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Parental Strategies in the Utilization of Traditional Games to Stimulate Early Childhood Growth and Development
Get PDFParents who are having children at a young age at this time tend to be those belonging to Gen Y and Gen Z. It's assumed that this generation belongs to the technologically literate generation. In reality, however, many parents still believe and apply beliefs or myths considered local wisdom in raising their children. Even though they belong to a sophisticated generation and are technology users, many of them still use the beliefs of previous generations in raising their children. One of these beliefs is traditional games. This research aims to investigate how millennial parents stimulate their children's growth and development through the use of local wisdom, especially traditional games. The research sample consisted of 150 millennial parents in the area of Jakarta - Bogor – South Tangerang – Tangerang City - Bekasi (Jabodetabek), Indonesia. This research uses a survey method. The 6-question questionnaire was distributed through G-form platform. The data was analysed qualitatively through grouping on the basis of similarity of responses and simple quantification with percentages. The research findings indicate that: 1) there are still parents who use local wisdom, especially traditional games, as a strategy to stimulate some of their children's growth and development; 2) the local wisdom that is applied is mostly the experience of their parents; 3) the strategy implemented through trial is flexible; 4) each parent has different strategies for the same local wisdom; 5) the main obstacle is the interference of other family members in the application of local wisdom to children. The implication of using local wisdom, especially traditional games, is that parents and other family members need to cooperate and agree when using traditional games to stimulate early childhood developmen
Development of a Digital Storybook Based on Lebak Culture to Foster Critical Thinking Skills in Early Childhood
Get PDFCritical thinking is a vital 21st-century skill that should be nurtured from an early age. One effective approach is through the use of digital storybooks based on local culture. Despite its rich cultural heritage, including the traditions of the Baduy people, integration of local culture into early childhood education in Lebak Regency remains limited. A survey of 40 kindergarten teachers found that only 7 schools had access to reading materials related to Lebak’s local culture. This study aimed to develop a digital storybook titled “Hitam Putih Pakaian Adat Suku Baduy” using the ADDIE model. Validation results from media experts (95%), early childhood education experts (83%), communication experts (93%), and prospective users (91%) indicated that the product was highly feasible. Field trials with 10 children aged 5–6 years showed that the most developed critical thinking skills were evaluation and self-regulation, with average scores across six aspects ranging from 2.6 to 3.8 on a 4-point scale. Interpretation and inference were also strong, while analysis and explanation required additional support. These findings suggest that culturally based digital storybooks can effectively foster critical thinking in early learners, but teacher involvement remains essential to enhance deeper reasoning and understanding
Developing Independence in Early Childhood Through Full Day School
Get PDFThis study explores how the full day school learning system fosters independent learning among children aged 5–6 years at Semarang Multinational School. The research involved 12 children, 4 teachers, and 8 parents from diverse family and linguistic backgrounds. Using a descriptive qualitative approach, data were collected through classroom observation, in-depth interviews, and document analysis. Findings show that the application of the International Early Years Curriculum (IEYC), which is thematic and project-based, creates meaningful, contextual learning. Children are encouraged to initiate tasks, solve problems, and complete activities independently. Teachers serve as facilitators who guide rather than instruct directly, while a child-friendly environment and consistent routines reinforce autonomy. Parental support at home further strengthens independent behavior. Challenges include varied readiness levels among children, fatigue from long school hours, and inconsistent parental involvement. This study offers practical insights for educators and curriculum planners implementing full day school models to nurture independence and character development. The findings highlight the importance of integrating structured autonomy, collaborative learning, and family-school synergy in early education settings
Mapping The Landscape of Childhood Obesity Research: Insights from A Comprehensive Bibliometric Analysis in Scopus Journals
Get PDFThis study aims to determine the development of scientific publications, mapping the scope and theme of publications related to obesity in early childhood published in Scopus-indexed journals from 2013-2023. This study uses the Scopus database which is retrieved using the publish or perish application. From the results of data extraction, 200 articles were obtained with keywords in the article titled Childhood Obesity. This research uses keyword co-occurrence analysis to identify and explore the main fields and topics that appear in publications. The application used to analyze the data is Vos Viewer. Based on the results of the analysis, 7 clusters were obtained. This study provides information to researchers, especially researchers in Indonesia about publication trends related to Childhood obesity. It is hoped that this research can be a foundation for further research, scientific development, and implementation in the fields of early childhood, health, and physical education.
Keywords: childhood obesity, early childhood education, bibliometrics.
References:
An, R. (2020). Projecting the impact of the coronavirus disease-2019 pandemic on childhood obesity in the United States: A microsimulation model. Journal of Sport and Health Science, 9(4), 302–312. https://doi.org/10.1016/j.jshs.2020.05.006
Biro, F. M., & Wien, M. (2010). Childhood obesity and adult morbidities. The American Journal of Clinical Nutrition, 91(5), 1499S-1505S.
Cunningham, S. A., Kramer, M. R., & Narayan, K. M. V. (2014). Incidence of Childhood Obesity in the United States. New England Journal of Medicine, 370(5), 403–411. https://doi.org/10.1056/nejmoa1309753
Famelia, R., Tsuda, E., Bakhtiar, S., & Goodway, J. D. (2018). Relationships among perceived and actual motor skill competence and physical activity in Indonesian preschoolers. Journal of Motor Learning and Development, 6, S403–S423. https://doi.org/10.1123/jmld.2016-0072
Gao, Z., Zeng, N., Pope, Z. C., Wang, R., & Yu, F. (2019). Effects of exergaming on motor skill competence, perceived competence, and physical activity in preschool children. Journal of Sport and Health Science, 8(2), 106–113. https://doi.org/10.1016/j.jshs.2018.12.001
Genin, P. M., Lambert, C., Larras, B., Pereira, B., Toussaint, J. F., Baker, J. S., Tremblay, A., Thivel, D., & Duclos, M. (2021). How did the COVID-19 confinement period affect our physical activity level and sedentary behaviors? Methodology and first results from the French national ONAPS survey. Journal of Physical Activity and Health, 18(3), 296–303. https://doi.org/10.1123/JPAH.2020-0449
Giles, L. C., Whitrow, M. J., Davies, M. J., Davies, C. E., Rumbold, A. R., & Moore, V. M. (2015). Growth trajectories in early childhood, their relationship with antenatal and postnatal factors, and development of obesity by age 9 years: Results from an Australian birth cohort study. International Journal of Obesity, 39(7), 1049–1056. https://doi.org/10.1038/ijo.2015.42
Huang, S. Y., Hogg, J., Zandieh, S., & Bostwick, S. B. (2012). A ballroom dance classroom program promotes moderate to vigorous physical activity in elementary school children. American Journal of Health Promotion, 26(3), 160–165. https://doi.org/10.4278/ajhp.090625-QUAN-203
Ji, C. Y., & Cheng, T. O. (2008). Prevalence and geographic distribution of childhood obesity in China in 2005. In International journal of cardiology (Vol. 131, Issue 1, pp. 1–8). Elsevier.
Jia, P., Xue, H., Zhang, J., & Wang, Y. (2017). Time trend and demographic and geographic disparities in childhood obesity prevalence in China—evidence from twenty years of longitudinal data. International Journal of Environmental Research and Public Health, 14(4). https://doi.org/10.3390/ijerph14040369
Kawuki, J., Ghimire, U., Papabathini, S. S., Obore, N., & Musa, T. H. (2021). A bibliometric analysis of childhood obesity research from China indexed in Web of Science. Journal of Public Health and Emergency, 5(February). https://doi.org/10.21037/jphe-20-95
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Milliken, S., Allen, R. M., & Lamont, R. F. (2019). The role of antimicrobial treatment during pregnancy on the neonatal gut microbiome and the development of atopy, asthma, allergy and obesity in childhood. Expert Opinion on Drug Safety, 18(3), 173–185.
Min, J., Fang Yan, A., & Wang, Y. (2018). Mismatch in Children’s Weight Assessment, Ideal Body Image, and Rapidly Increased Obesity Prevalence in China: A 10‐Year, Nationwide, Longitudinal Study. Obesity, 26(11), 1777–1784.
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Reyes-Olavarría, D., Latorre-Román, P. Á., Guzmán-Guzmán, I. P., Jerez-Mayorga, D., Caamaño-Navarrete, F., & Delgado-Floody, P. (2020). Positive and negative changes in food habits, physical activity patterns, and weight status during covid-19 confinement: Associated factors in the chilean population. International Journal of Environmental Research and Public Health, 17(15), 1–14. https://doi.org/10.3390/ijerph17155431
Russell, C. G., & Russell, A. (2019). A biopsychosocial approach to processes and pathways in the development of overweight and obesity in childhood: Insights from developmental theory and research. Obesity Reviews, 20(5), 725–749.
Simmonds, M., Llewellyn, A., Owen, C. G., & Woolacott, N. (2016). Predicting adult obesity from childhood obesity: A systematic review and meta-analysis. Obesity Reviews, 17(2), 95–107. https://doi.org/10.1111/obr.12334
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Zhang, X., Zhang, F., Yang, J., Yang, W., Liu, W., Gao, L., Peng, Z., & Wang, Y. (2018). Prevalence of overweight and obesity among primary school-aged children in Jiangsu Province, China, 2014-2017. PLoS One, 13(8), e0202681.
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Early Empathy: Impact of Digital Storytelling, Traditional-Storytelling, and Gender on Early Childhood
Get PDFStories are good media for enhancing emotional intelligence and empathy. Therefore, early childhoods know how to empathize with the figure of the story through storytelling. This research objective is to investigate the impact of digital storytelling and traditional storytelling as a learning media and gender on empathy in early childhood. This research is experimental with treatment by level 2 x 2 research design. The data collection instrument uses an observation sheet in the form of an early childhood empathy Rating Scale. The results of this research showed children who got the digital storytelling intervention had more empathy than children who got the traditional storytelling. Moreover, digital storytelling is more suitable for fostering empathy in the male gender compared with traditional storytelling. On another hand, traditional story-telling is more suitable for enhancing empathy in the female gender
Teachers’ Strategies in Supporting School Readiness and Transition to Primary School after Pandemic Era
Get PDFAccording to some early childhood education experts, a child is ready for school if they have the specific information and abilities they need to do so. They define readiness in this sense as a state that must be achieved before studying at school. Previous research has linked sustained academic performance across life to preparation for school. In this study, the researchers examined the strategies used by kindergarten teachers to support children's school readiness and transition to elementary school after the pandemic. Specifically, this research aims to find out the learning strategies implemented by kindergarten teachers when children return to school. Focus Group Discussions (FGD) for nineteen kindergarten teachers were used by researchers to collect narrative data, which was then studied using thematic analysis. Based on the results of qualitative data, researchers obtained information about various strategies implemented by teachers and the challenges they faced when accompanying children to learn. It is expected that the results of this research will provide enlightenment for early childhood teachers in general about the various strategies that need to be implemented to motivate children to learn so that they are ready for school and have a successful transition to elementary school.
Keywords: early childhood, kindergarten teachers‘ strategy, school readiness, transition to elementary school
References:
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Fridani, L. (2014). School Readiness and Transition to Primary School: A Study of Teachers, Parents, and Educational Policy Makers’ Perspectives and Practices in the Capital City of Indonesia. Doctoral dissertation. Monash University, Australia.
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Stimulating Strategy High-order Thinking Skills in Early Childhood Education by Utilizing Traditional Games
Get PDFThe education system in the 21st century needs some transformation, particularly in terms of enhancing thinking skills. Traditional games that are well-designed can be an effective strategy for stimulating higher order thinking Skills (HOTS). This research aims to develop active and creative learning models by utilizing traditional games to stimulate HOTS in early childhood. The current study is included in the descriptive-qualitative research. Data was collected using offline and face-to-face interview techniques. 20 teachers took part in this research. The finding illustrates that HOTS can be stimulated from an early age with several conditions, including developing play and learning activities that are well managed, fun, and consider the interests of early childhood. Games that effectively stimulate HOTS such as Dolanan Gatheng, Bekel Ball, Tuk Tuk Geni, Gotah Games, Gundu, and Congklak. Children also need to carry out simple and fun science activities, so they are trained to think and act scientifically and systematically. There are several suggestions regarding opportunities for future research applications. This research only includes traditional games to stimulate HOTS. Other researchers may also consider other innovative methods or other kinds of games that are also effective for increasing HOTS in early childhood.
Keywords: higher-order thinking skills, early childhood education, traditional games, active learning
References:
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Social Behavior Analysis Theory of Children in the Transition Period from Home to School: Studi Literature Review
Get PDFThis study aims to identify and analyze the social behavior of children during the transition from home to school environments. The study utilizes a literature review method encompassing the ELSEVIER, Sage Journals, ResearchGate, and Taylor & Francis databases. It examines various literature on children's social behavior during the transition period, the role of parents, and the role of teachers during the transition from home to school. The findings of this review are contextualized within the broader framework of early childhood social behavior. The research findings indicate that while a number of studies have investigated children's social behavior during the transition period, there is still a lack of comprehensive empirical understanding. This study highlights the need for further research that focuses on a comprehensive understanding of children's social behavior during this transition period to support optimal social and academic development in children. Furthermore, this study also emphasizes the importance of intervention strategies that can help children navigate environmental changes more effectively
Higher Order Thinking Skill (HOTS) through STEAM Learning for Early Childhood
Get PDFThe importance of Higher Order Thinking Skills (HOTS) in early childhood education is undeniable because it can to prepare early childhood to be able to think in applying and processing the information received to find solutions and even answers to problems that arise. This based on children's rights and Bloom's taxonomy theory regarding higher-order thinking. This study aimed to analyze Higher Order Thinking Skills through STEAM learning which implemented to early childhood in Kindergarten. This study using a qualitative approach use descriptive data in the form of written or oral sentences from observed behavior. Data were collected through in-depth interviews with kindergarten teachers and documentation of learning process. The data analysis techniques used are data reduction, data presentation and conclusions. The results of the study showed that Higher Order Thinking Skills (HOTS) through STEAM (Science, Technology, Engineering, Art, and Mathematics) learning has been carried out dan can encourage students to think creatively by creating media that is interesting for children and in accordance with their learning styles; designing STEAM activities or projects while playing so as to encourage students to develop problem-solving skills. STEAM learning can be done through direct experience and game-based learning. The conclusion of this study is that high order thinking skill learning through STEAM has begun to be carried out in early childhood. This study suggests that further researchers can to develop learning models and media through STEAM to improve high order thinking in early childhood
Sustaining Culture among the Young Indonesian Generation
Get PDFTeaching in a multicultural country such as Indonesia presents unique challenges. This paper examines how teachers envision diversity and how they build an inclusive learning environment in a multicultural classroom community. To address these questions, qualitative study was employed. Data collected included semi-structured interviews, journals, observations, class documentation, and relevant documents. In addition, the data gathered were analyzed thematically. This research requires the participation of two teachers who dedicated their time to teaching students in early childhood education. The study underscores various activities in teaching diversity to young generations that can inspire other teachers who want to foster a classroom environment where an individual's uniqueness is valued and nurtured. Also, several aspects of diversity are discussed