review of Cognition, Emotion, and Pedagogical Implications Hani Hasnah Safitri; Ulul Albab; Siti Mumun Muniroh; Mohammad Adam; Faiz Akhmad Khan
Journal of Early Childhood Education Perspectives Vol. 2 No. 1 (2026): 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.v2i1.171

Abstract

The integration of neuroscience into early childhood educational psychology has gained increasing scholarly attention in response to the need for a holistic and evidence-based understanding of young children’s learning and development. This article aims to critically analyze the contribution of neuroscience in enriching the theoretical framework of early childhood educational psychology, particularly in understanding the interrelationship between cognition, emotion, and pedagogical implications in early learning contexts. Employing a critical literature review approach, this study examines articles from reputable international and accredited national journals related to educational neuroscience, early childhood education, and educational psychology. The analysis is conducted through a reflective thematic synthesis that places neuroscientific findings in dialogical engagement with contemporary educational theory. The findings indicate that neuroscience functions as an epistemic lens that deepens understanding of early childhood learning processes, rather than as a direct methodological prescription for classroom practice. This article emphasizes the importance of critical awareness of neuromyths and highlights neuroscience as a foundation for early childhood educators’ professional reflection in designing developmentally appropriate, ethical, and meaningful learning experiences. Theoretically, this study contributes to an integrative framework for early childhood educational psychology, while practically offering reflective direction for educators and researchers in engaging with neuroscience critically and responsibly.
Comparative Study of Conventional and Montessori Learning Methods on the Cognitive Development of Preschool Children Hisyam Syafii; Husain Azhari; Rudyn Alaldaya
Journal of Early Childhood Education Perspectives Vol. 2 No. 1 (2026): 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.v2i1.173

Abstract

This study aims to compare the effectiveness of conventional and Montessori learning methods on the cognitive development of preschool-aged children in Indonesia. This study used a mixed-methods design with a concurrent embedded approach, where the quantitative component in the form of a quasi-experiment with a pretest–posttest control group design was the main focus, while qualitative data were used to enrich the interpretation of the results. The study sample consisted of 160 children aged 4–6 years from eight early childhood education institutions in the Special Region of Yogyakarta, who were divided into Montessori and conventional groups. Cognitive development was measured through executive function, problem-solving, and early literacy and numeracy skills using a standardized instrument adapted for the Indonesian context. Data analysis was conducted using ANCOVA with pretest scores as a covariate. The results showed that children who participated in the Montessori method had significantly higher cognitive development scores compared to those who participated in the conventional method, especially in aspects of executive function such as working memory, inhibitory control, and cognitive flexibility. These findings indicate that the Montessori method is more effective in supporting the cognitive development of preschool-aged children and has the potential to have a long-term impact on children's learning readiness.
The Lauḥ Method in Early Childhood Qur’anic Pedagogy: A Case Study on Memorization Strategies at Zawiyah Asmariyah, Libya Taufik Awan Wibowo; Fiqi Restu Subekti
Journal of Early Childhood Education Perspectives Vol. 2 No. 1 (2026): 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.v2i1.174

Abstract

This study aims to analyze the Lauḥ method as a pedagogical approach in Qur’anic memorization learning for early childhood learners. The study explicitly situates the analysis within the framework of Early Childhood Education and emphasizes the alignment of the Lauḥ method with children’s developmental characteristics, particularly in cognitive processes, memory, attention, and multisensory learning. The research employs a qualitative approach with a case study design conducted at Zawiyah Asmariyah, Libya. Data were collected through participatory observation, semi-structured interviews with Qur’anic memorization teachers and institutional administrators, and document analysis. The study analyzes the data thematically by linking empirical findings to pedagogical principles of early childhood education. The findings indicate that the Lauḥ method, through stages of preparation, writing, repetition, erasure, and gradual evaluation, aligns with core principles of early childhood learning, including cognitive load management, teacher scaffolding, and the use of visual, auditory, and kinesthetic stimulation. The method contributes to improving children’s focus, memory retention, and learning engagement. The study concludes that the Lauḥ method can function as a relevant and contextual pedagogical approach in Qur’anic memorization learning for early childhood learners when implemented systematically and oriented toward developmental needs.
Healthy Lifestyle Education Through Play-Based Learning among Children Aged Three to Four Years: A Case Study in Indonesia Prima Trisna Aji; Elinda Rizkasari; Arief Shofyan Baidhowy
Journal of Early Childhood Education Perspectives Vol. 2 No. 1 (2026): 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.v2i1.176

Abstract

This study explores the implementation of healthy lifestyle education through play-based learning in early childhood education settings. Early childhood is a critical developmental stage during which children begin to form daily habits related to nutrition, hygiene, physical activity, rest, and emotional well-being. This qualitative case study was conducted in a pseudonymized early childhood education center in Indonesia and focused specifically on children aged 3–4 years (n = 15) over a two-week observation period. Data were collected through classroom observations, semi-structured interviews with the classroom teacher, and documentation of learning activities. The findings revealed that integrating health-related content into play-based activities encouraged active participation and meaningful learning. Twelve out of fifteen children consistently demonstrated improved hand-washing routines, greater willingness to engage in physical movement activities, and increased awareness of healthy food choices during the observation period. These changes were identified through systematic observation and teacher reflection rather than formal behavioral scoring. Parental involvement played an important role in reinforcing health-related routines at home, contributing to behavioral consistency across settings. Teachers reported that play-based learning made health education more natural, developmentally appropriate, and enjoyable for children. In this study, internalization is understood as children’s consistent and self-initiated enactment of healthy behaviors within play and daily routines, supported by social interaction and repetition, rather than explicit verbal understanding of underlying health concepts. This study contributes to the literature by demonstrating how healthy lifestyle behaviors can be naturally embedded in early learning routines for children aged 3–4 years without direct instruction, expanding understanding of play-based learning as a mediating pathway for early health-habit internalization within Asian early childhood education contexts.
Revisiting Critical Thinking in Early Childhood: A Bibliometric Review of Trends During and After COVID-19 Pandemic William Ben Gunawan; Eka Anggraeny
Journal of Early Childhood Education Perspectives Vol. 2 No. 1 (2026): 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.v2i1.178

Abstract

Critical thinking is increasingly recognized as a foundational competence that can be fostered from early childhood. The COVID-19 pandemic intensified scholarly attention to this area by disrupting early childhood education while accelerating pedagogical and technological innovation. This study revisits research trends and thematic developments on critical thinking in early childhood education during and after the COVID-19 period. Using a mixed-method design, the study integrates bibliometric analysis and a narrative literature review of 309 Scopus-indexed publications (2019-2026), analyzed using VOSviewer to identify publication growth, influential sources, subject areas, keyword co-occurrence, and temporal thematic shifts, while the narrative review synthesized recent empirical and conceptual studies. The findings show steady publication growth during COVID-19 and a marked surge in the post-pandemic period, with a substantial increase culminating in a publication peak in 2025. Research themes evolved from assessment, health-related issues, and emergency digital learning toward pedagogical refinement, teacher professional development, early childhood–specific interventions, and ethical integration of digital and AI-based tools. Overall, the literature reflects a shift toward understanding critical thinking as a socially mediated, context-dependent, and developmentally appropriate competence in early childhood education.
Integrating Local Wisdom: Islamic Learning Management via Reyog Puppetry in Early Childhood Education Alip Sugianto; Sayid Abas
Journal of Early Childhood Education Perspectives Vol. 2 No. 1 (2026): 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.v2i1.179

Abstract

Islamic religious education plays a vital role in shaping children’s moral and spiritual foundations from an early age, particularly considering that early childhood is a developmental stage characterized by play, imagination, and active exploration. Integrating religious values into meaningful and enjoyable learning experiences is therefore essential. Aisyiyah Singosaren Kindergarten adopts an innovative approach by utilizing Reyog, a traditional art form from Ponorogo, as a pedagogical medium to instill Islamic values in young learners. This article seeks to examine and understand the management of Islamic religious education learning implemented through the integration of local Reyog Ponorogo culture. The study employs a descriptive qualitative method aimed at systematically describing and analyzing the planning, implementation, and evaluation of Islamic religious education at the kindergarten. Data were collected through classroom observations, documentation review, and in-depth interviews with teachers and school administrators. The findings reveal that learning management begins with careful planning aligned with themes, learning objectives, basic competencies, and measurable indicators. Classroom organization, including learning space arrangement and seating design, supports active engagement. Instructional strategies include lectures, dialogic interaction, and demonstrations. Evaluation is conducted through observation, recall activities, and reinforcement to consolidate children’s understanding of Islamic values.
Early Childhood Teachers' Attitudes Toward Gender-Neutral Pedagogical Practices: Insights from Indonesia and Pakistan Muhammad Rehan Sabir; Dewi Candraningrum
Journal of Early Childhood Education Perspectives Vol. 2 No. 1 (2026): 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.v2i1.206

Abstract

This exploratory cross-sectional, cross-national study examined early childhood teachers' attitudes toward gender-neutral pedagogical practices in Indonesia and Pakistan. Structured interviews were conducted with 80 teachers (40 per country) working with children aged 3–6 years. Participants were recruited through purposive sampling from urban early childhood education centers. Attitudes toward gender-neutral pedagogical practices were operationalized across four dimensions: gender-inclusive language, mixed-gender participation, non-stereotyped learning materials, and balanced behavioral expectations. Data were analyzed using descriptive statistics, independent-samples t-tests, and multiple regression analyses. Indonesian teachers reported higher attitude scores across all dimensions, with moderate to very large effect sizes (Cohen’s d = 0.45–1.10). Educational attainment (β = .28) and participation in professional development (β = .31) were positively associated with teachers’ attitudes. The model explained 42% of the variance in attitudes (R² = .42, adjusted R² = .39). The findings indicate that higher formal qualifications and participation in professional development are associated with more favorable attitudes toward non-stereotyped classroom practices within the sampled early childhood settings.

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