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Local Content Curriculum Model for Early Childhood Scientific Learning Sutrisno; Zar'in, Firdaus; Salehcah, Siti
Jurnal Pendidikan Usia Dini Vol 15 No 1 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 1 April 2021
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age. Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model References: Agustin, R. S., & Puro, S. (2015). Strategy Of Curriculum Development Based On Project Based Learning (Case Study: SMAN 1 Tanta Tanjung Tabalong South Of Kalimantan ) Halaman : Prosiding Ictte Fkip Uns, 1, 202–206. Agustina, N. Q., & Mukhtaruddin, F. (2019). The Cipp Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center. 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Play-based Learning Activities for Creativity in Children's Dance Movements Dewi, Melina Surya; Yufiarti
Jurnal Pendidikan Usia Dini Vol 15 No 1 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 1 April 2021
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Play-based learning activities are important programs throughout the world of children's education. Through play, children learn creatively and constructively. This study aims to solve the problem of creativity in early-childhood dance movements with the hope that there will be an increase in aspects of fluency, flexibility and elaboration through play activities related to educational dance. This action research uses an action research method which is carried out in three cycles. The subjects in this study were 19 children aged 5-6 years in Kindergarten in Central Jakarta. Data collection was carried out through observation, interviews, field notes, video documentation and photos. The findings show every child's creativity in dance movements can be improved through playing activities. Increased creativity in dance movements occurs in the aspects of fluency, flexibility, and elaboration. Another important finding, there is an increase in the optimal ability of dance creativity in the third cycle of this action research. The implication from this research is that play activities suitable for learning creative dance in early childhood must be designed as a program that emphasizes aspects of fluency, flexibility, and elaboration. Keywords: Early Childhood, Creativity in dance movements, Play based learning activities References: Bläsing, B., Calvo-Merino, B., Cross, E. S., Jola, C., Honisch, J., & Stevens, C. J. (2012). Neurocognitive control in dance perception and performance. Acta Psychologica, 139(2), 300–308. https://doi.org/10.1016/j.actpsy.2011.12.005 Brehm, M. A., & McNett, L. (2007). Creative dance for learning: The kinesthetic link. McGraw-Hill. Chatoupis, C. (2013). Young children’s divergent movement ability: A study revisited. Early Child Development and Care, 183(1), 92–108. https://doi.org/10.1080/03004430.2012.655728 Cheng, V. M. Y. (2010). Tensions and dilemmas of teachers in creativity reform in a Chinese context. Thinking Skills and Creativity, 5(3), 120–137. https://doi.org/10.1016/j.tsc.2010.09.005 Cheung, R. H. P. (2012). Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices. Australasian Journal of Early Childhood, 37(3), 43–52. https://doi.org/10.1177/183693911203700307 Cleland, F. E., & Gallahue, D. L. (1993). Young Children’s Divergent Movement Ability. Perceptual and Motor Skills, 77(2), 535–544. https://doi.org/10.2466/pms.1993.77.2.535 Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 (3rd ed.). National Association for the Education of Young Children. Craft, A. (2000). Creativity across the primary curriculum: Framing and developing practice. Routledge. Craft, Anna. (2005). Creativity in Schools: Tensions and Dilemmas. Routledge. Cropley, A. (2001). Creativity in education & learning: A guide for teachers and educators. Kogan Page. Doherty, J., & Bailey, R. (2002). Supporting Physical Development and Physical Education in the Early Years (1st edition). Open University Press. Eckhoff, A. (2011). Creativity in the Early Childhood Classroom: Perspectives of Preservice Teachers. Journal of Early Childhood Teacher Education, 32(3), 240–255. https://doi.org/10.1080/10901027.2011.594486 Garaigordobil, M., & Berrueco, L. (2011). Effects of a Play Program on Creative Thinking of Preschool Children. The Spanish Journal of Psychology, 14(2), 608–618. https://doi.org/10.5209/rev_SJOP.2011.v14.n2.9 Gilbert, A. G. (2019). Brain-compatible dance education (Second Edition). Human Kinetics, Inc. Hoffmann, J. D., & Russ, S. W. (2016). Fostering pretend play skills and creativity in elementary school girls: A group play intervention. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 114–125. https://doi.org/10.1037/aca0000039 Hoffmann, J., & Russ, S. (2012). Pretend play, creativity, and emotion regulation in children. Psychology of Aesthetics, Creativity, and the Arts, 6(2), 175–184. https://doi.org/10.1037/a0026299 Hui, A. N. N., Chow, B. W. Y., Chan, A. Y. T., Chui, B. H. T., & Sam, C. T. (2015). Creativity in Hong Kong classrooms: Transition from a seriously formal pedagogy to informally playful learning. Education 3-13, 43(4), 393–403. https://doi.org/10.1080/03004279.2015.1020652 Jeffrey, B. (2006). Creative teaching and learning: Towards a common discourse and practice. Cambridge Journal of Education, 36(3), 399–414. https://doi.org/10.1080/03057640600866015 Karaca, N. H., Uzun, H., & Metin, Ş. (2020). The relationship between the motor creativity and peer play behaviors of preschool children and the factors affecting this relationship. Thinking Skills and Creativity, 38, 100716. https://doi.org/10.1016/j.tsc.2020.100716 Karpati, F. J., Giacosa, C., Foster, N. E. V., Penhune, V. B., & Hyde, K. L. (2016). Sensorimotor integration is enhanced in dancers and musicians. Experimental Brain Research, 234(3), 893–903. https://doi.org/10.1007/s00221-015-4524-1 Kaufman, J. C., & Beghetto, R. A. (2009). Beyond Big and Little: The Four C Model of Creativity. Review of General Psychology, 13(1), 1–12. https://doi.org/10.1037/a0013688 Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2 Kuhn, J.-T., & Holling, H. (2009). Exploring the nature of divergent thinking: A multilevel analysis. Thinking Skills and Creativity, 4(2), 116–123. https://doi.org/10.1016/j.tsc.2009.06.004 Lai Keun, L., & Hunt, P. (2006). Creative dance: Singapore children’s creative thinking and problem‐solving responses. 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Unplugged Coding Activities for Early Childhood Problem-Solving Skills Mutoharoh; Hufad, Achmad; Faturrohman, Maman; Rusdiyani, Isti
Jurnal Pendidikan Usia Dini Vol 15 No 1 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 1 April 2021
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Problem solving skills are very important in supporting social development. Children with problem solving skills can build healthy relationships with their friends, understand the emotions of those around them, and see events with other people's perspectives. The purpose of this study was to determine the implementation of playing unplugged coding programs in improving early childhood problem solving skills. This study used a classroom action research design, using the Kemmis and Taggart cycle models. The subjects of this study were children aged 5-6 years in Shafa Marwah Kindergarten. Research can achieve the target results of increasing children's problem-solving abilities after going through two cycles. In the first cycle, the child's initial problem-solving skills was 67.5% and in the second cycle it increased to 80.5%. The initial skills of children's problem-solving increases because children tend to be enthusiastic and excited about the various play activities prepared by the teacher. The stimulation and motivation of the teacher enables children to find solutions to problems faced when carrying out play activities. So, it can be concluded that learning unplugged coding is an activity that can attract children's interest and become a solution to bring up children's initial problem-solving abilities. Keywords: Early Childhood, Unplugged Coding, Problem solving skills References: Akyol-Altun, C. (2018). Algorithm and coding education in pre-school teaching program integration the efectiveness of problem-solving skills in students. Angeli, C., Smith, J., Zagami, J., Cox, M., Webb, M., Fluck, A., & Voogt, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 12. Anlıak, Ş., & Dinçer, Ç. (2005). 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Teaching Approach and Teacher Self-Efficacy during Early Childhood Distance Learning Sibagariang, Pradita Permatasari; S. Pandia, Weny Savitry
Jurnal Pendidikan Usia Dini Vol 15 No 1 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 1 April 2021
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Child Distance Learning (CDL) during the pandemic has led to an optimal development of children and effective teaching and learning processes in kindergartens. To overcome this, teachers need to apply a teaching approach in accordance with the principles of kindergarten education. In addition, teachers' self-efficacy of their ability to teach is also important for developing children's skills. This study aims to describe the teaching approach and the efficacy of kindergarten teachers during the CDL process and to identify the relationship between the two. The research method used is quantitative through document analysis as a source of data findings. A total of 116 Public Kindergarten (PK) teachers in DKI Jakarta participated in filling out the Classroom Management Scale and Teachers' Sense of Efficacy Scale online. All data were processed using descriptive statistics and correlation. Furthermore, there is a document analysis carried out on the Daily / Weekly Learning Program Design in PK Jakarta. The findings identified that the teaching approach of kindergarten teachers during CDL included only two principles of kindergarten education, namely thematic teaching and developing life skills. Furthermore, PK teachers in the Jakarta area showed low self-efficacy during CDL. The teaching approach and self-efficacy were caused by teachers' unpreparedness in facing challenges during CDL. In addition, other findings indicate that there is a relationship between teaching approaches and teacher self-efficacy. Another CDL model Interventions to increase teacher self-efficacy and the extent to which the relationship between the two variables can be studied further in future studies. Keywords: Early Childhood, Distance Learning, Teaching Approach, Teacher Self-Efficacy References: Agustin, M., & Wahyudin, U. (2011). Penilaian perkembangan anak usia dini. Refika Aditama. Agustin, M., Puspita, R. D., Nurinten, D., & Nafiqoh, H. (2020). Tipikal Kendala Guru PAUD dalam Mengajar pada Masa Pandemi Covid 19 dan Implikasinya. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 334. https://doi.org/10.31004/obsesi.v5i1.598 Ayu, N. (2015). Pengelolaan Kurikulum 2013 Di Tk Negeri Pembina Semarang. Program Sarjana Universitas Negeri Semarang. Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science, 47(2), 175–183. https://doi.org/10.1037/a0038547 Cheung, S. K., Fong, R. W. tsz, Leung, S. K. Y., & Ling, E. K. wei. (2019). The Roles of Hong Kong Preservice Early Childhood Teachers’ Creativity and Zest in Their Self-efficacy in Creating Child-centered Learning Environments. Early Education and Development, 30(6), 788–799. https://doi.org/10.1080/10409289.2019.1586224 Choi, J., Lee, J., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45–57. Dimyati, J. (2016). Pembelajaran terpadu untuk taman kanak-kanak/ raudhatul athfal dan sekolah dasar. Prenamedia Group. Dinçer, Ç., & Akgün, E. (2015). Developing a classroom management skills inventory for preschool teachers and the correlation of preschool teachers’ classroom management skills with different variables. Egitim Ve Bilim, 40(117). Duffin, L., Patrick, H., & French, B. (2012). The teachers’ sense of efficacy scale: Confirming the factor structure with beginning pre-service teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 827–834. Essa, E. (2011). Introduction to early childhood education. Wadsworth. Harwati, D., & Mariyanti, S. (2014). Hubungan antara self-efficacy dengan burnout pada pengajar taman kanak-kanak sekolah “X” di Jakarta. 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Parents’ Perspective on The Online Learning Using Zoom Application in Early Childhood Education Wijaya, Candra; Anwar Dalimunthe, Rasyid; Muslim
Jurnal Pendidikan Usia Dini Vol 15 No 2 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 2 November 2021
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

ABSTRACT: During the pandemic, as the entire education system of the world shifts to distance learning, parents become important agents of learning, assisting children in understanding how to continue learning, using digital screens, and supporting them in this process. The main purpose of this study was to obtain information from parents in the use of the ZOOM application starting from the preparation and implementation of learning. Using a qualitative descriptive method, this study identified the parental perspectives of 20 participants. The summary of the results shows, (1) parents have difficulty because they are not familiar with the ZOOM application. (2) The learning process is often constrained by equipment related to the ZOOM application. (3) It requires the use of an Internet quota package with a very good network. (4) The process requires a quiet place so as not to interfere with the learning process. 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Dampak Pembelajaran Daring di Taman Kanak-Kanak Terhadap Sense of Belonging Siswa Pada Teman, Sekolah, Dan Guru [The Impact of Online Learning in Kindergartens on Students' Sense of Belonging to Friends, Schools, And Teachers]. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 3(2), 79–84. https://doi.org/10.35473/ijec.v3i2.926 Zaman, B., Nouwen, M., Vanattenhoven, J., de Ferrerre, E., & Looy, J. V. (2016). A Qualitative Inquiry into the Contextualized Parental Mediation Practices of Young Children’s Digital Media Use at Home. Journal of Broadcasting & Electronic Media, 60(1), 1–22. https://doi.org/10.1080/08838151.2015.1127240 Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial Management, 13(3). https://doi.org/10.3390/jrfm13030055 Zulherman, Z., Nuryana, Z., Pangarso, A., & Zain, F. M. (2021). Factor of Zoom cloud meetings: Technology adoption in the pandemic of COVID-19. International Journal of Evaluation and Research in Education (IJERE), 10(3), 816. https://doi.org/10.11591/ijere.v10i3.21726

The Effect of Media Literacy and Cognitive Ability on Recognition Laptop-Based Media for Children Mainofriwita; Hadiyanto
Jurnal Pendidikan Usia Dini Vol 15 No 2 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 2 November 2021
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Education has long been the target of utopian interventions, and with technological interventions, offering to change drastically or even eliminates classroom-based learning, traditional education research needs to focus on introducing technology tools at an early age through media literacy. The purpose of this study was to determine the effect of media literacy and cognitive abilities on the introduction of laptop-based media. This study used a quasi-experimental design involving 46 children. Data collection techniques through tests and data collection tools using statement sheets, which were processed using t-test. The results showed that the experimental class using the original laptop media had a high average value of 86.66 compared to the control class using the imitation laptop media which had a value of 81.66. There is a significant effect of media literacy and cognitive ability on the introduction of laptop-based media in children. On the introduction of laptop-based media in children, media literacy and cognitive capacities can have a big impact. The comparison of the average value of the control and experimental classes demonstrates this. When children are introduced to media via a genuine laptop, they become more excited and engaged in the experimental lesson. Keywords: media literacy, cognitive ability, laptop-based learning media References: Adams, D., & Hamm, M. (2001). Literacy in a multimedia age. MA: Christopher- Gordon Publishers. Ames, M. G. (2016). Learning consumption: Media, literacy, and the legacy of One Laptop per Child. The Information Society, 32(2), 85–97. https://doi.org/10.1080/01972243.2016.1130497 Arsyad. (2013). Media Pembelajaran [Learning Media]. Raja Grafindo Persada. Bedford, D. (2021). Evaluating confidence in information literacy: A red/amber/green approach. Journal of Information Literacy, 15(1), 96–104. https://doi.org/10.11645/15.1.2833 Buckingham, D., Banaji, S., Burn, A., Carr, D., Cranmer, S., & Willett, R. (2015). The Media Literacy of Children and Young People (p. 76). Youth and Media Institute of Education. www.ofcom.org.uk Campbell, D. T., & Stanley, J. C. (2015). Experimental and Quasi-Experimental Designs for Research. Ravenio Books. https://books.google.co.id/books?id=KCTrCgAAQBAJ Colom, R., Escorial, S., Shih, P. C., & Privado, J. (2007). Fluid intelligence, memory span, and temperament difficulties predict academic performance of young adolescents. Personality and Individual Differences, 42(8), 1503–1514. https://doi.org/10.1016/j.paid.2006.10.023 Dodonova, Y. A., & Dodonov, Y. S. (2012). Processing speed and intelligence as predictors of school achievement: Mediation or unique contribution? Intelligence, 40(2), 163–171. https://doi.org/10.1016/j.intell.2012.01.003 Ebbeck, M., Yim, H. Y. B., Chan, Y., & Goh, M. (2016). Singaporean Parents’ Views of Their Young Children’s Access and Use of Technological Devices. Early Childhood Education Journal, 44(2), 127–134. https://doi.org/10.1007/s10643-015-0695-4 Faigenbaum, G., Sigman, M., & Casiraghi, L. P. (2018). Young Children Use Discovery and Creation Significantly More Than Adults for Deciding Ownership. Child Development Research, 2018(4). https://doi.org/10.1155/2018/1517904 Ferguson, B. A., Downey, J. L., Shriver, A. E., Goff, K. L., Ferguson, A. M., & De Mello, M. C. (2018). Improving Early Childhood Development among Vulnerable Populations: A Pilot Initiative at a Women, Infants, and Children Clinic. Child Development Research, 2018. https://doi.org/10.1155/2018/3943157 Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting Education in “Educational” Apps: Lessons from the Science of Learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721 Hobbs, R. (2011). The state of media literacy: A response to potter. Journal of Broadcasting and Electronic Media, 55(3), 419–430. https://doi.org/10.1080/08838151.2011.597594 Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0 Juditha, C. (2013). Literasi Media pada Anak di Daerah Perbatasan Indonesia dan Timor Leste [Media Literacy for Children in the Border Areas of Indonesia and Timor Leste]. JURNAL IPTEKKOM: Jurnal Ilmu Pengetahuan & Teknologi Informasi, 15(1), 47. https://doi.org/10.33164/iptekkom.15.1.2013.47-62 Kaushal S and Singh CK. (2021). Home Stimulation and Cognitive Abilities of Disadvantaged Children. Journal of Scientific Research, 65(1). https://doi.org/DOI: 10.37398/JSR.2021.650413 Kellner, D., & Share, J. (2007). Critical Media Literacy, Democracy, and the Reconstruction of Education. Peter Lang Publishing. www.centerxgseis.ucla.edu Leena Rantala. (2011). Finnish Media Literacy Education Policies and Best Practices in Early Childhood Education and Care Since 2004. The National Association for Media Literacy Education’s Journal of Media Literacy Education, 3, 123–133. Liu, W., Tan, L., Huang, D., Chen, N., & Liu, F. (2021). When Preschoolers Use Tablets: The Effect of Educational Serious Games on Children’s Attention Development. International Journal of Human–Computer Interaction, 37(3), 234–248. https://doi.org/10.1080/10447318.2020.1818999 Livingstone, S., Marsh, J., Plowman, L., & Fletcher-Watson, B. (2015). Young Children (0-8) and Digital Technology(p. 55). Joint Research Centre. http://publications.jrc.ec.europa.eu/repository/handle/JRC93239 Macias, C., & Choi, K. (2021). Preschoolers’ beliefs about media technologies: The role of family income. Human Behavior and Emerging Technologies, 3(4), 572–584. https://doi.org/10.1002/hbe2.278 Papadakis, S., Kalogianakis, M., Sifaki, E., & Monnier, A. (2021). Editorial: The Impact of Smart Screen Technologies and Accompanied Apps on Young Children Learning and Developmental Outcomes. Frontiers in Education, 6, 790534. https://doi.org/10.3389/feduc.2021.790534 Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children: What educators and parents need to know. Int. J. Mobile Learning and Organisation, 11(3), 22. Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016a). Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: A case study. International Journal of Mobile Learning and Organisation, 10(3), 187. https://doi.org/10.1504/IJMLO.2016.077867 Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016b). 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Parents’ Perception: Early Childhood Social Behaviour During Physical Distancing in the Covid-19 Pandemic Ekyana, Luluk; Fauziddin, Mohammad; Arifiyanti, Nurul
Jurnal Pendidikan Usia Dini Vol 15 No 2 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 2 November 2021
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

During physical distancing, children do not meet their peers to play or talk together. Peer relationships have a crucial influence on all child development, especially for social skills or behaviour during early childhood. This study aims to determine changes in children's social behaviour during physical distancing during the Covid-19 pandemic. This research method is a descriptive quantitative study designed with the percentage value was used as a score for measuring the results of parental observations of children concerning the child's social behaviour instrument. Quota sampling (150 parents) was used to reach participants from various cities in Indonesia to see cultural differences. Data on children's social behaviour was obtained using the Preschool and Kindergarten Behaviour Scale (PKBS) tests. The data were then analysed using descriptive statistics. The results show that there are changes in children's social behaviour during physical distancing. Children who are less independent (58.9%) are the biggest decline in social behaviour reported by parents, while the one who changes the least is cleaning up the mess that has been made (38.7%). The implication of the results of this study is that parents should continue to pay attention to their children's social behaviour by providing opportunities for children to interact with peers in the house while still paying attention to health protocols. Keywords: Early Childhood, Social Behaviour, Physical Distancing References: Aksoy, P., & Baran, G. (2010). Review of studies aimed at bringing social skills for children in preschool period. Procedia - Social and Behavioural Sciences, 9, 663–669. https://doi.org/10.1016/j.sbspro.2010.12.214 Al-Tammemi, A. B. (2020). The Battle Against COVID-19 in Jordan: An Early Overview of the Jordanian Experience. Frontiers in Public Health, 8(May), 1–6. https://doi.org/10.3389/fpubh.2020.00188 Arkorful, V., & Abaidoo, N. (2015). 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What do young children have to say? Recognising their voices, wisdom, agency and need for companionship during the COVID pandemic. European Early Childhood Education Research Journal, 20–34. https://doi.org/10.1080/1350293X.2021.1872676 Popyk, A. (2020). The impact of distance learning on the social practices of schoolchildren during the COVID-19 pandemic: Reconstructing values of migrant children in Poland. European Societies, 0(0), 1–15. https://doi.org/10.1080/14616696.2020.1831038 Quennerstedt, A. (2016). Young children’s enactments of human rights in early childhood education. International Journal of Early Years Education, 24(1), 5–18. https://doi.org/10.1080/09669760.2015.1096238 Rachman, S. P. D., & Cahyani, I. (2019). Perkembangan Keterampilan Sosial Anak Usia Dini. (JAPRA) Jurnal Pendidikan Raudhatul Athfal (JAPRA), 2(1), 52–65. https://doi.org/10.15575/japra.v2i1.5312 Ramadhani, P. R., & Fauziah, P. Y. (2020). Hubungan Sebaya dan Permainan Tradisional pada Keterampilan Sosial dan Emosional Anak Usia Dini Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 1011–1020. https://doi.org/10.31004/obsesi.v4i2.502 Ren, L., Hu, B. Y., & Song, Z. (2019). Child routines mediate the relationship between parenting and social-emotional development in Chinese children. Children and Youth Services Review, 98(December 2018), 1–9. https://doi.org/10.1016/j.childyouth.2018.12.016 Ren, L., & Xu, W. (2019). Coparenting and Chinese preschoolers’ social-emotional development: Child routines as a mediator. Children and Youth Services Review, 107, 104549. https://doi.org/10.1016/j.childyouth.2019.104549 Rusmayadi, & Herman. (2019). The Effect of Social Skill on Children’s Independence. Journal of Educational Science and Technology, 5(2), 159–165. Sari, C. R., Hartati, S., & Yetti, E. (2019). Peningkatan Perilaku Sosial Anak melalui Permainan Tradisional Sumatera Barat. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3(2), 416–424. https://doi.org/10.31004/obsesi.v3i2.225 Sendil, C. O., & Erden, F. T. (2012). Preschool Teachers’ Strategies to Enhance Social Interaction Skills of Children during Playtime. Procedia - Social and Behavioral Sciences, 47, 918–923. https://doi.org/10.1016/j.sbspro.2012.06.757 Setiawati, E., Solihatulmillah, E., Cahyono, H., & Dewi, A. (2019). The Effect of Gadget on Children’s Social Capability. Journal of Physics: Conference Series, 1179(1). https://doi.org/10.1088/1742-6596/1179/1/012113 Setyawan, C. F., Sudirman, D. F., Sari, D. P., Rizki, F., Eva, N., Psi, S., & Psi, M. (2021). Asesmen Perkembangan Sosio Emosinal pada Anak Usia Dini. Prosiding Seminar Nasional Dan Call Paper Mahasiswa “Memperkuat Kontribusi Kesehatan Mental Dalam Penyelesaian Pandemi Covid 19: Tinjauan Multidisipliner”, April, 58–70. Sheridan, S. M., Knoche, L. L., Boise, C., Witte, A., Koziol, N., Prokasky, A., Schumacher, R., & Kerby, H. (2021). Relationships as Malleable Factors for Children’s Social-Behavioral Skills from Preschool to Grade 1: A Longitudinal Analysis. Early Education and Development, 00(00), 1–21. https://doi.org/10.1080/10409289.2021.1936374 Siekkinen, M., Pakarinen, E., Lerkkanen, M., Poikkeus, A., Salminen, J., Poskiparta, E., & Nurmi, E. (2014). Early Education and Development Social Competence Among 6-year-old Children and Classroom Instructional Support and Teacher Stress. Early Education and Development, 24(6), 877–897. https://doi.org/10.1080/10409289.2013.745183 Sintia, N., Kuswanto, C. W., & Meriyati, M. (2019). Meningkatkan Kemampuan Sosial Anak Usia Dini dengan Model Outbound. Jurnal CARE (Children Advisory Research and Education), 6(2), 1–10. Siregar, S. L., & Subiyantoro. (2021). Peran Orang Tua dalam Mengembangkan Kemampuan Sosial Emosioal Anak Usia Dini. EDUKIDS: Jurnal Pertumbuhan, Perkembangan, Dan Pendidikan Anak Usia Dini, 18(1), 1–6. https://doi.org/10.17509/edukids.v18i1.31828 Stephen, C., & Edwards, S. (2018). Young Children Playing and Learning in a Digital Age. Routledge. Tchimtchoua Tamo, A. R. (2020). An analysis of mother stress before and during COVID-19 pandemic: The case of China. Health Care for Women International, 41(11–12), 1–14. https://doi.org/10.1080/07399332.2020.1841194 Unnever, J. D., Cullen, F. T., & Agnew, R. (2006). Why is “Bad” Parenting Criminogenic? Implications From Rival Theories. Youth Violence and Juvenile Justice, 4(1), 3–33. https://doi.org/10.1177/1541204005282310 Wang, S., Hu, B. Y., LoCasale-Crouch, J., & Li, J. (2021). Supportive parenting and social and behavioral development: Do classroom emotional support moderate? Journal of Applied Developmental Psychology, 77(101331). Zhang, X. (2021). Barriers and benefits of primary caregivers’ involvement in children’s education during COVID-19 school closures. International Journal of Disaster Risk Reduction, 66(December 2020), 102570. https://doi.org/10.1016/j.ijdrr.2021.102570 Zhang, X., & Nurmi, J. E. (2012). Teacher-child relationships and social competence: A two-year longitudinal study of Chinese preschoolers. Journal of Applied Developmental Psychology, 33(3), 125–135. https://doi.org/10.1016/j.appdev.2012.03.001

Best Practice in Early Childhood Development Financial Governance: A Case Study in Indonesia Villages Indrawati, Retno; Komara Ragamustari, Safendrri; Ery Wijaya, Muhammad
Jurnal Pendidikan Usia Dini Vol 15 No 2 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 2 November 2021
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Early childhood development (PAUD) is a fundamental investment that is included in the Sustainable Development Goals (SDGs). Previous research has shown that ECD investment in Indonesia, and its financial governance remains a challenging issue. Through a qualitative approach to a case study method design, this study aims to examine the state of PAUD financial management in Panggungharjo Village, Yogyakarta. This study uses in-depth interviews and desk research as data collection techniques. The instrument was developed from the SABER-ECD World Bank Assessment and ECD Financial Profiling Tools. The results showed that PAUD financial management in established villages had innovative financing, budget management and institutional development resulted in a blueprint for managing PAUD financing in other villages in Indonesia. Important policy objectives in all aspects, including the legal framework, cross-sectoral coordination, program coverage, coverage, equity, data availability, quality standards, and compliance with standards, the vision of financing early childhood development will be more achievable for future research. Keywords: Early Childhood, Financial Governance, Village References: Alatas, H., Brinkman, S., Chang, M. C., Hadiyati, T., Hartono, D., Hasan, A., Hyson, M., Jung, H., Kinnell, A., Pradhan, M., & Roesli, R. (2013). Early childhood education and development services in Indonesia. In Education in Indonesia (pp. 82–108). Institute of Southeast Asian Studies. Ambang.Yudanto. (2019). Analisis Kepemimpinan Transformasional Kepala Desa dalam Pengelolaan Badan Usaha Milik Desa: Studi Kasus Bumdes Panggung Lestari, Bantul [Analysis of Village Head Transformational Leadership in Village Owned Enterprise Management: A Case Study of Bumdes Panggung Lestari, Bantul]. The Journal of Business and Management. Antlöv, H., Wetterberg, A., & Dharmawan, L. (2016). Village Governance, Community Life, and the 2014 Village Law in Indonesia. Bulletin of Indonesian Economic Studies, 52(2), 161–183. https://doi.org/10.1080/00074918.2015.1129047 Aqsati, F. A. (2018). Pengelolaan Alokasi Dana Desa untuk Pengembangan Pembedayaan Masyarakat di Desa Panggungharjo [Management of Village Fund Allocation for Community Empowerment Development in Panggungharjo Village]. Resolusi: Jurnal Sosial Politik. Astuti, S. J. W., & Suaedi, F. (2019). Building Independent Villages through Collaborative Governance by Village-Owned Enterprises (Best Practice from Panggungharjo Village, Central Java, Indonesia). Iapa Proceedings Conference, 265. https://doi.org/10.30589/proceedings.2018.200 Basuki, A. F., Setyowati, K., & Wahyunengseh, R. D. (2019). Accountability Model of Financial Management in the Public Sector: A Study on Panggungharjo Village Budget. Bisnis & Birokrasi Journal. https://doi.org/10.20476/jbb.v26i1.10312 Bauhr, M., & Nasiritousi, N. (2013). Resisting Transparency: Corruption, Legitimacy, and the Quality of Global Environmental Policies. Global Environmental Politics, 13(August), 46–64. https://doi.org/10.1162/GLEP Bloom, N., Van Reenen, J., & Williams, H. (2019). A toolkit of policies to promote innovation. Voprosy Ekonomiki, 2019(10), 5–31. https://doi.org/10.32609/0042-8736-2019-10-5-31 Boggild-Jones, I., Gardiner, S., Gustafsson-Wright, E., Castillo, A. M., Castro Espinosa, B., Sánchez Vázquez, G., Rivera Ruíz, M., Hetzel, O., Lugo, H., Khan, A., Mozambique, F., Duarte, S., Fisker, A., Mozambique, A., Briggs, C., Kasajja, M.-S., Anis, K., Campira, P., Figia, N., … Njoroge, S. (2017). Emily Gustafsson-Wright the Standardized Early Childhood Development Costing Tool (SECT) A Global Good to Increase and Improve Investments in Young Children. Brinkman, S. A., Hasan, A., Jung, H., Kinnell, A., & Pradhan, M. (2017). The impact of expanding access to early childhood education services in rural Indonesia. Journal of Labor Economics, 35(S1), S305–S335. https://doi.org/10.1086/691278 Britto, P. R., Engle, P. L., & Super, C. M. (2013). Handbook of Early Childhood Development Research and Its Impact on Global Policy. In Handbook of Early Childhood Development Research and Its Impact on Global Policy. https://doi.org/10.1093/acprof:oso/9780199922994.001.0001 Cardenas, M., & Cadena, A. M. (2020). How to prioritize Early Childhood? A note on the recent expeerience in Columbia. May 2020. Denboba, A., Hasan, A., & Wodon, Q. (2015). Early Childhood Education and Development in Indonesia. In World Bank Publications. Edi, A. C., & Wardhani, I. S. (2019). Transformational and Transactional Leadership, Understanding How Leadership Cultivates Democratic Citizenship in Panggungharjo, Bantul, Yogyakarta. PCD Journal, 6(2), 239. https://doi.org/10.22146/pcd.35229 Hasan, Amer., Hyson, Marilou., & Chu-Chang, M. (2013). Early childhood education and development in poor villages of Indonesia: Strong foundations, later success. World Bank. Istiqomah, L. (2016). Tiga Pilar Kebijakan Pemerintah dalam Pembinaan PAUD. Golden Age [Three Pillars of Government Policy in Early Childhood Education. Golden Age]: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini. Jeffrey, D. S., & Guido, S. T. (2014). Financing Sustainable Development: Implementing the SDGs through Effective Investment Strategies and Partnerships. Sustainable Development Solutions Network. Juniar, T. (n.d.). Efektivitas Program Kartu Jakarta Pintar (KIP) Dan Manfaatnya Dalam Meningkatkan Kesejahteraan Sosial Di SDN Bintaro 08 Pagi Jakarta Selatan [The Effectiveness of the Jakarta Smart Card (KIP) Program and Its Benefits in Improving Social Welfare at SDN Bintaro 08 Pagi South Jakarta]. Repository.Uinjkt.Ac.Id. Klees, S. J., Ginsburg, M., Anwar, H., Robbins, M. B., Bloom, H., Busacca, C., Corwith, A., Decoster, B., Fiore, A., Gasior, S., Le, H. M., Primo, L. H., & Reedy, T. D. (2020). The World Bank’s SABER: A Critical Analysis. Comparative Education Review. https://doi.org/10.1086/706757 Kurniawati, S., Suryadarma, D., Bima, L., & Yusrina, A. (2018). Education in Indonesia: A white elephant? Journal of Southeast Asian Economies, 35(2), 185–199. https://doi.org/10.1355/ae35-2e Magnuson, K., & Duncan, G. J. (2016). Can early childhood interventions decrease inequality of economic opportunity? Rsf, 2(2), 123–141. https://doi.org/10.7758/rsf.2016.2.2.05 Mizwar Hasyim, N. (2019). Peningkatan Kemandirian Desa Panggungharjo Melalui Komunikasi Pembangunan [Increasing the Independence of Panggungharjo Village through Development Communication]. Jurnal Pemberdayaan Masyarakat: Media Pemikiran Dan Dakwah Pembangunan, 3(2), 352–376. https://doi.org/10.14421/jpm.2019.032-06 Nakajima, N., Hasan, A., Jung, H., Kinnell, A., Maika, A., & Pradhan, M. (2021). Built to Last: Sustainability of Early Childhood Education Services in Rural Indonesia. Journal of Development Studies, 57(10), 1593–1612. https://doi.org/10.1080/00220388.2021.1873283 National Academies of Sciences Engineering and Medicine. (2018). Transforming the Financing of Early Care and Education. In Transforming the Financing of Early Care and Education. The National Academies Press. https://doi.org/10.17226/24984 Penner, E. K., Rochmes, J., Liu, J., Solanki, S. M., & Loeb, S. (2019). Differing views of equity: How prospective educators perceive their role in closing achievement gaps. Rsf, 5(3), 103–127. https://doi.org/10.7758/RSF.2019.5.3.06 Pratama, R. N., & Pambudi, A. (2017). Kinerja Badan Usaha Milik Desa Panggung Lestari dalam Meningkatkan Pendapatan Asli Desa di Desa Panggungharjon Kecamatan Sewon Kabupaten Bantul [Performance of Panggung Lestari Village-Owned Enterprises in Increasing Village Original Income in Panggungharjon Village, Sewon District, Bantul Regency]. Adinegara. Sayre, R. K., Devercelli, A. E., Neuman, M. J., & Wodon, Q. (2015). Investing in Early Childhood Development: Review of the World Bank’s Recent Experience. In Investing in Early Childhood Development: Review of the World Bank’s Recent Experience. https://doi.org/10.1596/978-1-4648-0403-8 Scheerens, J. (2015). School Effectiveness Research. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition (Second Edition, Vol. 21). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.92080-4 Suryadarma, D., & Jones, G. W. (2013). Education in Indonesia. Education in Indonesia, 39(3), 1–278. The World Bank. (2013). What Matters Most for Early Childhood Development: A Framework Paper. Systems Approach for Better Education Results (SABER) Working Paper Series, 4–59. Vegas, E., & Santibanez, L. (2009). The Promise of Early Childhood Development in Latin America. In The Promise of Early Childhood Development in Latin America. https://doi.org/10.1596/978-0-8213-7759-8 Zúñiga, N. (2018). U4 Anti-Corruption Helpdesk Does: Does more transparency improve accountability? Transparancy International, 1–13.

Roll Book Media Roll Book for Early Physical Science Istiqomah, Nurul; Hapidin; Yetti, Elindra
Jurnal Pendidikan Usia Dini Vol 15 No 2 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 2 November 2021
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Studying physical science and then teaching it to children, as is known from decades of science education research, creates a huge problem of unknown origin. This study aims to develop a media and determine its effectiveness in increasing knowledge of physics for children. This research is a research and development with the stages of the ADDIE model to develop Roll Book media with the roll technique containing physical science material for early childhood. Data collection techniques were carried out through expert validation tests and field trial data. Analysis of effectiveness test data using a paired sample T-test statistical test. The results of the media effectiveness test showed an increase in knowledge of physics in the pre-test and pots-test. The summary of all the test results of the developed media shows that Roll Book products are effectively used to increase children's knowledge of physics. The concept of storybook media that has been developed in various interesting forms is expected to be an alternative solution for the scientific development of early childhood education studies. Keywords: Early childhood, Physical science, Roll book References: Angelica Torres, & Vitti, D. (2007). A Kinder Science Fair. Science and Children. Arsyad, A. (2013). Media Pembelajaran [Learning Media]. PT Raja Grafindo Persada. Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer Science Business Media. California Department of Education. (2012). California Preschool Learning Foundations (Vol. 3). Sacramento. Charlesworth, R., & Lind, K. K. (2012). Math and Science for Young Children. Cengage Learning. https://books.google.co.id/books?id=p5x-3ir8mz4C Citra, A., Hapidin, D., & Akbar, Z. (2019). Pengaruh Model Pembelajaran dan Kemampuan Berpikir Kritis terhadap Pemahaman Sains Fisik. 3(1), 18–29. https://doi.org/10.31004/obsesi.v3i1.136 Dewi, T. H. S., Gunarhadi, & Riyadi. (2018). The Important of Learning Media Based on Illustrated Storybook for Primary School. Proceeding of International Conference on Child-Friendly Education, 233–236. Eshach, H., & Fried, M. N. (2005). Should Science Be Taught in Early Childhood? Journal of Science Education and Technology, 14(3), 315–336. Featherstone, S. (2003). The Little Book of Investigations: Little Books with Big Ideas. Featherstone Education Ltd. Fleer, M. (2015). How Preschools Environments Afford Science Learning. In M. Fleer & N. Pramling (Eds.), A Cultural-Historical Study of Children Learning Science: Foregrounding Affective Imagination in Play-based Settings(pp. 23–37). Springer Netherlands. https://doi.org/10.1007/978-94-017-9370-4_2 Fridberg, M., Jonsson, A., Redfors, A., Thulin, S., Fridberg, M., Jonsson, A., Redfors, A., Thulin, S., Jonsson, A., Redfors, A., & Thulin, S. (2019). Teaching chemistry and physics in preschool: A matter of establishing intersubjectivity establishing intersubjectivity. 0693. https://doi.org/10.1080/09500693.2019.1689585 Gitomer, D. H., & Zisk, R. C. (2015). Knowing What Teachers Know. Review of Research in Education, 39(1), 1–53. https://doi.org/10.3102/0091732X14557001 Greenfield, D. B., Jirout, J., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Early Education and Development Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science Readiness. October 2014, 37–41. https://doi.org/10.1080/10409280802595441 Gur, C. (2011). Physics in preschool. International Journal of Physical Sciences, 6(4), 939–943. https://doi.org/10.5897/IJPS10.653 Hsiao, C.-Y., & Chang, Y.-M. (2015). A Study of the Use of Picture Books by Preschool Educators in Outlying Islands of Taiwan. International Education Studies, 9(1), 1. https://doi.org/10.5539/ies.v9n1p1 Kalogiannakis, M., Nirgianaki, G. M., & Papadakis, S. (2018). Teaching Magnetism to Preschool Children: The Effectiveness of Picture Story Reading. Early Childhood Education Journal, 46(5), 535–546. https://doi.org/10.1007/s10643-017-0884-4 Kamii, C., & Vries, R. De. (1993). Physical Knowledge in Preschool Education: Implications of Piaget’s Theory. Teachers College Press. Kelemen, D., Emmons, N. A., Seston Schillaci, R., & Ganea, P. A. (2014). Young Children Can Be Taught Basic Natural Selection Using a Picture-Storybook Intervention. Psychological Science, 25(4), 893–902. https://doi.org/10.1177/0956797613516009 Larasati, A., & Yulianti, D. (2014). Pengembangan Bahan Ajar Sains (Fisika) Tema Alam Semesta Terintegrasi Karakter dan berwawasan Konservasi [Development of Teaching Materials for Science (Physics) Themes of the Universe Integrated Character and Conservation insight]. Unnes Physic Education Journal, 3(2), 26–33. Lind, K. K. (2005). Exploring Science in Early Childhood Education. Thomson Delmar Learning. Lorente, L. M. (2017). Implementation of early childhood physical activity curriculum (SPARK) in the Central Valley of California ( USA ). Procedia - Social and Behavioral Sciences, 237(June 2016), 319–325. https://doi.org/10.1016/j.sbspro.2017.02.097 Marton, F. (2014). Necessary conditions of learning. Routledge. Mutmainnah, M., Nessa, R., Bukhari, B., Farhana Mohd Radzif, N., & Kurniawati, R. (2021). Development of Learning Media for Acehnese Culture Picture Books to Get to Know Local Culture in Early Childhood. Al-Athfal: Jurnal Pendidikan Anak, 7(1), 53–72. https://doi.org/10.14421/al-athfal.2021.71-05 Oppliger, P. A., & Davis, A. (2016). Portrayals of Bullying: A Content Analysis of Picture Books for Preschoolers. Early Childhood Education Journal, 44(5), 515–526. https://doi.org/10.1007/s10643-015-0734-1 Oskarsson, M., & Karlsson, K.-G. (1970). Health care or Atom bombs? Interest profiles connected to a science career in Sweden. Nordic Studies in Science Education, 7(2), 190–201. https://doi.org/10.5617/nordina.242 Phillips, E. C., & Sturm, B. W. (2013). Do Picture Books About Starting Kindergarten Portray the Kindergarten Experience in Developmentally Appropriate Ways? Early Childhood Education Journal, 41(6), 465–475. https://doi.org/10.1007/s10643-012-0560-7 Pramitasari, Muktia., Yetti, Elindra., & Hapidin. (2018). Pengembangan Media Sliding Book untuk Pengenalan Sains Kehidupan (Life Science) Kelautan untuk Anak Usia Dini [Development of Sliding Book Media for Introduction to Marine Life Science for Early Childhood]. 12(November), 221–230. https://doi.org/10.21009/JPUD.122.09 Saçkes, M., Akman, B., & Trundle, K. C. (2012). A Science Methods Course for Early Childhood Teachers: A Model for Undergraduate Pre-Service Teacher Education. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(2), 1–26. Sari, N. E., & Suryana, D. (2019). Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development. JPUD - Jurnal Pendidikan Usia Dini, 13(1), 43–57. https://doi.org/10.21009/10.21009/jpud.131.04 Sjøberg, S., & Schreiner, C. (2010). The ROSE project—Overview and key findings. March 1–31. Skibbe, L. E., Thompson, J. L., & Plavnick, J. B. (2018). Preschoolers’ Visual Attention during Electronic Storybook Reading as Related to Different Types of Textual Supports. Early Childhood Education Journal, 46(4), 419–426. https://doi.org/10.1007/s10643-017-0876-4 Solfiah, Y. S., Risma, D., Hukmi, & Kurnia, R. (2020). Early Childhood Disaster Management Media Through Picture Story Books. JPUD - Jurnal Pendidikan Usia Dini, 14(1), 141–155. https://doi.org/10.21009/141.10 Thorson, R. M. (2017). Physical Science Teacher’s Guide. Henry David Thoreau In Context.https://doi.org/Https"//Doi.Org/10.1017/9781316569214.025 Thulin, S., & Jonsson, A. (2014). Child Perspectives and Children’ s Perspectives – a Concern for Teachers in Preschool. Educare, 2, 13–37. Thulin, S., & Redfors, A. (2017). Student Preschool Teachers’ Experiences of Science and Its Role in Preschool. Early Childhood Education Journal, 45(4), 509–520. https://doi.org/10.1007/s10643-016-0783-0 Woodard, C., & Davitt, R. (1987). Physical Science in Early Childhood. Thomas Publications.

The Role of Preschool in Using Gadgets for Digital Natives Generation N, Zulkifli; Novianti, Ria; Garzia, Meyke
Jurnal Pendidikan Usia Dini Vol 15 No 2 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 2 November 2021
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Digital natives’ generation is inseparable from gadgets, less socializing, lack of creativity and being an individualist. The digital native’s generation wants things that are instant and lack respect for the process. The preoccupation of children with gadgets makes children socially alienated or known as anti-social. Preschool play an important role in the development of the digital native’s generation and in the future can help children use gadgets with parents. As it is known, the digital native’s generation is a kindergarten child. This study aims to determine the role of preschools in helping the use of gadgets in the digital native generation. This study used a descriptive quantitative approach with simple random sampling technique was obtained 25 kindergarten principals in Pekanbaru City. Data was collected in the form of a questionnaire via google form. Data analysis uses percentages and is presented in the tabular form. The results of the study indicate that the role of preschools in the use of gadgets in digital native generation children in Pekanbaru City is included in the low category. Only a few preschools have organized parenting education for parents. There are almost no rules governing children's use of gadgets at home, and few preschools educate children on how to use gadgets properly. It is expected for teachers and preschools to add special programs in the curriculum to provide information about positive gadget use and parenting programs that discuss digital native generation and collaborate with parents to establish rules such as frequency, duration and content of children using gadgets. Keywords: Digital Native, Preschool, Gadgets References: Alia, T., & Irwansyah, I. (2018). Pendampingan orang tua pada anak usia dini dalam penggunaan teknologi digital [parent mentoring of young children in the use of digital technology]. Polyglot: Jurnal Ilmiah, 14(1), 65–78. Allen, K. A., Ryan, T., Gray, D. L., McInerney, D. M., & Waters, L. (2014). Social Media Use and Social Connectedness in Adolescents: The Positives and the Potential Pitfalls. The Australian Educational and Developmental Psychologist, 31(1), 18–31. https://doi.org/10.1017/edp.2014.2 Berlin, A., Törnkvist, L., & Barimani, M. (2016). Content and Presentation of Content in Parental Education Groups in Sweden. The Journal of Perinatal Education, 25(2), 87–96. https://doi.org/10.1891/1058-1243.25.2.87 Chapman, G., & Pellicane, A. (2014). Growing up social: Raising relational kids in a screen-driven world. Moody Publishers. Cho, K.-S., & Lee, J.-M. (2017). Influence of Smartphone Addiction Proneness of Young Children on Problematic Behaviors and Emotional Intelligence. Comput. Hum. Behav., 66(C), 303–311. https://doi.org/10.1016/j.chb.2016.09.063 Coie, J. D., & Dodge, K. A. (1988). Multiple sources of data on social behavior and social status in the school: A cross-age comparison. Child Development, 815–829. Crouch, A. (2017). Tech-Wise Family. Everyday Steps for Putting Technology in Its Proper Place. Baker Books. De Lima, L., & Castronuevo, E. (2016). Perception of parents on children’s use of gadgets. The Bedan Journal of Psychology, II, 26–34. Gani, S. A. (2017). Parenting Digital Natives: Cognitive, Emotional, and Social Developmental Challenges. Guralnick, M. J. (1999). Family and child influences on the peer‐related social competence of young children with developmental delays. Mental Retardation and Developmental Disabilities Research Reviews, 5(1), 21–29. Hosokawa, R., & Katsura, T. (2018). Association between mobile technology use and child adjustment in early elementary school age. PloS One, 13(7), e0199959. Jonathan, L. P., & Andrew, L. F. (2016). Depression in children and adolescents. University of Kansas, Clinical Child Psychology Program. Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. 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Home Page

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Erie Siti Syarah

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Dki jakarta

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Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Erie Siti Syarah

Contact Email syarah.erie@gmail.com

Phone +628128030360

Journal Mail Official jpud.unj@gmail.com

Editorial Address Gedung Bung Hatta Lantai 4 R 403 Pascasarjana, Universitas Negeri Jakarta Jalan Rawamangun Muka, Jakarta Timur 13220

Location Kota adm. jakarta timur, Dki jakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Erie Siti Syarah

Contact Email
syarah.erie@gmail.com

Phone
+628128030360

Journal Mail Official
jpud.unj@gmail.com

Editorial Address
Gedung Bung Hatta Lantai 4 R 403 Pascasarjana, Universitas Negeri Jakarta Jalan Rawamangun Muka, Jakarta Timur 13220

Location
Kota adm. jakarta timur,

Dki jakarta

INDONESIA