Jurnal Pendidikan Usia Dini
Not a member yet
333 research outputs found
Sort by
Save-Child Application to Introduce Self-Protection to Children: Preliminary Study of Website-Based Learning Media
Get PDFDigital transformation in the Society 5.0 era presents challenges for the world of education, especially teachers. The condition of early childhood education in Indonesia is worrying, data from the Online Women and Children Protection Information System (Simfoni-PPA) shows a significant increase in cases of sexual violence against children in 2019-2023. This research aims to collect and analyze product development needs from an early age, especially in introducing self-protection to young children. The Borg and Gall development model was used to develop the web-based Save-Child application. The results of this research only discuss the first stage of application development, namely needs analysis. The study presents a descriptive analysis regarding the development needs of the Save-Child application. This highlights that self-protection material has been taught but has not used modern digital-based media. The results of the study become the basis for designing application development that meets the needs and tendencies of teachers and children in early childhood education environments.
Keywords: learning media, save-child website, self-protection, early childhood
References:
Adel, A. (2022). Future of industry 5.0 in society: human-centric solutions, challenges and prospective research areas. Journal of Cloud Computing, 11(1). https://doi.org/10.1186/s13677-022-00314-5
Aldhafeeri, F. M., & Khan, B. H. (2016). Teachers’ and Students’ Views on E-Learning Readiness in Kuwait’s Secondary Public Schools. Journal of Educational Technology Systems, 45(2), 202–235. https://doi.org/10.1177/0047239516646747
Andi. (2006). Panduan lengkap menguasai pemrograman web dengan PHP. Wahana Komputer.
Assink, anne G. · C. E. van der P. · G. J. M. S. · M. (2021). Efective Components of School‑Based Prevention Programs for Child.pdf. https://doi.org/https://doi.org/10.1007/s10567-021-00353-5
Astuti, W., & Lita Hadiati, R. (2018). The Effectiveness of Sex Education to Increase Personal Safety Skill. International Research Journal of Advanced Engineering and Science Journal of Advanced Engineering and Science, 3(2), 155–156. http://www.nationalchildrenalliance.org/
Barrera, M., Calderón, L., & Bell, V. (2013). The cognitive impact of sexual abuse and PTSD in children: A neuropsychological study. Journal of Child Sexual Abuse, 22(6), 625–638. https://doi.org/10.1080/10538712.2013.811141
Bright, M. A., Roehrkasse, A., Masten, S., Nauman, A., & Finkelhor, D. (2022). Child abuse prevention education policies increase reports of child sexual abuse. Child Abuse and Neglect, 134(June), 105932. https://doi.org/10.1016/j.chiabu.2022.105932
Brown, D., & De Cao, E. (2017). The Impact of Unemployment on Child Abuse and Neglect in the United States. System (NCANDS), 1–44.
Buckley, H. (2007). Listen to Me ! Children ’ s Experiences of. 16(January 2008), 296–310. https://doi.org/10.1002/car
Charlotte Reznick. (2009). Transform stress and anxiety into joy and success (Pertama). Tarcher Perigee.
christopher bagley, kathleen king. (2004). Child sexual abuse the search for healing. In Angewandte Chemie International Edition, 6(11), 951–952. (Vol. 3, Issue 1). Taylor & Francis e-Library. https://library.lol/main/ED7362B4D86B0BE574E2B030177654A3
Das., L. A. K. J. M. (2023). Prevention Strategies. StatPearls Publishing.
de Jong, R., Alink, L., Bijleveld, C., Finkenauer, C., & Hendriks, J. (2015). Transition to adulthood of child sexual abuse victims. Aggression and Violent Behavior, 24, 175–187. https://doi.org/10.1016/j.avb.2015.04.012
Decker, M. J., Harrison, S., & Tenney, R. (2021). Educators ’ perspectives on integrating technology into sexual health education : implementation study international registered report identifier ( IRRID ) Intervention Overview.
Diane O’Doherty, M. D., Lougheed, J., Hannigan, A., & McGrath, J. L. and D. (2018). Barriers and solutions to online learning in medical education-an integrative review. BMC Medical Education, 11(22), 832–834.
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118(June), 105440. https://doi.org/10.1016/j.childyouth.2020.105440
Erdianti, R. N., & Al-Fatih, S. (2020). Children Friendly School as the Legal Protection for Children in Indonesia. Varia Justicia, 16(2), 137–155.
Finklehor D. (1984). child sexual abuse : new theory and research. free press.
Freedoms, F., Hourcade, J. P., Gilutz, S., Yoon, K., Asriyatun, A., Nugroho, M. A., Justicia, R., Matthews, P. H., Zeller, H., Ogunjimi, A. I., Abadio De Oliveira, W., Maria, E., De Vasconcelos, R., Angelica, M., Silva, I., Kemdikbudristek, Dewi, C. K., كريستينا، رود. كوكورس, Lin, M. H., … Anwar Setiadi1, Drs. Pitoyo Yuliatmojo, M.T.2, Diat Nurhidayat, M. T. . (2020). International technical guidance on sexuality education. United Nations Educational Scientific and Cultural Organization SDGs, 9(1), 1–139. https://doi.org/10.1016/j.childyouth.2020.105227
Guernsey. (2013). Electronic Media and Language Development-0- 3. New Found.
José de Valverde, Laurent Sovet, T. L. (2012). Life Design: In Journal of Counseling & Development (Issue 1). Elsevier Inc. https://doi.org/10.1016/B978-0-12-809790-8/00006-6
Kandi, Z. R. K., Azar, F. E. F., Farahani, F. K., Azadi, N., & Mansourian, M. (2022). Significance of Knowledge in Children on Self-Protection of Sexual Abuse: A Systematic Review. Iranian Journal of Public Health, 51(8), 1755–1765. https://doi.org/10.18502/ijph.v51i8.10257
Kementerian Pendidikan dan Kebudayaan. (2017). Direktorat Pembinaan Pendidikan Anak Usia Dini Direktorat Jenderal Pendidikan Anak Usia Dini dan Pendidikan Masyarakat Kementerian Pendidikan dan Kebudayaan. 021.
Kementrian Pemberdayaan Perempuan dan Perlindungan Anak. (2023). Data statitstik kasus kekerasan di indonesia. https://kekerasan.kemenpppa.go.id/ringkasan
Kenny, M. C., Helpingstine, C., & Long, H. (2020). College students’ recollections of childhood sexual abuse prevention programs and their potential impact on reduction of sexual victimization. Child Abuse and Neglect, 104(October 2019), 104486. https://doi.org/10.1016/j.chiabu.2020.104486
Laukkanen, A., Niemistö, D., Aunola, K., Barnett, L. M., & Sääkslahti, A. (2023). Child perceived motor competence as a moderator between physical activity parenting and child objectively measured physical activity. Psychology of Sport and Exercise, 67(June 2022). https://doi.org/10.1016/j.psychsport.2023.102444
Maryatun, I. B. (2016). Peran Pendidik Paud Dalam Membangun Karakter Anak. Jurnal Pendidikan Anak, 5(1), 747–752. https://doi.org/10.21831/jpa.v5i1.12370
McKee, B. E., & Dillenburger, K. (2012). Effectiveness of child protection training for pre-service early childhood educators. International Journal of Educational Research, 53, 348–359. https://doi.org/10.1016/j.ijer.2012.04.008
Miles, M. B. and A. M. H. (2005). Qualitative Data Analysis (terjemahan). UI Press.
Muhammad, H. (2022). PANDUAN PENYELENGGARAAN PAUD BERKUALITAS Seri Ke 2. Kemitraan Dengan Orang Tua, 1, 1–59.
Nanang. (2020). Media interaktif pendidikan seks tentang deteksi dini kekerasan seksual pada anak untuk guru sekolah dasar. 702015019.
Noble-Carr, D., Moore, T., & McArthur, M. (2020). Children’s experiences and needs in relation to domestic and family violence: Findings from a meta-synthesis. Child and Family Social Work, 25(1), 182–191. https://doi.org/10.1111/cfs.12645
Øverlien, C., & Holt, S. (2019). Letter to the Editor: Research on Children Experiencing Domestic Violence. Journal of Family Violence, 34(1), 65–67. https://doi.org/10.1007/s10896-018-9997-9
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018). Educational apps from the Android Google Play for Greek preschoolers: A systematic review. Computers and Education, 116, 139–160. https://doi.org/10.1016/j.compedu.2017.09.007
Putri, G. A. B. A. (2022). Sex Education in Elementary School To Prevent Sexual Abuse of Children. Progres Pendidikan, 3(1), 7–11. https://doi.org/10.29303/prospek.v3i1.220
Russell, D., Higgins, D., & Posso, A. (2020). Preventing child sexual abuse: A systematic review of interventions and their efficacy in developing countries. Child Abuse and Neglect, 102(August 2019), 104395. https://doi.org/10.1016/j.chiabu.2020.104395
Sari, M. W., Adhani, D. N., & Karim, M. B. (2021). Peran Guru dalam Penerapan Sekolah Ramah Anak di TK YKK 1 Bangkalan. Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan Dan Pembelajaran Anak Usia Dini, 8(1), 8–14. https://doi.org/10.21107/pgpaudtrunojoyo.v8i1.9088
Schlichting, L. E., Vivier, P. M., Berger, B., Parrillo, D., & Sheldrick, R. C. (2022). From Descriptive to Predictive: Linking Early Childhood Developmental and Behavioral Screening Results With Educational Outcomes in Kindergarten. Academic Pediatrics, 000. https://doi.org/10.1016/j.acap.2022.07.022
Selwyn, N. (2006). Exploring the “digital disconnect” between net-savvy students and their schools. Learning, Media and Technology, 31(1), 5–17. https://doi.org/10.1080/17439880500515416
Stevenson, M. (2013). UvA-DARE (Digital Academic Repository).
Tiara Anvadilla. (2022). Pengembangan Website Mengenai Regulation Perserta Didik Kelas Viii Regulation Perserta Didik Kelas Viii. UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG.
Widayanti, Y., & Rahmawati, S. (2022). Gesit Edusex: Pengembangan Media Berbasis Google Sites Sebagai Media Pengetahuan Seks Di Kalangan Mahasiswa. JURNAL PAJAR (Pendidikan Dan Pengajaran), 6(4), 1245. https://doi.org/10.33578/pjr.v6i4.8841
Widayati, J. R., Safrina, R., & Supriyati, Y. (2020). Analisis Pengembangan Literasi Sains Anak Usia Dini melalui Alat Permainan Edukatif. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 654. https://doi.org/10.31004/obsesi.v5i1.692
Yulianti, A., & Ekohariadi, E. (2020). Pemanfaatan Media Pembelajaran Berbasis Game Edukasi Menggunakan Aplikasi Construct 2 pada Mata Pelajaran Komputer dan Jaringan Dasar. Jurnal IT-EDU, 5(1), 527–533. https://ejournal.unesa.ac.id/index.php/it-edu/article/view/3827
The Effect of Digital Card Media Towards Children’s Ability to Recognize Letters
Get PDFThe background of this research is the low ability to recognize letters for group B children in Pembina State Kindergarten, Gorontalo District, Gorontalo City. Children do not know the various forms of the alphabet and letters, and the letters written by children are still mixed up or upside down. This lack of ability is caused by teachers not using creative and interesting media to stimulate children's abilities. So, this study aims to see an increase in the ability to recognize letters with creative and practical media. This research method uses a quantitative experimental method with a purposive sampling technique. Data collection was carried out using observation techniques and performance tests. The sample involved 16 respondents (7 male and 9 female). The results of the study show that learning using a blackboard is less effective in improving children's letter recognition skills, especially in aspects of language development. The findings recommend that schools be asked to evaluate and review each learning strategy, planning, and implementation. It is recommended that early childhood educators improve their competence in designing learning activities that are innovative, creative, interesting, and based on digital technology.
Keywords: digital card media, letters recognition ability, early childhood
References:
Aleksandar Trifunović, Svetlana Cicević, Dragan Lazarević, Slobodan Mitrović, & Magdalena Dragović. (2018). Comparing Tablets (Touchscreen Devices) and Pcs in Preschool Children’ Education: Testing Spatial Relationship Using Geometric Symbols on Traffic Signs. IETI Transactions on Ergonomics and Safety, 2(1). https://doi.org/10.6722/TES.201808_2(1).0004
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, III(3), 21–34. https://doi.org/10.20472/TE.2015.3.3.002
Ardini, P., & Handini, M. (2018). The Influence of Instructional Method, Visual Spatial Intelligence, and School Readiness on Early Reading Abilities. Journal of Scientific Research and Reports, 17(4), 1–22. https://doi.org/10.9734/JSRR/2017/38737
Ashcroft, R. J., Cvitkovic, R., & Praver, M. (2018). Digital flashcard L2 Vocabulary learning out-performs traditional flashcards at lower proficiency levels: A mixed-methods study of 139 Japanese university students. The EuroCALL Review, 26(1), 14. https://doi.org/10.4995/eurocall.2018.7881
Borre, A. J., Bernhard, J., Bleiker, C., & Winsler, A. (2019). Preschool Literacy Intervention for Low-Income, Ethnically Diverse Children: Effects of the Early Authors Program Through Kindergarten. Journal of Education for Students Placed at Risk (JESPAR), 24(2), 132–153. https://doi.org/10.1080/10824669.2019.1594818
Elias, S., Cromarty, E., & Wilson-Jones, L. (2022). Family Communication and Engagement with Digital Technology: Approaches and Strategies. Journal of Research Initiatives, 6(2).
Elimelech, A., & Aram, D. (2020). Using a Digital Spelling Game for Promoting Alphabetic Knowledge of Preschoolers: The Contribution of Auditory and Visual Supports. Reading Research Quarterly, 55(2), 235–250. https://doi.org/10.1002/rrq.264
Howell, J. J., & Gengel, S. (2005). Perspectives of Effective Teachers of Students with Low-Incidence Disabilities. TEACHING Exceptional Children Plus, 1(4).
Kapiso, W., Djuko, R. U., & Laiya, S. W. (2021). Kemampuan Mengenal Huruf Anak Usia 5-6 Tahun Di Taman Kanak-Kanak [Ability to Recognize Letters for Children Aged 5-6 Years in Kindergarten]. Student Journal of Early Childhood Education, 1(1).
Karoma, S. (2019). Peningkatan Kemampuan Mengenal Lima Huruf Vokal Melalui Media Bola Huruf Pada Anak Usia 3-4 Tahun [Improving the Ability to Recognize the Five Vowel Letters Through Letter Ball Media in Children Aged 3-4 Years]. JECED : Journal of Early Childhood Education and Development, 1(1), 60–66. https://doi.org/10.15642/jeced.v1i1.501
Maulidya, A. R., Sa’dullah, A., & Lismanda, Y. F. (2019). Peningkatan Kemampuan Mengenal Huruf Vokal Melalui Media Pohon Huruf Pada Anak Usia 3-4 Tahun Di Kelompok Bermain Stroberi Restu 1 Malang [Improving the Ability to Recognize Vocal Letters Through the Media of Letter Trees in Children Aged 3-4 Years in the Strawberry Restu 1 Playgroup Malang]. Dewantara: Jurnal Ilmiah Pendidikan Islam Anak Usia Din, 1(2).
Nasution, T. A. (2017). Pengaruh Permainan Kartu Huruf terhadap Pengenalan Bentuk Huruf pada Anak Usia 5-6 Tahun di TK Salsa Cinta Rakyat Kecamatan Percut Sei Tuan T.A. 2016/2017 [The Effect of Letter Card Games on Letter Form Recognition in Children Aged 5-6 Years at Salsa Cinta Rakyat Kindergarten, Percut Sei Tuan District T.A. 2016/2017]. Jurnal Usia Dini, 3(1). https://doi.org/10.24114/jud.v3i1.14654
Ningtyas, D. P. (2014). Improving Early Reading Ability Through the Snake and Ladder Game. Jurnal Pendidikan Usia Dini, 8(2). https://doi.org/10.21009/JPUD.082
Nobre, J. N. P., Vinolas Prat, B., Santos, J. N., Santos, L. R., Pereira, L., Guedes, S. da C., Ribeiro, R. F., & Morais, R. L. de S. (2020). Quality of interactive media use in early childhood and child development: A multicriteria analysis. Jornal de Pediatria, 96(3), 310–317. https://doi.org/10.1016/j.jped.2018.11.015
Rahayuningsih, S. S., Soesilo, T. D., & Kurniawan, M. (2019). Peningkatan Kemampuan Mengenal Huruf Pada Anak Usia 5-6 Tahun Melalui Metode Bermain Dengan Media Kotak Pintar [Improving The Ability Of Letters Recognizing By Children Aged 5 To 6 Years Old Through Playing Method With A ‘Smart Box’ Media]. Scholaria: Jurnal Pendidikan dan Kebudayaan, 9(1), 11–18. https://doi.org/10.24246/j.js.2019.v9.i1.p11-18
Rakimahwati & Nisaaul Hanifah. (2022). Development of Android-Based Educational Games to Improve Letter Recegnition Ability in Early Childhood in Kinali Pasaman Barat. Proceedings of the 6th International Conference of Early Childhood Education (ICECE-6 2021), 206–212. https://doi.org/10.2991/assehr.k.220602.042
Seefeldt, C., & Wasik, B. A. (2002). Kindergarten: Fours and Fives Go to School. Merrill. https://books.google.co.id/books?id=vzsMAAAACAAJ
Surtika, T., Sumardi, S., & Yasbiati, Y. (2020). Pengaruh Media Puzzle Huruf Terhadap Kemampuan Mengenal Huruf Pada Anak Kelompok A Di Tk Ar-Rahman Kecamatan Sukahening [The Effect of Letter Puzzle Media on the Ability to Recognize Letters in Group A Children in Kindergarten Ar-Rahman, Sukahening District]. JURNAL PAUD AGAPEDIA, 3(1), 101–111. https://doi.org/10.17509/jpa.v3i1.26672
Zahara, P., Miftah, H., Valencia, A., Nurhasanah, A., & Nuraini. (2022). Developing Aplication-based Puzzle Learning Media on Increasing Child’s Ability to Recognize Letters. International Journal of Ethnoscience, Bio-Informatic, Innovation, Invention and Techno-Science, 2(01), 44–49. https://doi.org/10.54482/ijebiiits.v2i01.192
 
Using Smart Apron Learning Media in Teaching Early Literacy Skills
Get PDFLiteracy is one area of academic skills that can help children learn to read more easily and can influence skills in other academic areas. This study aims to describe the use of smart aprons learning media in teaching early literacy skills in schools that already use it in the Greater Jakarta area. This qualitative descriptive research was carried out in August 2022 with 11 teachers as respondents. Collecting data using observation techniques, interviews, and documentation. The validity of the data is obtained through data triangulation. The results of the study show that the use of smart aprons in literacy teaching is implemented in planning, opening learning activities, explaining activities, and closing learning activities, and is used in reflecting on learning about literacy. Besides being used for teaching literacy, smart aprons are also used to stimulate other aspects of development, such as children's cognitive and gross motor skills. Smart aprons are easy to use, time efficient, and flexible and make children enthusiastic about learning, encourage children's motivation, encourage teacher creativity, and children know something that was not previously known and encourage teacher creativity.
Keywords: smart apron media, literacy skills, early childhood
References:
Banerjee, R., Alsalman, A., & Alqafari, S. (2016). Supporting Sociodramatic Play in Preschools to Promote Language and Literacy Skills of English Language Learners. Early Childhood Education Journal, 44(4), 299–305. https://doi.org/10.1007/s10643-015-0715-4
Baroody, A. E., & Diamond, K. E. (2016). Associations among preschool children’s classroom literacy environment, interest and engagement in literacy activities, and early reading skills. Journal of Early Childhood Research, 14(2), 146–162. https://doi.org/10.1177/1476718X14529280
Bodrova, E. (2008). Make‐believe play versus academic skills: A Vygotskian approach to today’s dilemma of early childhood education. European Early Childhood Education Research Journal, 16(3), 357–369. https://doi.org/10.1080/13502930802291777
Buckingham, D. (2019). The Media Education Manifesto. Wiley. https://books.google.co.id/books?id=3m0fvgEACAAJ
Fricke, S., Szczerbinski, M., Fox-Boyer, A., & Stackhouse, J. (2016). Preschool Predictors of Early Literacy Acquisition in German-Speaking Children. Reading Research Quarterly, 51(1), 29–53. https://doi.org/10.1002/rrq.116
Inoue, T., Georgiou, G. K., Parrila, R., & Kirby, J. R. (2018). Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency. Scientific Studies of Reading, 22(4), 273–288. https://doi.org/10.1080/10888438.2018.1435663
Landerl, K., Freudenthaler, H. H., Heene, M., De Jong, P. F., Desrochers, A., Manolitsis, G., Parrila, R., & Georgiou, G. K. (2019). Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency. Scientific Studies of Reading, 23(3), 220–234. https://doi.org/10.1080/10888438.2018.1510936
Lonigan, C. J., & Shanahan, T. (2010). Developing Early Literacy Skills: Things We Know We Know and Things We Know We Don’t Know. Educational Researcher, 39(4), 340–346. https://doi.org/10.3102/0013189X10369832
Missall, K. N., Carta, J. J., McConnell, S. R., Walker, D., & Greenwood, C. R. (2008). Using Individual Growth and Development Indicators to Measure Early Language and Literacy. Infants & Young Children, 21(3). https://journals.lww.com/iycjournal/Fulltext/2008/07000/Using_Individual_Growth_and_Development_Indicators.8.aspx
Pears, K. C., Kim, H. K., Fisher, P. A., & Yoerger, K. (2016). Increasing pre-kindergarten early literacy skills in children with developmental disabilities and delays. Journal of School Psychology, 57, 15–27. https://doi.org/10.1016/j.jsp.2016.05.004
Pfost, M. (2015). Children’s Phonological Awareness as a Predictor of Reading and Spelling. Zeitschrift Für Entwicklungspsychologie Und Pädagogische Psychologie, 47(3), 123–138. https://doi.org/10.1026/0049-8637/a000141
Piasta, S. B., Purpura, D. J., & Wagner, R. K. (2010). Fostering alphabet knowledge development: A comparison of two instructional approaches. Reading and Writing, 23(6), 607–626. https://doi.org/10.1007/s11145-009-9174-x
Quinn, J. M., Wagner, R. K., Petscher, Y., & Lopez, D. (2015). Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study. Child Development, 86(1), 159–175. https://doi.org/10.1111/cdev.12292
Rohde, L. (2015). The Comprehensive Emergent Literacy Model: Early Literacy in Context. SAGE Open, 5(1), 2158244015577664. https://doi.org/10.1177/2158244015577664
Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82–95. https://doi.org/10.1016/j.cogdev.2018.04.005
Sugiyono. (2008). Metode penelitian pendidikan: (Pendekatan kuantitatif, kualitatif dan R & D). Alfabeta. https://books.google.co.id/books?id=0xmCnQAACAAJ
Wilcox, M. J., Gray, S., & Reiser, M. (2020). Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (TELL) curriculum. Early Childhood Research Quarterly, 51, 124–143. https://doi.org/10.1016/j.ecresq.2019.10.005
Zettler-Greeley, C. M., Bailet, L. L., Murphy, S., DeLucca, T., & Branum-Martin, L. (2018). Efficacy of the Nemours BrightStart! Early Literacy Program: Treatment Outcomes from a Randomized Trial With At-Risk Prekindergartners. Early Education and Development, 29(6), 873–892. https://doi.org/10.1080/10409289.2018.1475202
 
The Effectiveness of Using Learning Device Information Systems in Preparing Learning Plans
Get PDFThe importance of the ability to develop lesson plans requires educators to be able to understand and master learning content as well as understand various ways to complete it. The learning device information system (SIPP) as one of the results of technology is here to help educators complete this task. The purpose of this study was to demonstrate the effectiveness and efficiency of SIPP in developing learning plans in early childhood education. The research was conducted using a quantitative approach, with descriptive statistical analysis presented in the form of a frequency distribution table. The questionnaire was distributed using a Likert scale, which contains items regarding goal achievement, quality, output, and user response as indicators of effectiveness and contains items regarding the use of time, cost, effort, and use of paper materials as indicators of efficiency. The results showed that the four indicators of effectiveness were met with an average score of 385.8. Efficiency which includes four indicators achieves an average score of 19.3. The availability of components in templates that are adjusted to the applicable provisions and can be used automatically allows users to complete their tasks in a relatively faster time. The availability of components in templates that are adjusted to the applicable provisions and can be used automatically allows users to complete their tasks in a relatively faster time. The conclusion is that SIPP is very effective and efficient for preparing lesson plans so that it can facilitate and save the teacher's time in completing the task.
Keywords: learning device information; early childhood education, lesson plan
References:
Abdurohman, M., Kuspriyanto, Sutikno, S., & Sasongko, A. (2010). Perancangan Aturan Transformasi UML-Systemic dalam Perancangan Embedded System. Jurnal Ilmu Komputer Dan Informasi, 3(2), 91–97. https://doi.org/hhttps://doi.org/10.21609/jiki.v3i2.146
Adnan, K., & Bataineh, A. (2014). Impacts of Employee Training on the Performance of Commercial Banks in Jordan. European Journal of Business and Management Www.Iiste.Org ISSN, 6(27), 192–197.
Afeanpah, F. (2017). Komentar Tentang Paperless Office. Paperless Office.
Afendi, M. (2019). Penggunaan Media Lingkungan Berbasis Eksperimen sebagai Alat Bantu Terciptanya Tujuan Pendidikan. Seminar Nasional Pendidikan FKIP, 2(1), 596–608.
Ahmad, & Pambudi, B. S. (2014). Pengaruh Persepsi Manfaat, Persepsi Kemudahan, Keamanan dan Ketersediaan Fitur Terhadap Minat Ulang Nasabah Bank dalam Menggunakan Internet Banking (Studi pada Program Layanan Internet Banking BRI). Jurnal Studi Manajemen, 8(1), 2–11. https://doi.org/https://doi.org/10.21107/kompetensi.v8i1.589
Apriyansyah, Maullidina, I., & Purnomo, E. P. (2018). Efektivitas sistem informasi desa (SID) dalam pelayanan publik di Desa Dlingo, Kecamatan Dlingo, Kabupaten Bantul. Jurnal Analisis Kebijakan Dan Pelayanan Publik, 4(1), 10–24. https://doi.org/http://dx.doi.org/10.31947/jakpp.v4i1.5901
Arza, W. (2019). New Aplikasi Raport K13 Paud/TK/RA (ERA Erlangga). YouTube.
Astriani, S. A. (2018). Prinsip & Kriteria Pemilihan Media Pembelajaran. Universitas Nurul Jadid.
Astuty, E. Y., & Chandra, A. N. (2016). Rancang Bangun Aplikasi Sistem Pendukung Keputusan untuk Menentukan Tingkat Keahlian User pada PT. Willong Atlantik Jakarta. Jurnal Sains & Teknologi, VI(2), 103–118.
Baker El-Ebiary, Y. A., Mjlae, S. A., Abu-Ulbeh, W., Hassan, A. H., Bamansoor, S., & Saany, S. I. A. (2020). The Effectiveness of Management Information System in Decision-Making. Journal of Mechanics of Continua and Mathematical Sciences, 15(7), 316–327. https://doi.org/10.26782/jmcms.2020.07.00026
Beny, B., Yani, H., & Ningrum, G. M. (2019). Evaluasi Usability Situs Web Kemenkumham Kantor Wilayah Jambi dengan Metode Usability Test dan System Usability Scale. RESEARCH : Computer, Information System & Technology Management, 2(1), 30–34. https://doi.org/10.25273/research.v2i1.4282
Burhan, M. N. I., & Herman. (2019). Perilaku Prokrastinasi Akademik Mahasiswa (Studi Pada Mahasiswa Prodi Pendidikan Ilmu Pengetahuan Sosial Fakultas Ilmu Sosial Universitas Negeri Makassar). In Social landscape journal pendidikan ilmu pengetahuan sosial. Universitas Negeri Makassar.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and Conducting Mixed Methods Research-SAGE Publications.
Creswell, W. J., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative adn Mixed Methods Approaches. In Journal of Chemical Information and Modeling (Vol. 53, Issue 9). file:///C:/Users/Harrison/Downloads/John W. Creswell & J. David Creswell - Research Design_ Qualitative, Quantitative, and Mixed Methods Approaches (2018).pdf%0Afile:///C:/Users/Harrison/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Creswell, Cr
Dindayani, N., Menne, F., & Mane, A. (2019). Analisis sistem informasi akuntansi penjualan tunai dalam menunjang efektivitas dan efisiensi sistem pengendalian intern pada PT Optik Tunggal Sempurna Cabang Mall Ratu Indah. Economics Bosowa Journal, 5(002), 108–122.
Fatmawati, N., Sofia, A., Drupadi, R., Nawangsasi, D., Irzalinda, V., & Sugiana. (2019). Pelatihan penyusunan perangkat pembelajaran kurikulum 2013 bagi guru pendidikan anak usia dini (PAUD). Seminar Nasional Pendidikan Forkom PG PAUD 2019, 8–14.
Febriana, R. (2019). Kompetensi guru (B. S. Fatmawati (ed.); Pertama). Bumi Aksara.
Fitria, N., & Rohita. (2019). Content Analysis of Kindergarten Daily Learning Implementation Plans ( RPPH ) in Central Jakarta Region. International Symposium on Social Sciences, Education, and Humanities, 306(Isseh 2018), 152–158.
Fitria, N., Rohita, & Zahrawanny, V. P. (2019). Kindergarten teacher’s ability in developing kindergarten learning planning in Kebayoran Baru District. Proceedings of ISER-ACN, December, 7–9.
Hendarwati, E., Setiawan, A., & Rahayu, A. P. (2017). Pelatihan pembelajaran inovatif, penyusunan perangkat pembelajaran dan pembukuan pada Bunda PAUD. AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat, 1(2), 81–91. https://doi.org/10.30651/aks.v1i2.748
Himawan. (2019). Review dan Analisa Faktor-Faktor yang Mempengaruhi Kecepatan Akses Halaman Website. Ultimatics : Jurnal Teknik Informatika, 11(1), 38–45. https://doi.org/10.31937/ti.v11i1.1060
Humaedi, M. A. (2015). Etnografi bencana: Menakar peran para pemimpin lokal dalam pengurangan resiko bencana. LKiS Yogyakarta.
Irviani, R., & Setiawan, P. (2017). Aplikasi Berbagi Pesan Berbasis Web Sebagai Media Komunikasi Di Stmik Pringsewu. Semnasteknomedia Online, 5(1), 4-7–13. https://ojs.amikom.ac.id/index.php/semnasteknomedia/article/view/1819/1541
Kaleb, B. J., Lengkong, V. P. ., & Taroreh, R. N. (2019). Penerapan Sistem Informasi Manajemen dan Pengawasannya di Kantor Pelayanan Pajak KPP Pratama Manado. Jurnal EMBA, 7(1), 781–790.
Kemdikbud. (2015a). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2013 Tentang Standar Nasional Pendidikan Anak Usia Dini. Kementrian Pendidikan dan Kebudayaan.
Kemdikbud. (2015b). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 146 Tahun 2014 Kurikulum 2013 Pendidikan Anak Usia Dini. Kementrian Pendidikan dan Kebudayaan.
Khan, R. A. G., Khan, F. A., & Khan, M. A. (2011). The Impact of Training and Development on Organizational Performance. Global Journal of Management and Business Research, 11(7), 113–123. https://doi.org/10.24191/ji.v17i2.18177
Koloay, L. P., Morasa, J., & Elim, I. (2014). Peranan Sistem Informasi Akuntansi dalam Efektifitas Pelaporan Informasi Akuntansi Pertanggungjawaban Pada PT. POS Indonesia (Persero) Manado. 2(2), 1528–1538.
Machmuddah, Z., & Suhartono, E. (2019). Peranan Aplikasi Sistem BOP PAUD yang Akuntabel untuk Guru PAUD Kota Semarang The Role of BOP PAUD System Aplication Accountable for PAUD Teachers in Semarang City. Abdimasku: Jurnal Pengabdian Masyarakat, 2(2), 114–120. https://doi.org/10.33633/ja.v2i2.45
Marading, N. (2019). Peningkatan kompetensi guru binaan dalam menyusun RPPH melalui workshop di Gugus PAUD Rantepao Kabupaten Toraja Utara. Indonesian Journal of Educational Studies (Ijes), 22(1), 8–15. https://doi.org/https://doi.org/10.26858/ijes.v22i1.9342
Masnipal. (2018). Menjadi Guru PAUD Profesional. PT Remaja Rosdakarya.
Meliana, Julianto, V., & Hafidz, K. A. (2020). Sistem Informasi Manajemen Taman Kanak-Kanak (Studi Kasus: Taman Kanak-Kanak (TK) Mekar Sari Desa Ambawang). Aisyah Journal of Informatics and Electrical Engineering, 2(2), 145–151. https://doi.org/10.30604/jti.v2i2.39
Membara, E. P., Liza, Y., & Indra, K. (2014). Sistem informasi akademik SMP Negeri 2 Talang Empat berbasis web. Jurnal Infotama, 10(1), 72–80.
Mudjiyanto, B. (2018). Tipe Penelitian Eksploratif Komunikasi. Jurnal Studi Komunikasi Dan Media, 22(1), 65–74. https://doi.org/10.31445/jskm.2018.220105
Mulyono, T. (2018). Sistem informasi E-Office pendukung program paperless korespondensi perkantoran (studi kasus : bagian administrasi akademik akademi komunitas semen Indonesia Gresik ). Jurnal Tecnoscienza, 2(2), 107–122.
Munawaroh, S., Syukri, M., & Marmawi. (2019). Kompetensi guru dalam menyusun perangkat pembelajaran di PAUD Cahaya Desa Kapur Kecamatan Sungai Raya. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 8(7), 1–8.
Ndihokubwayo, K., Ndayambaje, I., & Uwamahoro, J. (2020). Analysis of Lesson Plans from Rwandan Physics Teachers. International Journal of Learning, Teaching and Educational Research, 19(12), 1–29. https://doi.org/https://doi.org/10.26803/ijlter.19.12.1
Neuman, W. L. (2018). Metode Penelitian Sosial: Pendekatan Kualitatif dan Kuantitatif (7th ed.). Indeks.
Niati, A., Soelistiyono, A., & Ariefiantoro, T. (2019). Pengembangan Kemampuan Sumber Daya Manusia melalui Pelatihan Komputer Microsoft Office Excel untuk Meningkatkan Kinerja Perangkat Desa Mranggen. E-Dimas: Jurnal Pengabdian Kepada Masyarakat, 10(1), 105. https://doi.org/10.26877/e-dimas.v10i1.3557
Ningrum, O. S., & Puspasari, D. (2015). Penggunaan Aplikasi Google Drive Sebagai Penunjang Paperless Office. Jurnal Pendidikan Administrasi Perkantoran (JPAP), 3(3), 1–15.
Nugroho, Y. S. (2015). Pengembangan Manajemen Data Elektronik PAUD di PAC Aisyiyah Kecamatan Tingkir, Salatiga. Warta LPM, 18(2), 110–117. https://doi.org/10.23917/warta.v18i2.1950
Oyitso, M., & Olomukoro. (2012). Training and Retraining Nigeria Workers To Enhance Task Performance. Interdisciplinary Journal of Contemporary Research in Business, 4(1), 69–78. https://journal-archieves18.webs.com/69-78.pdf
Pamungkas, J., Hayati, N., & Maryatun, I. B. (2016). Pengembangan Perencanaan Pembelajaran Paud Berbasis Budaya. Jurnal Pendidikan Anak, 5(2), 831–839. https://doi.org/10.21831/jpa.v5i2.12389
Parsaorantua, P. H., Pasoreh, Y., & Rondonuwu, S. A. (2017). Implementasi Teknologi Informasi dan Komunikasi (Studi tentang Web E-Government di Kominfo Kota Manado). Acta Diurna Komunikasi, VI(3), 1–14.
Prananda, A. A., & Datu, C. (2016). Peranan Sistem Informasi Akuntasi Manajemen dalam Pengambilan Keputusan Investasi Asset Tetap pada PT. ETMIECO Sarana Laut Bitung. Jurnal EMBA, 4(1), 1531–1541. https://doi.org/10.35794/emba.v4i1.12375
Purwanto, R. (2017). Penerapan sistem informasi akademik (SIA) sebagai upaya peningkatan efektifitas dan efisiensi pengelolaan akademik sekolah. Jurnal Teknologi Terapan, 3(2), 24–31.
Rafael, A. M. D., Feka, V. P., Nama, D. Y., Nitte, Y. M., & Benu, A. Y. (2021). Pelatihan Media Pembelajaran Powtoon Untuk Pembelajaran Bahasa bagi Guru PAUD Pelangi dan Guru TK Mentari, Balai Pendidikan PAUD Kota Kupang. Pemimpin: Pengabdian Masyarakat Ilmu Pendidikan, 1(1), 37–43.
Rahman, F., Nabi Bux, J., Akhter, Y., Saeed Ul Hasan, C., & Ajmal, M. (2011). Relationship Between Training Of Teachers And Effectiveness Teaching. International Journal of Business and Social Science, 2(4), 150–160. http://search.proquest.com/docview/904524261?accountid=12253%5Cnhttp://openurl.man.ac.uk/sfxlcl3?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&sid=ProQ:ProQ:abiglobal&atitle=Relationship+Between+Training+Of+Teachers+And+Effect
Remler, D. K., & Ryzin, G. G. Van. (2015). Research Methods in Practice. Strategies for Description and Causation. https://www.ptonline.com/articles/how-to-get-better-mfi-results
Rohita, Fitria, N., & Haryadi, D. (2018a). Pemanfaatan Aplikasi Penyusunan Perencanaan Pembelajaran (AP3) dalam Penyusunan Perencanaan Pembelajaran bagi Guru Taman Kanak-kanak di Jakarta. Jurnal Pengabdian Kepada Masyarakat, 24(2), 644–654. https://doi.org/10.24114/jpkm.v24i2.10168
Rohita, Haryadi, D., Fitria, N., & Bustan, R. (2019). Sistem informasi perangkat pembelajaran Untuk meningkatkan kualitas pendidik anak usia dini. Prosiding Seminar Nasional Pengabdian Masyarakat LPPM UMJ, September, 1–6.
Rohita, R., Fitria, N., & Haryadi, D. (2018b). Pemanfaatan aplikasi penyusunan perencanaan pembelajaran (AP3) dalam penyusunan perencanaan pembelajaran bagi guru taman kanak-kanak di Jakarta. Jurnal Pengabdian Kepada Masyarakat, 24(2), 644. https://doi.org/10.24114/jpkm.v24i2.10168
Saifuddin, A. (2020). Penyusunan Skala Psikologi. Prenadamedia Group.
Salsabil, Z., & Arfa, M. (2019). Efektifitas website Femaledaily.com dalam memenuhi kebutuhan informasi pengguna. Jurnal Ilmu Perpustakaan, 8(2), 199–210.
Saparahayuningsih, S., Daryanti, M. E., & Badeni. (2020). Penyuluhan perencanaan pembelajaran kepada guru-guru Raudatul Atfal wilayah Kecamatan Seluma. Jurnal Pengabdian, 1(1), 16–26.
Sari, H. E., & Prasetiawati, R. (2020). Analisis Sistem Informasi Customer Relationship Management Berbasis Web pada PT. INOVATIF TEKNIK MESINDO. Technomedia Journal, 5(1), 1–13. https://doi.org/10.33050/tmj.v5i1.881
Setyowati, E. O. T., & Respati, A. D. (2017). Persepsi Kemudahan Penggunaan, Persepsi Manfaat, Computer Self Efficacy, Dan Kepuasan Pengguna Sistem Informasi Akuntansi. Jurnal Riset Akuntansi Dan Keuangan, 13(1), 63. https://doi.org/10.21460/jrak.2017.131.281
Sijabat, S., Indah, T. A., Ramadhan, F., Ramadhani, A., & Hasibuan, S. H. (2021). Faktor-Faktor yang Menentukan Keberhasilan Produk Melalui Desain Logo pada Produk Og Home Care. KESATRIA: Jurnal Penerapan Sistem Informasi, 2(4), 195–199. https://doi.org/https://doi.org/10.30645/kesatria.v2i4.82
Sudjiman, P. E., & Sudjiman, L. S. (2018). Analisis Sistem Informasi Manajemen Berbasis Komputer dalam Proses Pengambilan Keputusan. TeIKa, 8(2), 55–66. https://doi.org/10.36342/teika.v8i2.2327
Sum, T. A., & Taran, E. G. M. (2020). Kompetensi pedagogik guru PAUD dalam perencanaan dan pelaksanaan pembelajaran. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 543–550. https://doi.org/10.31004/obsesi.v4i2.287
Supriyatna, A., & Maria, V. (2017). Pengukuran Tingkat Kepuasan Pengguna Sistem Informasi DJP Online Pelaporan SPT Pajak. Prosiding SNATIF, 4, 147–154.
Suratini, N. P. E., Sinarwati, N. K., & Atmadja, A. W. T. (2015). Pengaruh efektivitas sistem informasi akutansi dan penggunaan teknologi informasi akutansi terhadap kinerja individual pada PT. Bank Pembangunan Daerah Bali kantor cabang Singaraja. E-Journal S1 Ak Universitas Pendidikan Ganesha, 3(1). https://doi.org/http://dx.doi.org/10.23887/jimat.v3i1.4779
Suryana, D., & Rizka, N. (2019). Manajemen pendidikan anak usia dini berbasis akreditasi lembaga (Y. Rendy (ed.); Pertama). Prenadamedia Group.
Susilo, S., Saibani, A., & Djati. (2016). Pedoman Penyelenggaraan PAUD. Bee Media Pustaka.
Wahab, A., Syahid, A., & Junaedi, J. (2021). Penyajian Data Dalam Tabel Distribusi Frekuensi Dan Aplikasinya Pada Ilmu Pendidikan. Education and Learning Journal, 2(1), 40–48. https://doi.org/10.33096/eljour.v2i1.91
Wahyuni, M., Yuliantina, I., & Ritayanti, U. (2015). Penyusunan Rencana Pelaksanaan Pembelajaran PAUD (Issue 021). Direktorat Pembinaan Pendidikan Anak Usia Dini.
Wahyuni, R., & Berliani, T. (2018). Pelaksanaan kompetensi pedagogik guru di sekolah dasar. Sekolah Dasar: Kajian Teori Dan Praktik Pendidikan, 27(2), 108–115. https://doi.org/https://doi.org/10.17977/um009v27i22018p108
Yakub. (2012). Pengantar sistem informasi. Graha Ilmu.
Yusuf, A. M., Hasmizal, H., & Dini, N. (2021). Sistem Informasi Perhitungan Penyusutan Aktiva Tetap Menggunakan Metode Garis Lurus Berbasis Vb.Net Pada CV Ginanjar Sejahtera Mandiri Karawang. Jurnal Interkom: Jurnal Publikasi Ilmiah Bidang Teknologi Informasi Dan Komunikasi, 16(1), 38–45. https://doi.org/10.35969/interkom.v16i1.95
 
Stimulating Children's Numerical Literacy: The Effectiveness of Singing Favorite Food Songs
Get PDFNumerical literacy is the ability needed to use number ideas and arithmetic skills in everyday situations as well as the ability to analyze quantitative data around children. This study aims to determine the effect of the intervention of singing favorite food songs on children's numerical literacy. Using a pretest-posttest experimental design with a control group, this study involved 20 children as research objects, consisting of 10 experimental class children and 10 control class children. The results of the study showed that singing activities with the theme of favorite food influenced the numerical literacy of kindergarten children. This singing activity attracts children's interest, thus showing a significant difference between the experimental class and the control class. Therefore, for further research, it is suggested that early childhood educators can always take advantage of artistic activities such as singing to attract children's interest in any learning.
Keywords: early childhood, numerical literacy, singing activities
References:
Anvari, S. H., Trainor, L. J., Woodside, J., & Levy, B. A. (2002). Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of Experimental Child Psychology, 83(2), 111–130. https://doi.org/10.1016/S0022-0965(02)00124-8
Barrett, M. S. (2006). Inventing songs, inventing worlds: The ‘genesis’ of creative thought and activity in young children’s lives. International Journal of Early Years Education, 14(3), 201–220. https://doi.org/10.1080/09669760600879920
Batchelor, S., Keeble, S., & Gilmore, C. (2015). Magnitude Representations and Counting Skills in Preschool Children. Mathematical Thinking and Learning, 17(2–3), 116–135. https://doi.org/10.1080/10986065.2015.1016811
Dixon-Krauss, L., Januszka, C. M., & Chae, C.-H. (2010). Development of the Dialogic Reading Inventory of Parent-Child Book Reading. Journal of Research in Childhood Education, 24(3), 266–277. https://doi.org/10.1080/02568543.2010.487412
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
Goldstein, H. (2011). Knowing What to Teach Provides a Roadmap for Early Literacy Intervention. Journal of Early Intervention, 33(4), 268–280. https://doi.org/10.1177/1053815111429464
Haimson, J., Swain, D., & Winner, E. (2011). Do Mathematicians Have Above Average Musical Skill? Music Perception, 29(2), 203–213. https://doi.org/10.1525/mp.2011.29.2.203
Harrison, C. S. (1996). Relationships between Grades in Music Theory for Nonmusic Majors and Selected Background Variables. Journal of Research in Music Education, 44(4), 341–352. https://doi.org/10.2307/3345446
Helmrich, B. H. (2010). Window of Opportunity? Adolescence, Music, and Algebra. Journal of Adolescent Research, 25(4), 557–577. https://doi.org/10.1177/0743558410366594
Howse, R. B., Lange, G., Farran, D. C., & Boyles, C. D. (2003). Motivation and Self-Regulation as Predictors of Achievement in Economically Disadvantaged Young Children. The Journal of Experimental Education, 71(2), 151–174. https://doi.org/10.1080/00220970309602061
Jones, M. R., & Bergee, M. (2008). Elements Associated with Success in the First-Year Music Theory and Aural-Skills Curriculum. Journal of Music Theory Pedagogy, 22.
Kleemans, T., Peeters, M., Segers, E., & Verhoeven, L. (2012). Child and home predictors of early numeracy skills in kindergarten. Early Childhood Research Quarterly, 27(3), 471–477. https://doi.org/10.1016/j.ecresq.2011.12.004
Lessard, A., & Bolduc, J. (2011). Links between Musical Learning and Reading for First to Third Grade Students: A Literature Review. International Journal of Humanities and Social Science, 1(7).
Lyons, I. M., & Ansari, D. (2015). Numerical Order Processing in Children: From Reversing the Distance-Effect to Predicting Arithmetic. Mind, Brain, and Education, 9(4), 207–221. https://doi.org/10.1111/mbe.12094
Lyons, I. M., Price, G. R., Vaessen, A., Blomert, L., & Ansari, D. (2014). Numerical predictors of arithmetic success in grades 1–6. Developmental Science, 17(5), 714–726. https://doi.org/10.1111/desc.12152
Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4), 692–703. https://doi.org/10.1016/j.ecresq.2013.05.004
Mehr, S. A., Schachner, A., Katz, R. C., & Spelke, E. S. (2013). Two Randomized Trials Provide No Consistent Evidence for Nonmusical Cognitive Benefits of Brief Preschool Music Enrichment. PLoS ONE, 8(12), e82007. https://doi.org/10.1371/journal.pone.0082007
Mol, S. E., & Neuman, S. B. (2014). Sharing information books with kindergartners: The role of parents’ extra-textual talk and socioeconomic status. Early Childhood Research Quarterly, 29(4), 399–410. https://doi.org/10.1016/j.ecresq.2014.04.001
Mundy, E., & Gilmore, C. K. (2009). Children’s mapping between symbolic and nonsymbolic representations of number. Special Issue: Typical Development of Numerical Cognition, 103(4), 490–502. https://doi.org/10.1016/j.jecp.2009.02.003
Neuman, S. B., Kaefer, T., & Pinkham, A. M. (2018). A Double Dose of Disadvantage: Language Experiences for Low-Income Children in Home and School. Journal of Educational Psychology, 110(1), 102–118. https://doi.org/10.1037/edu0000201
Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
Peng, P., Namkung, J., Barnes, M., & Sun, C. (2016). A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics. Journal of Educational Psychology, 108(4), 455–473. https://doi.org/10.1037/edu0000079
Protzko, J. (2017). Raising IQ among school-aged children: Five meta-analyses and a review of randomized controlled trials. Developmental Review, 46, 81–101. https://doi.org/10.1016/j.dr.2017.05.001
Purpura, D. J., Hume, L. E., Sims, D. M., & Lonigan, C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110(4), 647–658. https://doi.org/10.1016/j.jecp.2011.07.004
Rauscher, F., Shaw, G., Levine, L., Wright, E., Dennis, W., & Newcomb, R. (1997). Music training causes long-term enhancement of preschool children’s spatial–temporal reasoning. Neurological Research, 19(1), 2–8. https://doi.org/10.1080/01616412.1997.11740765
Rohwer, D. (2012). Predicting Undergraduate Music Education Majors’ Collegiate Achievement. Texas Music Education Research.
Santos-Luiz, C. dos. (2007). The learning of music as a means to improve mathematical skills.
Sarnecka, B. W., & Wright, C. E. (2013). The Idea of an Exact Number: Children’s Understanding of Cardinality and Equinumerosity. Cognitive Science, 37(8), 1493–1506. https://doi.org/10.1111/cogs.12043
Singh, N. (2016). Mathematics and Music. INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH, 5(10). https://doi.org/DOI: 10.36106/ijsr
Slusser, E. B., & Sarnecka, B. W. (2011). Find the picture of eight turtles: A link between children’s counting and their knowledge of number word semantics. Journal of Experimental Child Psychology, 110(1), 38–51. https://doi.org/10.1016/j.jecp.2011.03.006
Taylor, S. V., & Leung, C. B. (2020). Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning. Early Childhood Education Journal, 48(1), 1–10. https://doi.org/10.1007/s10643-019-00974-0
Vaiouli, P., & Friesen, A. (2016). The Magic of Music: Engaging Young Children with Autism Spectrum Disorders in Early Literacy Activities With Their Peers. Childhood Education, 92(2), 126–133. https://doi.org/10.1080/00094056.2016.1150745
Vaiouli, P., & Ogle, L. (2015). Music Strategies to Promote Engagement and Academic Growth of Young Children with ASD in the Inclusive Classroom. Young Exceptional Children, 18(2), 19–28. https://doi.org/10.1177/1096250614523968
Vaughn, K. (2000). Music and Mathematics: Modest Support for the Oft-Claimed Relationship. Journal of Aesthetic Education, 34(3/4), 149–166. JSTOR. https://doi.org/10.2307/3333641
Wagner, J. B., & Johnson, S. C. (2011). An association between understanding cardinality and analog magnitude representations in preschoolers. Cognition, 119(1), 10–22. https://doi.org/10.1016/j.cognition.2010.11.014
Whitehurst, G. J., & Lonigan, C. J. (1998). Child Development and Emergent Literacy. Child Development, 69(3), 848–872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x
Wynn, K. (1990). Children’s understanding of counting. Cognition, 36(2), 155–193. https://doi.org/10.1016/0010-0277(90)90003-3
 
The Impact of Father Involvement in the Early Childhood Problematic Behavior
Get PDFFather's involvement is something that influences the child's problematic behavior. The purpose of this study is to investigate whether father involvement can influence children's problematic behavior. This study used the systematic literature review (SLR) method by referring to 10 valid articles published in the last 10 years with the publication years between 2013 - 2023. The finding of the literature shows that there is a significant impact of father involvement on the children's problematic behavior. The more the father is involved in the children's development, the lower the level of children's problematic behavior is. The image of a father as a mentor and motivator for early childhood can still be explored in depth. Because of the limitations of this study, this study suggests that future research can further discuss the impact of the father’s involvement in the children's problematic behavior in a specific cultural aspect by considering cross-cultural factors. This is intended to conclude the relationship between the father’s interactive situations with the impact of the father’s involvement in the children's problematic behavior.
Keywords: child problematic behavior, father involvement, socio-economic status.
References:Ahmed, M., Almher, H., & Abdal, B. B. (2021). Relationship between Perceived Behavioral Control, Attitude and Knowledge Sharing among Engineers in Oil and Gas Companies. IJIEM (Indonesian Journal of Industrial Engineering & Management), 2(2), 147–155.
Araban, M., Montazeri, A., Stein, L. A. R., Stein, L. A. R., Stein, L. A. R., Karimy, M., & Mehrizi, A. A. H. (2020). Prevalence and factors associated with disruptive behavior among Iranian students during 2015: a cross-sectional study. Italian Journal of Pediatrics, 46(1), 1–7. https://doi.org/10.1186/s13052-020-00848-x
Asri, D. N., & Suharni. (2021). Modifikasi Perilaku: Teori dan Penerapannya.
Baker, C. E. (2017). Father-Son Relationships in Ethnically Diverse Families: Links To Boys’ Cognitive and Social Emotional Development in Preschool. Journal of Child and Family Studies, 26(8), 2335–2345. https://doi.org/10.1007/s10826-017-0743-3
Bertalanffy, L. von. (1968). General System Theory. New York: Goerge Braziller.
Besnard, T., Verlaan, P., Davidson, M., Vitaro, F., Poulin, F., & Capuano, F. (2013). Bidirectional influences between maternal and paternal parenting and children’s disruptive behaviour from kindergarten to grade 2. Early Child Development and Care, 183(3–4), 515–533. https://doi.org/10.1080/03004430.2012.711597
Braza, P., Carreras, R., Muñoz, J. M., Braza, F., Azurmendi, A., Pascual-Sagastizábal, E., Cardas, J., & Sánchez-Martín, J. R. (2013). Negative Maternal and Paternal Parenting Styles as Predictors of Children’s Behavioral Problems: Moderating Effects of the Child’s Sex. Journal of Child and Family Studies, 24(4), 847–856. https://doi.org/10.1007/s10826-013-9893-0
Cano, T., Perales, F., & Baxter, J. (2019). A Matter of Time: Father Involvement and Child Cognitive Outcomes. Journal of Marriage and Family, 81(1), 164–184. https://doi.org/10.1111/jomf.12532
Chomariyah, S., Fakhruddin, & Supriyadi. (2019). Development of Interactive Multimedia on Ablution and Prayer Learning to Introduce Religious and Moral Values for Kindergarten. Journal of Primary Education, 8(3), 270–280.
Chu, H. S., & Lee, H. (2019). Relationship between paternal psychological distress and involvement in childcare among fathers of preschool-aged children: Mediating effect of maternal psychological distress. BMC Pediatrics, 19(1), 1–10. https://doi.org/10.1186/s12887-019-1688-z
Coates, E. E. (2019). Pathways Linking Nonresident Father Involvement and Child Outcomes. Journal of Child and Family Studies, 28, 1681–1694. https://doi.org/10.1007/s10826-019-01389-6
Craig, A. G., Thompson, J. M. D., Slykerman, R., Wall, C., Murphy, R., Mitchell, E. A., & Waldie, K. E. (2021). The Father I Knew: Early Paternal Engagement Moderates the Long-term Relationship between Paternal Accessibility and Childhood Behavioral Difficulties. Journal of Family Issues, 42(10), 2418–2437. https://doi.org/10.1177/0192513X20980128
Dereli, E. (2020). Physical and Relational Aggressive Behavior in Preschool: School Teacher Rating, Teachers’ Perception and İntervention Strategies. Journal of Educational Issues, 6(1), 228. https://doi.org/10.5296/jei.v6i1.16947
Flouri, Midouhas, E., & Narayanan, M. K. (2016). The Relationship Between Father Involvement and Child Problem Behaviour in Intact Families: A 7-Year Cross-Lagged Study. Journal of Abnormal Child Psychology, 44(5), 1011–1021. https://doi.org/10.1007/s10802-015-0077-9
Flouri, Narayanan, M. K., & Midouhas, E. (2015). The Cross-Lagged Relationship between Father Absence and Child Problem Behaviour in The Early Years. Child: Care, Health and Development, 41(6), 1090–1097. https://doi.org/10.1111/cch.12236
Frank, T. J., Keown, L. J., & Sanders, M. R. (2015). Enhancing Father Engagement and Interparental Teamwork in an Evidence-Based Parenting Intervention: A Randomized-Controlled Trial of Outcomes and Processes. Behavior Therapy, 46(6), 749–763. https://doi.org/10.1016/j.beth.2015.05.008
Georgea, J. S., Fletcherb, R., & Palazzic, K. (2016). Comparing Fathers’ Physical and Toy Play and Links to Child Behaviour: An Exploratory Study. Infant and Child Development, 18(6), 238–254. https://doi.org/10.1002/icd
Gressiera, Calatib, & Serrettic. (2016). 5-HTTLPR and gender differences in affective disorders: A systematic review. Journal of Affective Disorders, 190, 193–207. https://doi.org/https://doi.org/10.1016/j.jad.2015.09.027
Gustafsson, B. M., Danielsson, H., Granlund, M., Gustafsson, P. A., & Proczkowska, M. (2018). Hyperactivity precedes conduct problems in preschool children: a longitudinal study. BJPsych Open, 4(4), 186–191. https://doi.org/10.1192/bjo.2018.20
Higgins, J., & Green, S. (2008). Cochrane handbook for systematic reviews of interventions. In PT Higgins and Sally Green.
Ho, S. S., Goh, T. J., & Chuah, A. S. F. (2022). Perceived behavioral control as a moderator: Scientists’ attitude, norms, and willingness to engage the public. PLoS ONE, 17(10 October), 1–24. https://doi.org/10.1371/journal.pone.0275643
Kelly, D. (2018). Generative fatherhood and children’s future civic engagement: a conceptual model of the relationship between paternal engagement and child’s developing prosocial skills. J. Hum. Behav. Soc. Environ, 28, 303–314. https://doi.org/doi: 10.1080/10911359.2017.1418469
Kuo, P. X., Volling, B. L., & Gonzalez, R. (2018). Gender role beliefs, work-family conflict, and father involvement after the birth of a second child. Psychol Men Masc, 19(2), 243–256. https://doi.org/10.1037/men0000101.Gender
Lee, J. kyung, & Schoppe-Sullivan, S. J. (2017). Resident Fathers’ Positive Engagement, Family Poverty, and Change in Child Behavior Problems. Family Relations, 1–13. https://doi.org/10.1111/fare.12283
Liu, Dittman, C. K., Guo, M., Morawska, A., & Haslam, D. (2021). Influence of Father Involvement, Fathering Practices and Father-Child Relationships on Children in Mainland China. Journal of Child and Family Studies, 30(8), 1858–1870. https://doi.org/10.1007/s10826-021-01986-4
Liu, X. (2019). A Review of the Study on Father Involvement in Child Rearing. Asian Social Science, 15(9), 82. https://doi.org/10.5539/ass.v15n9p82
Maselko, J., Hagaman, A. K., Bates, L. M., Bhalotra, S., Biroli, P., Gallis, J. A., O’Donnell, K., Sikander, S., Turner, E. L., & Rahman, A. (2019). Father involvement in the first year of life: Associations with maternal mental health and child development outcomes in rural Pakistan. Social Science and Medicine, 237(October 2018), 112421. https://doi.org/10.1016/j.socscimed.2019.112421
McCaig, Stolz, H. E., Reimnitz, S. J., Baumgardner, M., & Renegar, R. G. (2021). Determinants of Paternal Engagement: Investigating Low-Income Fathers‟ Caregiving, Play, and Verbal Engagement With Infants. Journal of Family Issues, 0(0), 1–21.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Academia and Clinic Annals of Internal Medicine Preferred Reporting Items for Systematic Reviews and Meta-Analyses : Annals of Internal Medicine, 151(4), 264–269.
Mulihatun, W. N., & Santi, M. Y. (2022). Faktor yang Mempengaruhi Keterlibatan Ayah dalam Pengasuhan Anak Usia Dini. Window of Health: Jurnal Kesehatan, 5(1), 20–34.
Mulyani, H., Meirawan, D., & Rahmadani, A. (2020). Increasing school effectiveness through principals’ leadership and teachers’ teaching performance, is it possible? Cakrawala Pendidikan, 39(2), 279–292. https://doi.org/10.21831/cp.v39i2.28864
Nafisah, A. D., & Pranoto, Y. K. S. (2022). Father’s Involvement in Learning from Home Program During Covid-19 Pandemic. Belia, 11(1), 1–8. https://doi.org/10.15294/belia.v11i1.48424
Nafisah, A. D., Pranoto, Y. K. S., & Nuzulia, S. (2022). Studi Literatur: Perkembangan Kognitif Anak Usia Dini Ditinjau dari Keterlibatan Ayah. Prosiding Seminar Nasional Pascasarjana (Prosnampas), 5(1). https://doi.org/https://proceeding.unnes.ac.id/index.php/snpasca/issue/view/37
Nafisah, A. D., Sobah, A., Yusuf, N. A. K., & Hartono, H. (2022). Pentingnya Penanaman Nilai Pancasila dan Moral pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 5041–5051. https://doi.org/10.31004/obsesi.v6i5.1865
Nugrahani, H. Z., Mini, R., Salim, A., & Saleh, A. Y. (2021). Gambaran keterlibatan ayah dalam pengasuhan anak usia dini : Baseline dari rancangan program intervensi untuk ayah. Provitae: Jurnal Psikologi Pendidikan, 14(1), 42–58.
Nurainiah. (2022). Aspek Perkembangan Kecerdasan Moral Pada Anak Usia Dini. Tarbiyatul-Aulad: Jurnal Ilmiah Pendidikan Anak, 8(01), 119–138.
Opondo, C., Redshaw, M., & Quigley, M. A. (2017). Journal of A ff ective Disorders Association between father involvement and attitudes in early child-rearing and depressive symptoms in the pre-adolescent period in a UK birth cohort. Journal of Affective Disorders, 221, 115–122. https://doi.org/10.1016/j.jad.2017.06.010
Parung, G. E., & Ferreira, N. (2017). Work-Life Balance, Couple Satisfaction, and Father Involvement: A Cross-Cultural Study. ANIMA Indonesian Psychological Journal, 32(4), 201–216. https://doi.org/10.24123/aipj.v32i4.851
Perry, K. J., Ostrov, J. M., Murray-Close, D., Blakely-McClure, S. J., Kiefer, J., DeJesus-Rodriguez, A., & Wesolowski, A. (2021). Measurement of aggressive behavior in early childhood: A critical analysis using five informants. Journal of Experimental Child Psychology, 209, 105180. https://doi.org/10.1016/j.jecp.2021.105180
Rohmalina, R., Lestari, R. H., & Alam, S. K. (2019). Analisis Keterlibatan Ayah dalam Mengembangkan Perkembangan Sosial Emosional Anak Usia Dini. Golden Age: Jurnal Pendidikan Anak Usia Dini, 3(1), 1–8. https://doi.org/10.29313/ga.v3i1.4809
Saida, E. K., Suprianto, A., & Jayanti, M. A. (2022). Pengaruh kondisi sosial dan ekonomi keluarga terhadap tingkat pendidikan anak di Desa Kentol , Nusa Tenggara Timur. Jurnal Teori dan Praksis Pembelajaran IPS, 7(2), 59–69.
Sebre, S. B., Jusiene, R., Dapkevice, E., Skreitule-Pikse, I., & Bieliauskaite, R. (2015). Parenting dimensions in relation to pre-schoolers behaviour problems in Latvia and Lithuania. International Journal of Behavioral Development, 39(5), 458–466. https://doi.org/10.1177/0165025414548774
Septiani, D., & Nasution, I. N. (2017). Peran Keterlibatan Ayah dalam Pengasuhan Bagi Perkembangan Kecerdasan Moral Anak. Jurnal Psikologi, 13(2), 120–125. https://doi.org/10.24014/jp.v13i2.4045
Setiawan, D., Nafisah, A. D., & Diana. (2022). Father ’ s Involvement in Children ’ s Distance Learning during the Pandemic. Jurnal Pendidikan Usia Dini, 16(1), 149–161. https://doi.org/https://doi.org/10.21009/JPUD.161.10
Seymour, M., Peace, R., Wood, C. E., Jillard, C., Evans, K., O’Brien, J., Williams, L. A., Brown, S., & Giallo, R. (2021). “We’re in the background”: Facilitators and barriers to fathers’ engagement and participation in a health intervention during the early parenting period. Health Promotion Journal of Australia, 32(S2), 78–86. https://doi.org/10.1002/hpja.432
Skinner, B. F. (1953). Science and Human Behavior.
Stachl, C., Au, Q., Schoedel, R., Gosling, S. D., Harari, G. M., Buschek, D., Völkel, S. T., Schuwerk, T., Oldemeier, M., Ullmann, T., Hussmann, H., Bischl, B., & Bühner, M. (2020). Predicting personality from patterns of behavior collected with smartphones. Proceedings of the National Academy of Sciences of the United States of America, 117(30), 17680–17687. https://doi.org/10.1073/pnas.1920484117
Steenhoff, T., Tharner, A., & Væver, M. S. (2019). Mothers ’ and Fathers ’ Observed Interaction with Preschoolers : Similarities and Differences in Parenting Behavior in a Well-Resourced Sample. PLoS ONE, 14(8), 1–25.
Sucianing, K. A., & Heriyanti, K. (2022). Pengaruh Agama terhadap Psikis Manusia. Swara Vidya, II(1), 33–43.
Sun, J., Singletary, B., Jiang, H., Justice, L. M., & Lin, T. (2022). Child Behavior Problems During COVID-19: Associations with Parent Distress and Child Social-Emotional Skills. Journal of Applied Developmental PsychologY, 78, 1–10.
Sunaryo. (2004). Psikologi Untuk Pendidikan.
Tarver, J., Palmer, M., Webb, S., Scott, S., Slonims, V., Simonoff, E., & Charman, T. (2019). Child and parent outcomes following parent interventions for child emotional and behavioral problems in autism spectrum disorders: A systematic review and meta-analysis. Autism, 23(7), 1630–1644. https://doi.org/10.1177/1362361319830042
Tétreault, É., Bernier, A., & Matte-Gagné, C. (2021). Quality of father–child relationships as a predictor of sleep developments during preschool years. Developmental Psychobiology, 63(6), 1–13. https://doi.org/10.1002/dev.22130
Torres, N., Veríssimo, M., Monteiro, L., Ribeiro, O., & Santos, A. J. (2014). Domains of Father Involvement, Social Competence and Problem Behavior in Preschool Children. Journal of Family Studies, 20(3), 188–203. https://doi.org/10.1080/13229400.2014.11082006
Tresna Dewi, A. R. (2018). Pengaruh Keterlibatan Orangtua Terhadap Perilaku Sosial Emosinal Anak. Jurnal Golden Age, 2(02), 66. https://doi.org/10.29408/goldenage.v2i02.1024
Vaillancourt, T., Haltigan, J. D., Smith, I., Zwaigenbaum, L., Szatmari, P., Fombonne, E., & Bennett, T. (2017). Joint trajectories of internalizing and externalizing problems in preschool children with autism spectrum disorder. Development and Psychopathology, 29(1), 203–214.
Walsh, A. D., Hesketh, K. D., Van Der Pligt, P., Cameron, A. J., Crawford, D. A., & Campbell, K. J. (2017). Fathers’ perspectives on the diets and physical activity behaviours of their young children. PLoS ONE, 12(6), 1–19. https://doi.org/10.1371/journal.pone.0179210
Wardani, A., & Ayriza, Y. (2021). Analisis Kendala Orang Tua dalam Mendampingi Anak Belajar di Rumah Pada Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 772–782. https://doi.org/10.31004/obsesi.v5i1.705
Wathoni, H., Kustiono, K., & Ahmadi, F. (2021). Multimedia-based E-Puzzle development to improve visual-spatial abilities and early childhood religious character. Journal of Primary Education, 10(2), 141–150.
Woodworth, S., Belsky, J., & Crnic, K. (1996). The Determinants of Fathering during the Child’s Second and Third Years of Life: A Developmental Analysis. Journal of Marriage and the Family, 58(3), 679. https://doi.org/10.2307/353728
Yalçın, V. (2021). Moral Development in Early Childhood: Benevolence and Responsibility in the Context of Children’s Perceptions and Reflections. Educational Policy Analysis and Strategic Research, 16(4), 140–163. https://doi.org/10.29329/epasr.2021.383.8
Yoon, S., Kim, M., Yang, J., Lee, J. Y., Latelle, A., Wang, J., Zhang, Y., & Schoppe-Sullivan, S. (2021). Patterns of father involvement and child development among families with low income. Children, 8(12), 1–17. https://doi.org/10.3390/children8121164
Zhang, J., Liu, Y., & Hu, T. (2019). A Meta-Analysis of The Relationship between Father Involvement and Problem Behaviour Among Preschool Children. Early Child Development and Care, 1–23. https://doi.org/10.1080/03004430.2019.1679127
Zhang, W., Shen, Q., Teso, S., Lepri, B., Passerini, A., Bison, I., & Giunchiglia, F. (2021). Putting human behavior predictability in context. EPJ Data Science, 10(1). https://doi.org/10.1140/epjds/s13688-021-00299-2
 
ECE Teachers’ Roles of Developing Numeracy Literacy in Special Needs Children: Numeracy Literacy in Children with Special Needs
Get PDFSpecial needs ECE children should be prepared with early literacy and numeracy skills to strengthen their competencies during the transitional phase to primary school. To help this transitional phase, teachers can provide a variety of diverse play activities. This study aims to explore and evaluate the pedagogical strategies employed by teachers in reinforcing special needs children's literacy and numeracy, as a support to their transition process from ECE to primary year. The research applied a qualitative method with data collection techniques through interviews, observations, and documentation. The sample selection applied purposive sampling based on the criteria and objectives of this study. The sample consisted of inclusive classroom teachers from ten ECE institutions in five regions of Central Java, including Semarang City, Pekalongan City, Surakarta City, Wonosobo District, and Jepara District. The study concludes that ECE teachers still see several limitations in dealing with special needs children. Therefore, teachers should modify plans and play activities to strengthen literacy and numeracy skills for special needs children to help them embark on primary school. Teachers expect necessary support for their improvement through training and guidance in dealing with special needs children, especially in developing their literacy and numeracy.
Keywords: literacy and numeracy, special needs children, ECE-primary school transition
References:
1
Agustina, E., & Zayyadi, M. (2023). Kemampuan Literasi Numerasi Siswa di Sekolah Inklusi. Apotema: Jurnal Program Studi Pendidikan Matematika, 9(1), 15-20.
Alberta. (2019). Literacy and Numeracy Proggression. Understanding Special Education Needs, 1-15.
Atlar, H., & Uzuner, Y. (2023). Supporting Teacher Development about Early Literacy in Children with Hearing Loss: An Action Research in Turkey. European Journal of Special Education Research, 9(2), 92-121. https://doi.org/https://doi.org/10.46827/ejse.v9i2.4832
Aunio, P., & Räsänen, P. (2016). Core numerical skills for learning mathematics in children aged five to eight years – a working model for educators. European Early Childhood Education Research Journal, 24(5), 684-704. https://doi.org/10.1080/1350293X.2014.996424
Barham, A. I., Ihmeideh, F., Al-Falasi, M., & Alabdallah, A. (2019). Assessment of first-grade students’ literacy and numeracy levels and the influence of key factors. International Journal of Learning, Teaching and Educational Research, 18(12), 174-195. https://doi.org/https://doi.org/10.26803/ijlter.18.12.11
BBPMP, B. B. P. M. P. P. J. T. (2022). Capaian Literasi, Numerasi, Dan Karakter Siswa Di Provinsi Jawa Tengah Tahun 2021. https://bbpmpjateng.kemdikbud.go.id/capaian-literasi-numerasi-dan-karakter-siswa-di-provinsi-jawa-tengah-tahun-2021
Brandenburg, R., McDonough, S., Burke, J., & White, S. (2016). Teacher Education Research and the Policy Reform Agenda. In R. Brandenburg, S. McDonough, J. Burke, & S. White (Eds.), Teacher Education: Innovation, Intervention and Impact (pp. 1-14). Springer Singapore. https://doi.org/10.1007/978-981-10-0785-9_1
Brooks-Gunn, J., & Markman, L. B. (2005). The Contribution of Parenting to Ethnic and Racial Gaps in School Readiness. The Future of Children, 15(1), 139-168. http://www.jstor.org/stable/1602666
BSKAP. (2022). Modul 3 Bagaimana Membangun Kemampuan Literasi.
Comunitity Child Care Victoria. (2011). Early Literacy and Numeracy Self-Guided Learning Package. In: Australia.
Davenport, L. A. (2012). Numeracy in inclusive early childhood classrooms: embedding learning opportunities and using effective instructional strategies.
Department of Education and Early Childhood Development. ( 2009). Victorian Early Years Learning and Development Framework: For all children from birth to eight years. Department of Education and Early Childhood Development.
Diana, Sunardi, Gunarhadi, & Yusuf, M. (2020a). The development of I-Teach model to improve early childhood teachers professionalism. Cypriot Journal of Educational Sciences, 15(6), 1614–1628. https://doi.org/10.18844/CJES.V15I6.5321
Diana, Sunardi, Gunarhadi, & Yusuf, M. (2020b). Preschool Teachers’ Attitude Toward Inclusive Education in Central Java, Indonesia. Icliqe, 1361–1368. https://doi.org/10.2991/assehr.k.200129.166
Elliott, L., Zheng, P., & Libertus, M. (2021). Individual Differences in Parental Support for Numeracy and Literacy in Early Childhood. Education Sciences, 11(9), 541. https://www.mdpi.com/2227-7102/11/9/541
Fatmawati, E., & Safitri, E. (2020). Kemampuan Literasi Informasi dan Teknologi Mahasiswa Calon Guru Menghadapi Pembelajaran di Era Revolusi Industri 4.0. Edukasi: Jurnal Pendidikan, 18(2), 214-224. https://doi.org/10.31571/edukasi.v18i2.1863
Fontil, L., Gittens, J., Beaudoin, E., & Sladeczek, I. E. (2020). Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review. Journal of Autism and Developmental Disorders, 50(6), 1866-1881. https://doi.org/10.1007/s10803-019-03938-w
Fontil, L., Sladeczek, I. E., Gittens, J., Kubishyn, N., & Habib, K. (2019). From early intervention to elementary school: A survey of transition support practices for children with autism spectrum disorders. Research in Developmental Disabilities, 88, 30-41. https://doi.org/https://doi.org/10.1016/j.ridd.2019.02.006
Haerudin, H. (2021). Pengaruh Literasi numerasi Terhadap Perubahan Karakter Siswa. Prosiding Sesiomadika, 1(1a). https://journal.unsika.ac.id/index.php/sesiomadika/article/view/2123
Imtiyas, I. A. R., & Simatupang, N. (2022). The Effect of Early Childhood Teacher's Educational Background on the Ability to Manage Children’s Learning: Evidence From Learning Process During Covid 19 Pandemic. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 7(2), 67-76. https://doi.org/10.14421/jga.2022.72-02
Indah, W. (2023). Analisis Kemampuan Literasi Numerasi Berdasarkan Gaya Belajar pada Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(6), 5840-5849.
Jurmang, J. L. (2014). Teacher competencies for inclusive education: The case of management and instructional function. National Journal of Inclusive education, 2(1).
Justice, L. M., Jiang, H., & Strasser, K. (2018). Linguistic environment of preschool classrooms: What dimensions support children’s language growth? Early Childhood Research Quarterly, 42, 79-92. https://doi.org/https://doi.org/10.1016/j.ecresq.2017.09.003
Keily, T., Evans, A., & Atchison, B. (2019). Strengthening the Early Childhood Education Continuum. Policy Guide. Education Commission of the States.
Khasanah, I., & Purnamasari, I. (2023). Role-Playing Methods: Efforts to Stimulate the Development of Early Childhood Numeracy Literacy. Journal of Social Research, 2(4), 1074-1078. https://doi.org/https://doi.org/10.55324/josr.v2i4.776
Kokkalia, G., Drigas, A. S., Economou, A., & Roussos, P. (2019). School Readiness From Kindergarten to Primary School. Int. J. Emerg. Technol. Learn., 14(11), 4-18.
Kurnianingsih, I., Rosini, R., & Ismayati, N. (2017). Upaya peningkatan kemampuan literasi digital bagi tenaga perpustakaan sekolah dan guru di wilayah Jakarta pusat melalui pelatihan literasi informasi. Jurnal Pengabdian Kepada Masyarakat, 3(1), 61-76.
Kurniastuti, I., Evanjeli, L. A., & Sari, D. P. (2023). Teachers’ Challenges and Strategies in Teaching Literacy Skills for Children with Special Needs. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(1), 937-948. https://doi.org/https://doi.org/10.31004/obsesi.v7i1.3598
Manning, M., Garvis, S., Fleming, C., & Wong, G. T. W. (2017). The relationship between teacher qualification and the quality of the early childhood education and care environment. Campbell Systematic Reviews, 13(1), 1-82. https://doi.org/https://doi.org/10.4073/csr.2017.1
Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary Transition Predictors of Postschool Success: An Update to the Research Base. Career Development and Transition for Exceptional Individuals, 44(1), 47-64. https://doi.org/10.1177/2165143420959793
Mumpuniarti, M. (2017). Challenges faced by teachers in teaching literacy and numeracy for slow learners. Journal of Sustainable Development, 10(3), 243. https://doi.org/https://doi.org/10.5539/jsd.v10n3p243
Ningsih, S., Gunayasa, I. B. K., & Dewi, N. K. (2022). Pengaruh Literasi Numerasi Terhadap Hasil Belajar Matematika Pada Siswa Kelas III SDN Lingkok Lima Tahun Ajaran 2021/2022. Jurnal Ilmiah Profesi Pendidikan, 7(3c), 1938-1943. https://doi.org/10.29303/jipp.v7i3c.881
Nurhayani, N., & Nurhafizah, N. (2022). Media dan Metode Pengembangan Literasi Anak Usia Dini di Kuttab Al Huffazh Payakumbuh. Jurnal Basicedu, 6(6), 9333-9343.
Park, M.-H., Dimitrov, D. M., & Park, D.-Y. (2018). Effects of Background Variables of Early Childhood Teachers on Their Concerns About Inclusion: The Mediation Role of Confidence in Teaching. Journal of Research in Childhood Education, 32(2), 165-180. https://doi.org/10.1080/02568543.2017.1417926
Purab, S. M., & Purwono, A. (2022). Pengaruh Program Literasi Terhadap Keterampilan Menulis Siswa Kelas Iv a Mi Darussalam Pacet Mojokerto. Aulada : Jurnal Pendidikan Dan Perkembangan Anak, 3(2), 133–151. https://doi.org/10.31538/aulada.v3i2.972
Rachmat, M., Otong, S., Yubaedi, S., & Nur, R. (2017). Pengaruh Intensi, Motivasi, dan Pemahaman Guru terhadap Impementasi Pendidikan Inklusif. Jurnal Pendidikan Usia Dini, 11(2). https://doi.org/10.21009/JPUD.112.08
Rehalat, A., & Nurul 'ainy, Z. (2022). The Effect of Education Background Teacher on The Learning Process In Class At Muhammadiyah First Middle School Ambon. Perspektif Pendidikan dan Keguruan, 13(2), 81-87. https://doi.org/10.25299/perspektif.2022.vol13(2).10592
Salminen, J., Khanolainen, D., Koponen, T., Torppa, M., & Lerkkanen, M.-K. (2021). Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties [Original Research]. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.725337
Sanches, T. (2018, 2018//). Required Skills for Teachers: Information Literacy at the Top. Information Literacy in the Workplace, Cham.
Sari, D. Y. (2017). Peran guru dalam menumbuhkan literasi melalui bermain pada Anak Usia Dini. Golden Age: Jurnal Pendidikan Anak Usia Dini, 1(2). https://doi.org/10.29313/ga.v1i2.3316
Setiawan, A. (2018). Meningkatkan Kemampuan Berhitung Anak Usia Dini melalui Media Pembelajaran Matematika di RA Ma’arif 1 Kota Metro. SELING: Jurnal Program Studi PGRA, 4(2), 181-188. https://doi.org/https://doi.org/10.29062/seling.v4i2.309
Shvartsman, M., & Shaul, S. (2023). The Role of Working Memory in Early Literacy and Numeracy Skills in Kindergarten and First Grade. Children, 10(8), 1285. https://www.mdpi.com/2227-9067/10/8/1285
Stein, K., Veisson, M., Õun, T., & Tammemäe, T. (2019). Estonian preschool teachers’ views on supporting children’s school readiness. Education 3-13, 47(8), 920-932. https://doi.org/10.1080/03004279.2018.1539113
Suryawati, E. A., & Akkas, M. (2021). Buku Panduan Guru Capaian Pembelajaran Elemen Dasar-Dasar Literasi dan STEAM untuk Satuan PAUD. Pusat Kurikulum dan Perbukuan Badan Penelitian dan Pengembangan dan Perbukuan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Titi, C., & Siti, A. (2022). ECE Educator Training: How to Develop Literacy and Environment Education for Children? Jurnal Pendidikan Usia Dini, 16(1). https://doi.org/10.21009/JPUD.161.09
Trainor, A. A., Carter, E. W., Karpur, A., Martin, J. E., Mazzotti, V. L., Morningstar, M. E., Newman, L., & Rojewski, J. W. (2020). A Framework for Research in Transition: Identifying Important Areas and Intersections for Future Study. Career Development and Transition for Exceptional Individuals, 43(1), 5-17. https://doi.org/10.1177/2165143419864551
Wackerle-Hollman, A. K., Durán, L. K., & Miranda, A. (2020). Early Literacy Skill Growth in Spanish-Speaking Children With and At Risk for Disabilities in Early Childhood. Topics in Early Childhood Special Education,40(1), 24-38. https://doi.org/10.1177/0271121420906469
Winarsih, S., Hendra, J., Idris, F. H., & Adnan, E. (2013). Panduan penanganan anak berkebutuhan khusus bagi pendamping (orang tua, keluarga, dan masyarakat). Kementrian Perlindungan Anak dan Perempuan.
Yin, M., Condelli, L., Ogut, B., & Cronen, S. (2013). The Importance of Teacher Background Qualifications for Student Learning. American Institutes for Research.
Zhao, X. (2017). Transition from kindergarten to elementary school: Shanghai’s experience and inspiration. Creative Education, 8(3), 431-446. https://doi.org/10.4236/ce.2017.83033
 
ECE Music Courses in Higher Education: Rhythmic Learning Based on Local Culture Through the Solfeggio Technique
Get PDFThe lack of learning techniques used by teachers in teaching music in early childhood, especially rhythmic learning, in general teachers only teach rhythm by explaining the value of notes, not using singing, and not connecting it with singing. The purpose of this research is to describe the effectiveness of rhythmic learning using cultural-based solfeggio techniques through lecture assignments. The research method used is descriptive qualitative with an emphasis on exploration. Data collection was taken from the results of the learning value of the rhythmic ensemble which lasted for four meetings. The results showed that of the eighteen students who attended the Culture-Based Arts Education course, when it came to Rhythmic Ensemble, fifteen of them got an A and only one got an A-. All of them can read notes and show them through body rhythmics while singing folk songs. Therefore, it can be recommended that early childhood teachers for music learning, especially in discussing the value of notes/rhythmic learning, use the solfeggio technique using folk songs to introduce local culture from an early age.
Keywords: ECE program student, rhythmic learning, local culture, solfeggio technique
References:
Banoe, P. (2003). Kamus musik. Kanisius.
Bronson, M. B. (1995). The right stuff for children birth to 8: Selecting play materials to support development. Natl Assn for the Education.
Burak, S. (2019). Self-efficacy of pre-school and primary school pre-service teachers in musical ability and music teaching. International Journal of Music Education, 37(2), 257–271. https://doi.org/10.1177/0255761419833083
Carrillo, C., Baguley, M., & Vilar, M. (2015). The Influence of Professional Identity on Teaching Practice: Experiences of Four Music Educators. International Journal of Music Education, 33(4), 451–462. https://doi.org/10.1177/0255761415582348
Duţică, L. (2018). Assessment Typologies Used Within the Discipline Theory, Solfeggio, Musical Dictation. Review of Artistic Education, 15(1), 37–43. https://doi.org/doi:10.2478/rae-2018-0004
Eyles, A.-M. (2018). Teachers’ Perspectives about Implementing ICT in Music Education. Australian Journal of Teacher Education, 43(5), 110–131. https://doi.org/10.14221/ajte.2018v43n5.8
Hamilton, A. (2007). Music and the Aural Arts. The British Journal of Aesthetics, 47(1), 46–63. https://doi.org/10.1093/aesthj/ayl038
Ismail, M. J., Fung Chiat, L., & Anuar, A. F. (2021). Learning Music Through Rhythmic Movements in Malaysia. Malaysian Journal of Learning and Instruction, 18(Number 1), 241–263. https://doi.org/10.32890/mjli2021.18.1.10
Jing, W., & Danprdit, P. (2022). Piano Rhythmic Exercise for Preschool Education Major Teaching at Taiyuan Teacher College. Journal of Green Learning, 2(2), 100–105. https://doi.org/10.53889/jgl.v2i2.120
Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of Qualitative Descriptive Studies: A Systematic Review. Research in Nursing & Health, 40(1), 23–42. https://doi.org/10.1002/nur.21768
Kiraly, Z. (2003). Solfeggio 1: A Vertical Ear Training Instruction Assisted by the Computer. International Journal of Music Education, os-40(1), 41–58. https://doi.org/10.1177/025576140304000105
Lubkov, A. V. (2020). Modern Problems of Pedagogical Education. The Education and Science Journal., 22(3). https://doi.org/10.17853/1994-5639-2020-3-36-54
Mohedo, M. T. D., & Bújez, A. V. (2012). Improving Learning in a Professional Context: A Research Perspective on the New Music Teacher. Procedia - Social and Behavioral Sciences, 69, 579–584. https://doi.org/10.1016/j.sbspro.2012.11.449
Niland, A. (2009). The Power of Musical Play: The Value of Play-Based, Child-Centered Curriculum in Early Childhood Music Education. General Music Today, 23(1), 17–21. https://doi.org/10.1177/1048371309335625
Wang, L. (2022). The Skill Training of Reading Music in the Teaching of Solfeggio and Ear Training in the New Media Environment. Applied Bionics and Biomechanics, 2022, 1–11. https://doi.org/10.1155/2022/8209861
Zhang, W. (2022). Practice and Exploration of Music Solfeggio Teaching Based on Data Mining Technology. Journal of Environmental and Public Health, 2022, 5436772. https://doi.org/10.1155/2022/5436772
 
Using Video to Increase Children's Knowledge About Healthy Food: Strengthening Teacher Teaching Skills
Get PDFThe teaching skills of teachers at the early childhood education level are essential for the physical, motor, and psychological development stages of children. This research aims to increase children's knowledge about healthy food through video media to strengthen teachers' teaching skills. This research uses a qualitative approach with an exploratory type of research. The sample used was 10 early childhood educators. The findings in this research are the impact of using healthy food video media, namely helping children connect previous experiences with newly discovered knowledge. Then, in the core activity, serving healthy food according to recipes and food ingredients that have been watched on healthy food video media can improve students' psychomotor development and at the end, the teacher asks students about the feelings that arise during learning, which is the teacher's effort to accompany psychological development as an impact that arises. from learning activities using healthy food video media.
Keywords: video healthy foods, early childhood, teaching skills
References:
1
Andrini, V. S. (2016). The Effectiveness of Inquiry Learning Method To Enhance Students ’ Learning Outcome : A Theoritical And Empirical Review. 7(3), 38–42.
Batubara, H. H., & Ariani, D. N. (2016). Pemanfaatan Video Sebagai Media Pembelajaran Matematika Sd/Mi Informasi Artikel. 2(1), 47–66. Https://Doi.Org/10.31602/Muallimuna.V2i1.741
Elprida, K., Sujana, W., Tirtayani, L. A., Pendidikan, J., Anak, P., Dini, U., Pendidikan Guru, J., & Dasar, S. (2018). Pengaruh Keterampilan Dasar Mengajar Guru Terhadap Perilaku Disiplin Pada Anak Usia Dini Kelompok B (Vol. 6, Issue 1).
Fajrin, R., & Ana, R. (2020). Persepsi Siswa Terhadap Keterampilan Mengajar Guru Menggunakan Media Visual (Vol. 4, Issue 2).
Hardiyanti, W. E., Ilham, M., Ekadayanti, W., & Jafarudin. (2020). Gorontalo 96128 2 PGMI, Fakultas Tarbiyah Dan Ilmu Pendidikan. Indonesia Jl. Kapt. Piere Tendean, 3(2), 93563.
Husein Batubara, H., Noor Ariani, D., & Prodi Penddikan Guru, D. (2016). Pemanfaatan Video Sebagai Media Pembelajaran Matematika Sd/Mi Informasi Artikel. Oktober, 2(1).
Juandi, A., & Sontani, U. T. (2017). Keterampilan Dan Kreativitas Mengajar Guru Sebagai Determinan Terhadap Prestasi Belajar Siswa. 2(2), 242–250.
Juniyanasari, L. P., Pudjawan, K., & Ujianti, P. R. (2015). Penerapan Pembelajaran Kontekstual Melalui Cooking Class Untuk Meningkatkan Keterampilan Motorik Halus Pada Anak. 3. Https://Doi.Org/10.23887/Paud.V3i1
Kurniawan, T. D. (2016). Pengaruh Penggunaan Media Video Pembelajaran Terhadap Prestasi Belajar Ilmu Pengetahuan Sosial Siswa Kelas V Sd Se-Kecamatan Gedangsari Gunungkidul. 21–26. Https://Doi.Org/10.30738/Trihayu.V3i1.739
Kurniawaty, L. (2017). Peningkatan Pengetahuan Tentang Makanan Sehat Melalui Kegiatan Bermain Cooking Class Jurnal CARE ( Children Advisory Research and Education ) Volume 4 Nomor 2 Januari 2017 Pendahuluan Pertumbuhan Dan Perkembangan Anak Usia Dini Ditentukan Oleh Makanan Yan. 4(3).
Mulyawati, Y., & Purnomo, H. (2021). Pentingnya Keterampilan Guru Untuk Menciptakan Pembelajaran Yang Menyenangkan. Https://Doi.Org/10.33654/Pgsd
Nurchayati, D., & Pusari, W. P. (2015). Upaya Meningkatkan Pengetahuan Makanan Sehat Melalui Penerapan Sentra. Https://Doi.Org/10.26877/Paudia.V3i2 Oktober.510
Nasirun, ), Suprapti, A., Qalbi, Z., Indrawati, ), & Keguruan, F. (2023). peningkatan profesionalisme guru melalui pelatihan keterampilan mengajar bagi guru paud al-jundi kota bengkulu improving teacher professionalism through teaching skills training for paud teachers al-jundi bengkulu city. 4(1), 17–22. Https://Ejournal.Unib.Ac.Id/Index.Php/Abdipaud/Index
Perdani, Z. P., & Hasan, R. (2016). Hubungan Praktik Pemberian Makan Dengan Status Gizi Anak Usia 3- 5 Tahun Di Pos Gizi Desa Tegal Kunir Lor Mauk. August. Https://Doi.Org/10.31000/Jkft.V2i2.59
Pramana, C. (2020). Pembelajaran Pendidikan Anak Usia Dini (PAUD) Dimasa Pandemi Covid-19. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 2(2), 115. Https://Doi.Org/10.35473/Ijec.V2i2.557
Rahman, F. R., Agustina, I. O., Fauziah, I. N., & Saputri, S. A. (2022). Pentingnya Keterampilan Dasar Mengajar Untuk Menjadi Guru Profesional Sekolah Dasar. 4, 13265–13274.
Renovia, R., Hartati, S., & Rahayu, W. (2018). Prosiding Seminar Dan Diskusi Nasional Pendidikan Dasar.
Sahyan, Rauter, U. H., & Nazlia, I. (2023). Manfaat Rencana Pelaksanaan Pembelajaran Harian (Rpph) Untuk Meningkatkan Kemampuan Guru Dalam Mengajar Anak Usia Dini Di Ra Sulthonul Fadhilah Medan Marelan (Vol. 3, Issue 1).
Shofiyah, N., Nisak Aulina, C., & Efendi, N. (2021). Peningkatan Kompetensi Pedagogik Guru PAUD Dalam Pembuatan Video Pembelajaran Sains Berbasis Smartphone. Murhum : Jurnal Pendidikan Anak Usia Dini, 23–33. Https://Doi.Org/10.37985/Murhum.V2i1.29
Suryani, L., & Seto, S. B. (2020). Penerapan Media Audio Visual Untuk Meningkatan Perilaku Cinta Lingkungan Pada Golden Age. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 900–908. Https://Doi.Org/10.31004/Obsesi.V5i1.601
Van De Grift, W. J. C. M., Houtveen, T. A. M., Van Den Hurk, H. T. G., & Terpstra, O. (2019). Measuring Teaching Skills in Elementary Education Using the Rasch Model. School Effectiveness and School Improvement, 30(4), 455–486. Https://Doi.Org/10.1080/09243453.2019.1577743
Wuryanti, U. (2016). Motivation and Character Hard Work on The Fifth Grade. 232–245. Https://Doi.Org/10.21831/Jpk.V6i2.12055
 
Theory of Mind, Roles, and the Development of Emotion Regulation in Early Childhood
Get PDFThe ability to regulate children's emotions is the basis for psychosocial development which is the key to future success, and they can quickly adapt to other people or situations that may not always be comfortable for them. Theory of mind (ToM) is a construct used to describe the ability to interpret other people's mental states, which then develops into the ability to empathize. This study examines how the theory of mind contributes to the development of emotion regulation in children aged 4, 5, and 6 years. This research used a quasi-experimental design to find the effect of ToM stimulation on children's emotional regulation. 109 respondents were selected using a purposive sampling technique. The scales used in this research are the PreBers scale to examine children's emotional regulation and the ToM scale. The research results showed that the influence of ToM development on children's emotional regulation was 52.4%. The results of this research highlight that the better the child acquires a Theory of Mind, the better the development of the child's emotional regulation. Furthermore, these findings are significant for early childhood education providers to develop programs to optimize ToM acquisition from childhood.
Keywords: theory of mind, empathy, emotion regulation, children aged 4, 5, and 6 years
References:
Benita, M., Levkovitz, T., & Roth, G. (2017). Integrative emotion regulation predicts adolescents’ prosocial behavior through the mediation of empathy. Learning and Instruction, 50, 14–20. https://doi.org/10.1016/j.learninstruc.2016.11.004
Cress, C. J., Synhorst, L., Epstein, M. H., & Allen, E. (2012). Confirmatory factor analysis of the preschool behavioral and emotional rating scale (PreBERS) with preschool children with disabilities. Assessment for Effective Intervention, 37(4), 203–211. https://doi.org/10.1177/1534508411433499
Cress, C., Lambert, M. C., & Epstein, M. H. (2016). Factor Analysis of the Preschool Behavioral and Emotional Rating Scale for Children in Head Start Programs. Journal of Psychoeducational Assessment, 34(5), 473–486. https://doi.org/10.1177/0734282915617630
Diane E.Papalia; Gabriella Martorell. (2014). Experience Human Development (13th ed.). McGraw Hill-Education.
Dunfield, K. A., & Kuhlmeier, V. A. (2013). Classifying prosocial behavior: Children’s responses to instrumental need, emotional distress, and material desire. Child Development, 84(5), 1766–1776. https://doi.org/10.1111/cdev.12075
Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2007). Prososial Development. Handbook of Child Psychology, 73.
Fitzpatrick, P., Frazier, J. A., Cochran, D., Mitchell, T., Coleman, C., & Schmidt, R. C. (2018). Relationship Between Theory of Mind, Emotion Recognition, and Social Synchrony in Adolescents With and Without Autism. Frontiers in Psychology, 9(July), 1–13. https://doi.org/10.3389/fpsyg.2018.01337
Glenwright, M., & Pexman, P. M. (2010). Development of children’s ability to distinguish sarcasm and verbal irony. Journal of Child Language, 37(2), 429–451. https://doi.org/10.1017/S0305000909009520
Graham, A., & Fitzgerald, R. (2011). Supporting children’s social and emotional well-being: Does “having a say” matter? Children and Society, 25(6), 447–457. https://doi.org/10.1111/j.1099-0860.2010.00295.x
Hum, K., & Lewis, M. (2013). Emotion Regulation in Children. Handbook of Self-Regulatory Processes in …, 33(April), 102–112. http://books.google.com/books?hl=en&lr=&id=o9DG7crxtZoC&oi=fnd&pg=PA173&dq=Emotion+Regulation+in+Children+With&ots=Lh-WsDVhYR&sig=9M0LvXTiIxBAP85dfTvmEIvqJWA
Imuta, K., Henry, J. D., Slaughter, V., & Ruffman, T. (2016). Supplemental Material for Theory of Mind and Prosocial Behavior in Childhood: A Meta-Analytic Review. Developmental Psychology, 52(8), 1192–1205. https://doi.org/10.1037/dev0000140.supp
Kuntoro, I. A., Risnawati, E., & Collier-Baker, E. (2019). The development of mental time travel in Indonesian children. Diversity in Unity: Perspectives from Psychology and Behavioral Sciences, 91–98. https://doi.org/10.1201/9781315225302-12
Lane, J. D., Wellman, H. M., Olson, S. L., LaBounty, J., & Kerr, D. C. R. (2010). Theory of mind and emotional understanding predict moral development in early childhood. British Journal of Developmental Psychology, 28(4), 871–889. https://doi.org/10.1348/026151009X483056
Lee, K., Sidhu, D. M., & Pexman, P. M. (2021). Teaching sarcasm: Evaluating metapragmatic training for typically developing children. Canadian Journal of Experimental Psychology, 75(2), 139–145. https://doi.org/10.1037/cep0000228
Lei, Y., Wang, Y., Wang, C., Wang, J., Lou, Y., & Li, H. (2019). Taking familiar others’ perspectives to regulate our own emotion: An event-related potential study. Frontiers in Psychology, 10(JUN), 1–9. https://doi.org/10.3389/fpsyg.2019.01419
Lewis, A. (2019). Examining the concept of well-being and early childhood: Adopting multi-disciplinary perspectives. Journal of Early Childhood Research, 17(4), 294–308. https://doi.org/10.1177/1476718X19860553
Meyebovsky, M. M., Tabullo, Á. J., & García, C. S. (2021). Associations between Theory of Mind and Emotion Regulation in Argentinean Adults. Current Psychology, 40(12), 6118–6131. https://doi.org/10.1007/s12144-019-00539-9
Mizokawa, Ai; Koyasu, M., & Mizokawa, A. (1999). Children ’ understanding of hidden emotion , theory of mind , and peer relationship Method Participants. 2025–2030.
Nyklíček, I., Zeelenberg, M., & Vingerhoets, A. (2011). Emotion regulation and well-being. In Emotion Regulation and Well-Being (Issue January 2011). https://doi.org/10.1007/978-1-4419-6953-8
Risnawati, E., Anggraika, I., & Collier-baker, E. (2015). Kontribusi Perolehan Theory of mind terhadap Perkembangan mental Time Travel pada Anak Usia 3-5 tahun. 4(1), 37–39.
Shahaeian, A., Peterson, C. C., Slaughter, V., & Wellman, H. M. (2011). Culture and the Sequence of Steps in Theory of Mind Development. Developmental Psychology, 47(5), 1239–1247. https://doi.org/10.1037/a0023899
Shukla, P., & Rishi, P. (2014). A Corelational Study of Psychosocial & Spiritual Well Being and Death Anxiety among Advanced Stage Cancer Patients. American Journal of Applied Psychology, 2(3), 59–65. https://doi.org/10.12691/ajap-2-3-1
Slaughter, V., Dennis, M. J., & Pritchard, M. (2002). Theory of mind and peer acceptance in preschool children. British Journal of Developmental Psychology, 20(4), 545–564. https://doi.org/10.1348/026151002760390945
Wellman, H. M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75(2), 523–541. https://doi.org/10.1111/j.1467-8624.2004.00691.