Publication Search

The development of early childhood social-emotional intelligence is an important aspect in the formation of character and social adaptability of children. This community service activity aims to enhance the understanding and competence of teachers and prospective PAUD educators through a national seminar that focuses on their strategic role in supporting children's social-emotional development. The implementation method is an interactive seminar involving expert speakers, group discussions, and practical case studies. The results of the activity showed a significant increase in participants' knowledge of the concept of social emotional intelligence, effective learning techniques, and strategies for managing children's emotions and positive social interactions. In addition, this seminar succeeded in encouraging teachers and prospective educators to apply a more empathetic and responsive learning approach to the emotional needs of early childhood. This activity makes a significant contribution to strengthening the role of educators as primary facilitators in the development of children's social-emotional intelligence, which ultimately supports the creation of a conducive and inclusive learning environment.

This article explores the strategies used by early childhood teachers at TK Pelangi in managing learning activities based on children’s needs and the outcomes of training programs they have attended. The main focus is on how teachers apply training outcomes into daily classroom practice while adjusting to each child's developmental stage and individual characteristics. At TK Pelangi, teachers plan learning activities by considering each child’s interests, talents, and specific needs. In practice, they create a dynamic, enjoyable, and contextual learning environment to help children better absorb the material. Training outcomes are used as a foundation to develop more innovative methods, media, and approaches. Continuous evaluation is carried out to assess the effectiveness of the strategies. The findings show that managing learning based on children's needs and training results significantly improves the quality of teaching interactions and positively contributes to the overall development of children at TK Pelangi.  

This research aims to analyze the impact of family socio-economic conditions on the interest in learning of preschool children (ages 3-6) at KB Darussalam Sidoarjo. Interest in learning at an early age is an important foundation for children's cognitive and socio-emotional development in the future. However, this interest does not exist in isolation but is greatly influenced by the child's immediate environment, namely the family and its socio-economic conditions. Abraham Maslow's Hierarchy of Needs theory is used as a conceptual framework to understand how the fulfillment of children's basic needs, which is often related to socio-economic conditions, affects their motivation and interest in learning. This study employs a qualitative approach with a case study design, focusing on KB Darussalam Sidoarjo. Data is collected through in-depth interviews with parents/guardians and teachers, as well as participatory observation of children in the learning environment. The research results show that the socio-economic conditions of families have a significant and multifaceted impact on the learning interest of preschool children. Economic limitations can hinder the fulfillment of children's physiological needs and their sense of safety, which directly reduces their energy and focus on learning. In addition, socio-economic conditions affect the quality of parent-child interactions and the availability of learning stimulation at home, which are crucial to fostering a sense of love, belonging, and appreciation in children. An environment that inadequately supports basic needs tends to result in lower levels of interest in learning.

Early childhood development is a crucial phase in human life, marked by rapid changes in physical, cognitive, social, and emotional domains. This study aims to explore in depth the growth process and unique characteristics of early childhood using a qualitative approach through literature review methods. The findings reveal that young children possess high curiosity, vivid imagination, and strong dependence on adults in learning and social behavior formation. Physical development progresses rapidly, while cognitive and socio-emotional development are significantly influenced by environmental stimulation, parenting style, and social interaction. Understanding these characteristics and developmental needs allows educators and parents to implement more effective approaches in supporting children's growth. This study emphasizes the importance of creating a safe, supportive, and responsive environment as a foundation for future educational success and character building.

This study aims to describe the implementation of early reading activities at Bebandem State Kindergarten, Karangasem Regency, Bali District for Group B, children aged 5-6 years. The focus of this research is on the planning, implementation, evaluation, supporting factors, and inhibiting factors of early reading activities. This study employs a qualitative approach and descriptive research type. Data collection techniques include interviews, observations, and documentation. Data are analyzed qualitatively using the Miles and Huberman model, which involves data collection, data condensation, data presentation, and conclusion drawing. The validity of the research data was re-evaluated using source triangulation and method triangulation. The results show that: 1) The planning of early reading learning activities at Bebandem State Kindergarten begins with a socialization activity through In-House Training (IHT), building a shared commitment where teachers are invited to prepare a lesson plan or teaching module that meets the needs of the students. 2) The implementation of learning uses picture and letter card games, where children are invited to play cards according to the current theme; 3) The evaluation of early reading activities at Bebandem State Kindergarten is conducted through observation, assessing the implementation of learning activities, and identifying actions to improve any shortcomings in the learning activities carried out. 4) The supporting factors of early reading learning activities at Bebandem State Kindergarten include guidance from parents and families in early reading activities. 5) The inhibiting factors in the implementation of learning include both internal and external factors. Internal factors include intelligence, interest, talent, and motivation, while external factors include family environment, school environment, and community environment.

In the context of improving the quality of early childhood education, educational management plays a central role. Effective and efficient management is able to manage various existing resources optimally so as to create a conducive and quality learning environment. In addition, management is also responsible for designing learning programs that are in accordance with the needs of child development, supervising, evaluating, and providing training and professional development for educators. Thus, the role of management is not only administrative, but also strategic in improving the quality of early childhood education services. This research is a type of literature study. Library Research refers to a series of broad and systematic activities that are closely related to various sophisticated methodologies used in careful library data collection, comprehensive reading and accurate recording of relevant information, and complex processing of various research materials. Based on the results of the literature, the data collected shows that the role of management in improving the quality of early childhood education (PAUD) is very complex and multidimensional. The studies reviewed underline the importance of comprehensive planning, including the development of relevant curricula, the provision of adequate facilities and infrastructure, and the management of quality human resources. In addition, efficient organization, effective program implementation, and structured supervision have also been shown to contribute significantly to improving the quality of PAUD.

This study aims to describe the implementation of the Child-Friendly School (SRA) program in strengthening student character at SMP Watulabara. The SRA program is an approach that integrates the values ​​of children's rights, a safe, inclusive, and participatory learning environment, and the involvement of all parties in creating a school atmosphere that supports the holistic development of students. The method used in this study is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The results of the study indicate that the implementation of the Child-Friendly School program at SMP Watulabara has a positive impact on the formation of student character, especially in terms of discipline, responsibility, tolerance, and social concern. Collaboration between teachers, parents, and the school community plays an important role in internalizing character values ​​in daily activities at school. Thus, the Child-Friendly School program has proven effective as a strategy for strengthening student character in a formal education environment

he digital era brings significant changes in various aspects of life, including early childhood (ECD) parenting patterns. Easy access to gadgets ultimately results in excessive use that has a negative impact on children's growth and development. This study aims to examine strategies for overcoming the impact of excessive gadget use on ECD through optimizing Holistic Integrative Early Childhood Education (PAUD HI) services at TK Negeri Pembina Salakan. The methods used are literature studies and participatory observations of the implementation of the PAUD HI program. The results of the study indicate that the PAUD HI approach that includes integrated education, health, nutrition, care, protection, and welfare services can be an effective solution. At TK Negeri Pembina Salakan, its implementation is realized through learning activities that stimulate all aspects of development, active involvement of parents in digital parenting education, provision of an environment rich in non-gadget stimulation, and collaboration with health services and the community. It is concluded that PAUD HI has a strategic role in mitigating the negative risks of gadgets and supporting optimal growth and development of ECD.

This study aimed to analyze strategies for stimulating linguistic intelligence in early childhood through play-based activities at TK IT Insan Madani, Deli Serdang. The research employed a descriptive qualitative approach, with data collected through observation and interviews with kindergarten teachers. The results showed that play activities such as storytelling, role-playing, and the use of educational visual media consistently improved children's language abilities, including vocabulary enrichment, sentence structuring, and confidence in communication. Observations also revealed increased verbal interaction among children during classroom activities. These findings indicate that play-based learning is an effective strategy for developing linguistic intelligence in early childhood, especially when supported by a conducive learning environment and active involvement of teachers and parents.

This study aims to reveal how non-disabled children interpret their learning experiences with friends with disabilities in inclusive classes. Inclusive classes are educational environments that combine non-disabled and disabled students in the same learning space, with the hope of creating equal and respectful interactions. The method used in this study is a qualitative approach with observation and data collection techniques. The results of the study show that non-disabled children interpret their learning experiences not only as an academic process, but also as a social and emotional learning process. They learn about empathy, tolerance, and cooperation, and show changes in attitudes towards diversity.

This study aims to analyze the management of the learning environment at RA Husna Al Fauzan Binjai in creating a conducive learning space for early childhood development. The method used is descriptive qualitative with techniques including observation, interviews, and documentation. The results indicate that the management of the learning environment at RA Husna Al Fauzan adheres to early childhood education (ECE) pedagogical principles, encompassing physical space arrangement, the availability of educational play equipment, and the establishment of a supportive social climate. However, several challenges were identified, such as limited space and resources, which need to be addressed through parent collaboration and enhanced teacher capacity. This study recommends the need for a more systematic and sustainable management strategy to create a holistic learning environment.  

Assessment is a systematic process to collect and analyze information about child development, which is an important basis for planning, monitoring, and evaluating learning activities in early childhood education. Cognitive development includes children's ability to think, understand the environment, solve problems, and process information. This study aims to describe the results of cognitive development assessments of children aged 5–6 years using an assessment scale compiled based on cognitive development indicators. This study uses a quantitative method that aims to describe the results of cognitive development assessments using an assessment scale. The results of the assessment showed that all children were in the categories of Developing Well Towards Expectations (BSH) and Developing Very Good (BSB) in the four indicators of cognitive development observed. There are no children in the Not Developing (BB) or Starting to Develop (MB) categories.

This study aims to analyze the influence of the family environment on student learning achievement in elementary school. The family environment is an external factor that plays an important role in shaping children's character, motivation, and learning habits. This study uses a literature study method with a descriptive qualitative approach, which examines various academic literature related to the topic. The results of the study show that family harmony, parental attention and assistance, socioeconomic conditions, and parenting style have a real contribution to students' academic achievement. Families who are able to provide a positive and supportive learning environment emotionally and structurally can increase children's mental readiness and motivation in facing the learning process. These findings are also reinforced by developmental ecological theories that place the family as the closest microsystem that most early influences a child's development. Therefore, the active involvement of families in children's education needs to be strengthened as part of efforts to improve the quality of basic education.  

Language development is a crucial aspect of a child's growth and overall development. This study aims to examine the language skills of third-grade students at SD 02 Cupak Tangah, focusing on listening, speaking, reading, and writing abilities. The research employed a descriptive qualitative method through direct observation in the school environment. The findings indicate that both the social environment and peer interactions play a significant role in shaping students' language abilities. Although most students have demonstrated basic reading and writing skills, there are still challenges in using proper and correct Indonesian. Many students tend to use their mother tongue in daily communication and struggle to express ideas effectively during learning activities. Furthermore, there is a notable gap between students who are fluent readers and those who are not, which affects their classroom participation and self-confidence. Based on these findings, it is recommended to implement more contextual learning approaches, apply phonics techniques, and encourage active involvement of both parents and teachers to create a supportive environment for children's optimal language development.

This research aims to analyze the factors that influence the tendency of children with intellectual disabilities to develop expressive communication skills. Expressive communication skills, which include speaking and verbally expressing needs, are an important aspect of development for children with intellectual disabilities to adapt in social environments. The research method uses a qualitative approach with a case study technique on a student with mild intellectual disability named Azka Ari Pratama (10 years old) at SLB Al Azhar Medan. Data collection was carried out through participant observation, semi-structured interviews with teachers, and direct observation. The results of the research indicate that expressive communication skills are influenced by individual factors (intellectual limitations and emotional regulation), physiological factors, environmental factors, and motivational factors. The research concludes that a holistic and individualized approach is needed in the development of expressive communication of children with intellectual disabilities, considering all identified factors.

Abstract. Language acquisition and learning are two fundamental processes in the development of individual language skills, where language acquisition occurs naturally from an early age through interaction with the environment, while language learning takes place in a structured manner through formal teaching methods. This article aims to analyze the principles of language learning, age differences in language learning, and supporting factors that influence the effectiveness of language acquisition. This study uses a descriptive qualitative method with a literature study approach, and data is obtained from academic journals, research articles, and relevant literature. The results of the study indicate that children are superior in language learning compared to adults, especially in terms of speed and flexibility in absorbing new languages. By understanding the dynamics of language acquisition and learning, teaching methods can be adjusted to increase the effectiveness of language acquisition. Abstrak. Pemerolehan dan pembelajaran bahasa merupakan dua proses fundamental dalam perkembangan kemampuan berbahasa individu, di mana pemerolehan bahasa terjadi secara alami sejak usia dini melalui interaksi dengan lingkungan, sedangkan pembelajaran bahasa berlangsung secara terstruktur melalui metode pengajaran formal. Artikel ini bertujuan untuk menganalisis prinsip-prinsip pembelajaran bahasa, perbedaan usia dalam pembelajaran bahasa, serta faktor pendukung yang mempengaruhi efektivitas penguasaan bahasa. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan studi pustaka (library research), dan data diperoleh dari jurnal akademik, artikel penelitian, dan literatur yang relevan. Hasil kajian menunjukkan bahwa anak-anak lebih unggul dalam pembelajaran bahasa dibandingkan orang dewasa, terutama dalam aspek kecepatan dan fleksibilitas dalam menyerap bahasa baru. Dengan memahami dinamika pemerolehan dan pembelajaran bahasa, metode pengajaran dapat disesuaikan untuk meningkatkan efektivitas penguasaan bahasa.

Early childhood education (ECE)serves as a faodational stage in a child’s cognitive, social, and emotional develotmet. Assistant teachers play a pivotal role in facilitating effective and conducive learning environments. They contribute to planning, impelenting, and evaluating educational activities tailored to children’s devlomental stages. However, limitations in staffing-often resultin in a single teacher managing 15 children-can impede the effectiveness of instruction and emotional support. This study underscores the positive impact of assistan teachers on classroom dynamics, including enhanced emotional stability among children, improved time management, and optimized learning autcomes. Therefore, the presence of assistant teachers is essential in fostering holistic growth and development in early childhood settings

The role of the teacher as a leader in PAUD learning is very important to create an effective and quality learning process. Teachers not only function as teachers, but also as leaders who direct, motivate and create a learning environment conducive to children's cognitive, social and emotional development. Through experiential and game-based learning approaches, teachers are able to develop independence and leadership skills in students from an early age. In addition, teachers also act as facilitators, motivators, and inspirers who provide examples and support to optimize children's potential. Teacher leadership in PAUD is essential to improving the quality of learning and shaping children's character as a whole. 

This study aims to describe the role of teachers in shaping the religious character of early childhood at Al Azhar 43 Gorontalo Islamic Kindergarten. A descriptive qualitative approach is used to understand the teacher's strategy in guiding children through exemplary, habituation, motivation, and contextual learning. The results showed that teachers play a central role as role models, facilitators, mentors, and motivators in the formation of children's religious character. Routine activities such as praying together, habituation of greetings, and worship practices are effective ways to introduce religious values to children. In addition, collaboration between teachers, parents and educational institutions strengthens the learning of religious values both at school and at home. A supportive environment and consistent involvement of all parties are the keys to successful religious character building in early childhood. This research is expected to be a reference in the development of religious character education in early childhood education institutions.

Early Childhood Education (PAUD) is a crucial stage in shaping children's character and personality. This study aims to identify the characteristics of early childhood and analyze the role of teachers in supporting children's character development through an observational approach. The research method used is descriptive qualitative with direct observation techniques in one of the Kindergartens in Gorontalo City. The results of the observation show that early childhood has unique characteristics, such as spontaneity, high curiosity, and egocentric tendencies. However, challenges were also found in character development, such as lack of independence and unstable emotions. Teachers have a strategic role in overcoming these challenges through an individual approach, effective communication, and the creation of a conducive learning environment. The strategies implemented include providing examples of positive behavior, routine habits, and play activities that support children's character development. This study emphasizes the importance of a deep understanding of the characteristics of early childhood by educators to create an effective and enjoyable learning process, as well as to shape children's characters who are independent and emotionally stable.