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Cognitive development is an important aspect of early childhood growth because it forms the foundation for children’s abilities to think, remember, understand concepts, solve problems, and make decisions. Early childhood is often referred to as the golden age since development occurs very rapidly during this period, requiring appropriate stimulation from the surrounding environment, particularly the family. In this context, parents play a crucial role through the parenting styles they apply in daily life. This study aims to examine the relationship between parenting styles and early childhood cognitive development based on findings from previous research. The method used is a narrative review by analyzing relevant scholarly articles published between 2020 and 2026. Articles that met the inclusion criteria were then analyzed descriptively to identify the relationship between parenting styles and children’s cognitive development. The results of the review of 15 selected articles indicate that there is a significant relationship between parenting styles and early childhood cognitive development. Authoritative parenting emerged as the most consistently positive style, characterized by effective communication, emotional support, balanced supervision, and opportunities for children to develop independent thinking skills. Other factors, such as parents’ educational level, involvement in children’s learning activities, and a supportive learning environment, also contribute to cognitive development. In conclusion, authoritative parenting is considered the most effective approach in supporting optimal cognitive development in early childhood.

The development of fine motor skills and collaborative character is an essential foundation during the golden age period to support children’s academic readiness and social development. However, learning stimulation at Tamalate State Kindergarten is still largely dominated by conventional methods that lack variety and interactive activities. This community service program aims to implement constructive Straw Connectorsmedia as an innovative learning solution to stimulate children’s fine motor skills and cooperative character. The implementation methods included teacher workshops, classroom application with students through collaborative constructive play activities, and evaluation of learning achievements. The findings revealed a significant improvement in children’s fine motor skills, with the average score increasing from 1.67 in the Pre-Test to 3.27 in the Post-Test. Furthermore, 60% of the children achieved the Very Well Developed (BSB) category in collaborative character development. Through the use of Straw Connectorsmedia, students were able to create complex architectural products such as construction bridges and windmills. The study concludes that Straw Connectorsmedia is effective in improving visual-motor coordination, creativity, and collaborative skills while fostering social empathy through interdependent interaction among children during the learning process.

This community service activity aims to instill religious values in the students at TPQ Miftakhul Huda by establishing the habit of praying before and after wudu, as an effort to transform worship practices from mere physical routines into profound spiritual experiences. Using the Asset-Based Community Development (ABCD) approach, this program is carried out through five main stages: discovery, dream, design, define, and do. The results of the activity indicate that through intensive demonstration and practical guidance, the students experienced significant improvement in discipline, awareness of maintaining purity, and moral responsibility as manifestations of Muslim character from an early age. Integrating prayer into the wudu practice has proven effective as an educational tool in building the foundation of faith from an early age, or the “golden age.” The synergy between the student team, educators, and the utilization of institutional facilities proved effective in establishing operational standards for character education that comprehensively integrate physical, mental, and theological aspects. Thus, the practice of wudu prayer serves as a strategic educational tool in strengthening children’s foundational faith during the golden age amidst the challenges of shifting global values.

Digital transformation has significantly altered early childhood learning patterns. Platforms such as YouTube have become dominant media consumed by preschool children. Exposure to digital content during the golden age potentially affects moral development, as children remain in a critical phase of imitation and value internalization. This study aims to conceptually analyze the role of parents in assisting early childhood moral development amid YouTube exposure from an Islamic education perspective. The research employs a qualitative approach using a systematic literature review of reputable national and international journals published between 2020–2026. The analysis involves identification, inclusion-exclusion selection, thematic categorization, and critical synthesis. Findings reveal that effective moral development is strongly influenced by parental mediation patterns, including active mediation, screen-time limitation, Islamic value-based content selection, reflective dialogue, and digital role modeling. The study proposes an integrative Islamic-based digital parenting model combining modern moral development theory and Islamic tarbiyah principles. Theoretically, this study contributes by integrating family digital literacy with Islamic moral education within contemporary educational discourse.

Physical motor development is an essential and easily observable indicator of children’s growth. Parental involvement plays a crucial role in optimizing this development, particularly during the child’s golden age. This study aims to analyze the importance of motor development and examine how parents support children’s learning through a developmental psychology perspective. Using a literature review method, the findings reveal that child development is shaped by genetic and environmental factors, while active support from parents and teachers has long-term effects on children’s physical, emotional, and social readiness. Understanding developmental psychology enables parents to provide appropriate stimulation that maximizes children’s potential. Using literature review methods, it was found that motor development is influenced by genetic and environmental factors, while positive interactions between children, parents, and educators contribute to long-term physical, social, and emotional development. A deep understanding of developmental psychology enables parents to design appropriate stimulation strategies to maximize their children's potential.

Early childhood development screening is an important effort to ensure optimal development during a child's golden age, which includes physical, motor, language, cognitive, and socio-emotional aspects. Early Childhood Education (PAUD) teachers play a key role in implementing early detection, given their intensive interaction with children during learning activities. However, early detection in PAUD institutions faces challenges such as limited teacher competencies, non-standardized screening instruments, and suboptimal cross-sector collaboration. This study aims to examine the role of teachers in early childhood development screening at RA Arrahmah using a qualitative approach and case study. Data were collected through observations, in-depth interviews, and documentation with the head of RA and class teachers during October-November. The results show that teachers have carried out early detection in an integrated manner through continuous observations. However, the use of standardized screening instruments has not been optimal and still relies on informal observations. Major challenges include limited training, individual observation time, and the lack of a structured early detection program. This study concludes that strengthening teacher competencies, integrating early detection into institutional policies, and enhancing collaboration with parents and healthcare professionals are necessary to optimize early childhood development screening sustainably.

Early childhood (0–6 years) is a critical period in human development, often referred to as the golden age, during which all aspects of development, including language and vocabulary, grow rapidly. However, based on preliminary observations at TK Merpati, Simpang Sungai Rengas District, the vocabulary skills of children aged 4–5 years were still relatively low. This study aimed to examine the effectiveness of papercraft puppet media in improving the vocabulary skills of children aged 4–5 years at TK Merpati, Simpang Sungai Rengas District. The research employed a classroom action research design conducted in three cycles. The subjects consisted of 17 children aged 4–5 years. Data were collected through observation sheets, and data analysis was carried out by comparing the percentage of children’s vocabulary achievement before and after the implementation of the papercraft puppet media in each cycle. The results indicated a significant improvement in children’s vocabulary skills. In the pre-action stage, children’s achievement was categorized as Not Yet Developed (NYD) with a percentage of 30%. In Cycle I, the percentage increased to 50% (Beginning to Develop). In Cycle II, it further improved to 76% (Developed as Expected). In Cycle III, the results reached 95% (Very Well Developed). These findings demonstrate that papercraft puppet media is effective in enhancing vocabulary development in early childhood.

This study aims to examine the biblical foundation in the learning of Bible-based preschool children with a contextual learning approach. The research method used is topical research, which focuses on developing education and learning that is relevant to daily life so that children more easily absorb material according to learning goals. The learning process starts from simple things to more complex things, according to the stage of early childhood development. The results of the study show that Bible-based preschool learning includes various activities, including: educating children with a biblical foundation, introducing the Bible through number ordering, arranging the biblical alphabet, combining letters into words, arranging words into biblical phrases, reading Bible texts, memorizing short golden verses, and learning activities such as coloring and listening to Bible stories. These findings confirm that Bible-based learning with a contextual approach can be an effective strategy in shaping the spiritual, cognitive, and character foundations of preschoolers, while instilling faith values from an early age.

Toddler age is often called the golden period because during this period brain nerve development occurs, especially myelination, as well as a critical period. The golden period can be achieved if toddlers' nutritional needs are optimally met. On the other hand, if babies and toddlers do not get the food they need, the golden period will change into a critical period, thus disrupting their growth and development. The level of education of parents will affect the health and well-being of children, because this is inseparable from the nutritional status of children. Mothers with a high level of education will have a clearer opportunity to absorb information compared to mothers with less or no education. With a good level of education, it is hoped that a mother will be willing and able to behave well in order to improve her child's nutritional status. This Community Service activity aims to provide health education on balanced nutrition to reduce stunting in the community, especially mothers with toddlers in Desa Cangguk, Kecamatan Tanah Pasir, Kabupaten Aceh Utara. This activity used a participatory approach involving lecturers, students, health workers, and the community. The results showed an increase in public understanding and awareness of stunting prevention. It is hoped that this activity will raise public awareness about balanced nutrition for children

This study aims to evaluate the impact of role-playing methods on learning interest and number concept mastery in 4-5-year-old children at TK Inomata, Suwawa Selatan District, Bone Bolango Regency. The approach used is a quantitative experimental method with purposive sampling of 8 children, and data collection was carried out through observations of aspects such as enjoyment, focus, activity, and enthusiasm, using a 1-4 scale. The results show that the average learning interest score using the traditional method was only 5.86 (low category), with details: enjoyment 1.71, focus 1.29, activity 1.29, and enthusiasm 1.57. In contrast, the role-playing method of trading/store games showed an average score of 13.86 (very good category), with details: enjoyment 3.57, focus 3.43, activity 3.29, and enthusiasm 3.57. This significant improvement indicates that the role-playing method is more effective in creating interactive, enjoyable, and contextual learning, as well as supporting number comprehension through everyday activity imitation and social skill development. It is recommended to routinely apply this method in early childhood education (PAUD) with adequate teaching aids, as well as involve parents to support the holistic development of children during the golden age.

Early childhood education is an important foundation in character building, because the golden age is a period when physical, cognitive, and socio-emotional development occurs very rapidly, requiring planned and continuous stimulation. One effort that can be made is through the implementation of G7KAIH activities, which is a program of seven positive habits designed to instill the values of independence, discipline, cooperation, cleanliness, and responsibility from an early age. This study aims to describe the implementation of G7KAIH as a strategy for character development in early childhood at Sartika Kindergarten. The method used is descriptive qualitative with data collection techniques in the form of semi-structured interviews with teachers directly involved in the program implementation. The results show that G7KAIH has been integrated into daily routines, although it is still in its early stages and does not yet have standard operating procedures. The children's responses varied; some were enthusiastic, but others still needed guidance due to differences in their social-emotional development. The obstacles that arose were related to the children's understanding and the limitations of the implementation guidelines, but these could be overcome through motivation and a variety of activities. Overall, G7KAIH made a positive contribution, especially to the children's independence and discipline.

This study examines the impact of government policies on the distribution and quality of Early Childhood Education (ECE) teachers in Indonesia, as a crucial component in efforts to improve the quality of education services during the golden age. Governmment policies such as the Minister of Education and Culture Regulation No. 137 of 2014 concerning National PAUD Standards, tiered training, teacher certification, Teacher Professional Education (PPG), and the Teacher Mover program have significantly contributed to improving educator competency. However, the implementation of these policies still faces various obstacles, particularly related to the unequal distribution of educators between urban and 3T areas, limited access to education, and the low welfare of non-civil servant teachers. The study results indicate that government policies have increased teacher awareness of the importance of academic qualifications and professional competencies, but the impact on equity has not been optimal due to geographical factors and unequal regional support. This analysis emphasizes the need to strengthen the data-based teacher needs mapping system, improve ongoing training programs, and provide more appropriate welfare support for PAUD teachers. Therefore, collaboration between the central government, regional governments, professional organizations, and the community is key to ensuring the distribution of educators and improving the quality of PAUD services nationally. This study is expected to serve as a reference in developing more effective and equitable policies for PAUD educators in Indonesia.

Early Childhood Education is a fundamental phase in the formation of a child's character and basic skills. This period, known as the golden age, is crucial for providing appropriate stimulation so that all aspects of a child's development can develop optimally. The limited learning resources at the Bajo Sayang Early Childhood Education on Boleng Island, West Manggarai Regency, drove the need for innovative, simple yet meaningful learning media. This community service activity aims to implement interactive storytelling as a learning medium that can stimulate the cognitive and social-emotional aspects of early childhood. The implementation method used a participatory and interactive approach, where children are actively involved through questions and answers, emotional expression, and supporting activities such as singing and dancing. The results of the activity indicate that the interactive storytelling method can improve children's concentration and courage in expressing opinions. Furthermore, children also demonstrate a better understanding of basic emotions such as happiness, sadness, and anger, as well as increased empathy for the story characters.

The first 1000 days are often referred to as the window of opportunities or the golden period, based on the fact that from the fetal stage to the age of two years, there is a period of rapid growth and development that does not occur in other age groups. Meeting nutritional needs during the first 1000 days of a child's life is very important. This study analyzes the relationship between food taboos and LILA in pregnant women with the incidence of stunting in toddlers aged 1-24 months in the working area of the Biromaru Community Health Center in Sigi Regency. The research design used was a case-control study. The independent variables in this study were food taboos and maternal weight during pregnancy. The dependent variable was stunting in children aged 1-24 months. The population in this study consisted of all mothers who had children with stunting, totaling 32 people. The results of the study show that of the 16 stunted respondents, 11 (34.4%) respondents had food taboos and 5 (15.6%) respondents did not have food taboos. Then, out of 16 non-stunted respondents, 4 (12.5%) respondents had food taboos and 12 (37.5%) respondents did not have food taboos. Meanwhile, out of 16 stunted respondents, 10 (31.3%) respondents had KEK and 6 (18.76%) respondents did not have KEK. Then, of the 16 respondents who were not stunted, 3 (9.4%) respondents had KEK and 13 (40.6%) respondents did not have KEK. There is a relationship between food taboos and the incidence of stunting in children aged 1-24 months (p = 0.001), as well as a relationship between maternal height during pregnancy and the incidence of stunting in children aged 1-24 months (p = 0.01). It is hoped that the Biromaru Community Health Center will increase routine visits and provide education and counseling for mothers and infants.

Early childhood represents a golden period that is vital for the development of all aspects of a child’s abilities, particularly language skills. Speaking ability plays a central role as it serves as a child’s primary means of communication and social interaction. However, not all children achieve speech milestones appropriate for their age. Speech delays can negatively affect social, emotional, and academic growth if not identified early. This study aims to identify speech delays in early childhood through classroom interactions and to analyze the role of teachers in early detection and stimulation of language skills. Using a descriptive qualitative approach, the study involved ten children aged 4–6 years at Siti Khadijah Kindergarten. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model comprising data reduction, data display, and conclusion drawing. Findings revealed that two children showed signs of speech delay, characterized by limited vocabulary, unclear pronunciation, and difficulty forming simple sentences. The main contributing factors were a lack of verbal stimulation at home and excessive gadget use, which reduced direct communication. Activities such as circle time, role-playing, and storytelling were found effective for detecting and stimulating speech development. Teachers play a crucial role as early detection agents, working collaboratively with parents to ensure continuous stimulation at home. Strengthening teachers’ capacity to observe, identify, and support children with speech delays is essential for promoting optimal language development.

Parenting plays a crucial role in shaping a child's personality and religious values ​​from an early age. This study aims to examine the concept of parenting from an Islamic perspective, particularly according to the views of Imam Al-Ghazali, a prominent Islamic scholar and thinker. The method used was a literature review with a descriptive analytical and historical approach. The results show that Islamic parenting, according to Al-Ghazali, is based on the principles of monotheism, faith, and noble morals derived from the Quran and Sunnah. Al-Ghazali viewed children as a trust from Allah, born in a state of fitrah (purity) and as potential beings who are the hope of the community. Educating children must be done from an early age because childhood is a golden period that is very decisive in character formation. The parenting methods recommended by Al-Ghazali include: (1) the habituation method to shape character through continuous practice; (2) the role model method, where parents serve as direct role models for children; (3) the storytelling method to instill moral values; (4) the advice method with a compassionate approach; and (5) reward and punishment methods applied wisely. Al Ghazali's parenting concept emphasizes the importance of parents' role in creating a conducive environment for children's spiritual, moral, and social development, which not only impacts worldly life but also the afterlife. This research contributes to the idea of ​​the urgency of implementing Islamic teachings in educating and raising children in the digital era, which is full of various challenges.

The early childhood period, commonly referred to as the Golden Age, is considered the most critical stage of development, during which rapid advancement in various domains, including language ability, is observed. This study examined how parental communication patterns influence the language development of children in Gla Meunasah Baro Village. Krueng Barona Jaya Subdistrict, Aceh Besar District. An analytic quantitative method was applied, using a cross-sectional design. The study involved a total of 115 parents, and the researcher selected 89 respondents as the sample using purposive sampling. The researcher collected data through questionnaires measured on an ordinal scale and then analyzed the information using univariate and bivariate techniques, including the Chi-Square test. The analysis showed that most respondents, consisting of 85 parents (95.5%), applied good communication patterns, while 3 respondents (3.4%) were classified as moderate, and 1 respondent (1.15%) as poor. In addition, 84 children (94.4%) were identified as not being at risk of language delay, while 5 children (5.6%) were considered potentially at risk. Bivariate analysis revealed a significant relationship between parental communication patterns and early childhood language development, as indicated by a ρ value of 0.015 (< α = 0.05). It is suggested that communication with children be carried out in an open, attentive, and reciprocal manner so that their language development can be maximally supported and the risk of delays minimized.

This study departs from the urgency of early childhood religious education as the foundation for shaping religious and moderate character. The lack of Qur’an learning facilities and qualified teachers in Karang Mulya Village has hindered children aged 6–10 years in mastering Qur’anic literacy skills, even though this stage is considered a golden period of cognitive, affective, and psychomotor development. To address this issue, the research employed a qualitative descriptive method combined with a Project-Based Learning (PjBL) approach, which allowed the teaching process to be linked with practical and contextual activities. Data were collected through direct observation, structured interviews with parents and teachers, and careful documentation of student progress. The analysis was carried out through systematic steps of data reduction, presentation, and conclusion drawing. The findings reveal significant improvements in children’s ability to recognize, read, and write hijaiyah letters, although variations remain, particularly in creativity and independence. Furthermore, Qur’anic literacy activities meaningfully contributed to strengthening the understanding of religious moderation values, such as national commitment, tolerance, anti-violence, and acceptance of local culture. In conclusion, student service activities through Qur’anic literacy not only enhanced technical skills but also functioned as an effective medium for building religious moderation foundations from an early age.

Posyandu plays a crucial role in improving community health, particularly in monitoring the growth and development of children during the golden age. However, limitations in the knowledge and skills of Posyandu cadres are still frequently found, especially regarding anthropometric measurement of toddlers. This study aims to examine the effect of the flipped classroom educational method on the knowledge improvement of Posyandu cadres in anthropometric measurement of toddlers in Bumiharjo Village. This research employed a quasi-experimental design with a pretest-posttest control group. A total of 38 respondents were recruited and divided into two groups: the intervention group, which received education using the flipped classroom method, and the control group, which did not receive the same treatment. Data analysis was conducted using the Wilcoxon Signed Rank Test, Mann Whitney U Test, and ANCOVA to control for baseline differences. The results showed a significant improvement in knowledge in the intervention group after treatment (p=0.000), with the proportion of respondents in the “good” knowledge category increasing from 5.3% to 36.8%. In the control group, improvement was observed but limited (p=0.003), with no respondents reaching the “good” category. The Mann Whitney test indicated significant differences in posttest scores between the groups (p=0.000). Furthermore, ANCOVA analysis confirmed that after controlling for pretest scores, posttest scores remained significantly different (F=6.771; p=0.013). In conclusion, the flipped classroom method effectively improves the knowledge of Posyandu cadres regarding toddler anthropometric measurement. This strategy can serve as an innovative and sustainable alternative for cadre training, ultimately enhancing Posyandu service quality in addressing nutritional and health issues among toddlers.

Psychological violence against children remains a critical issue that is often overlooked because it does not leave visible physical injuries, yet its long-term consequences can significantly hinder children’s emotional, social, and academic development. Addressing this problem requires not only legal and institutional measures but also preventive efforts at the family and community levels. The Community Service Program (KKN) entitled “Safe Home Supporting Child Development” in Desa Nusawungu was designed as a community-based educational initiative to raise parents’ awareness of the importance of creating an emotionally safe home environment. The program was implemented through the Focus Group Discussion (FGD) method, which integrated structured material presentations, individual reflections using digital forms, and interactive group discussions. This combination allowed participants to gain knowledge, critically reflect on their own parenting practices, and share experiences with peers. The results revealed a notable increase in parents’ awareness of the detrimental effects of psychological violence on children’s well-being, their readiness to adopt positive parenting strategies, and their ability to identify challenges commonly faced in daily child-rearing practices. Moreover, participants expressed enthusiasm for sustaining similar activities in the future, highlighting the importance of continuous learning and the establishment of a parent learning community. The program demonstrated that simple, low-cost, and locally adapted interventions can effectively enhance parenting literacy, reduce the risk of psychological violence, and strengthen the developmental foundation of children during their golden age. These findings suggest that empowering parents through participatory education can serve as a replicable model for other communities facing similar challenges, thus contributing to the broader goal of ensuring children’s rights to grow in a safe and nurturing environment.