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Early Childhood Education (PAUD) is a stage of education that plays a crucial role in maximizing children's cognitive, social-emotional, motor skills, and creativity growth at their peak developmental stage. Children aged three to six learn efficiently through play, hands-on exploration, and interaction with their surroundings. The purpose of this study was to evaluate the use of loose parts media based on natural materials as a means to stimulate creativity in early childhood at PAUD Pelita Mandiri Kertek. This study adopted a descriptive qualitative approach and utilized data collection techniques such as observation, in-depth interviews with teachers, and documentation of children's work. The main focus of this study was on the use of various natural materials, such as corn cobs, twigs, pebbles, and leaves, in play and learning activities. The results showed that loose parts media using natural materials can enhance children's creativity by improving problem-solving skills, strengthening verbal skills in expressing ideas and telling stories about their work, and supporting independent learning because children are actively involved in the educational process. The open-ended nature of the materials allows children to explore and express their ideas freely, thus creating a learning atmosphere full of creativity, innovation, and fun. The implications of this research indicate that the use of loose parts media based on natural materials can be an alternative learning method that is not only effective, but also economical and easy to implement to support the development of children's creativity, independence, and thinking skills, in line with the principles of child-centered learning.

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.

This study aims to map the trajectory of syntactic acquisition in three-year-old children through syntactic patterns and communicative functions in naturalistic interaction. Using a mixed-methods approach, data from native Indonesian-speaking children were collected over a period of 1.5 months through the involve-conversation technique. Analysis of 80 utterances using frequency distribution, Mean Length of Utterance (MLU), and functional grammar revealed a dominant Subject–Verb–Object (S–V–O) structure (30%) and an MLU of 5.82 morphemes. These findings indicate a developmental transition from telegraphic speech to early multi-clause constructions, reflecting increasing linguistic complexity. Cognitive compensation is marked by the use of pragmatic particles and non-canonical sentence patterns driven by ideational, interpersonal, and textual functions. The results support the usage-based hypothesis, suggesting that early syntactic development is functional, sequential, and non-linear in nature. Furthermore, the study highlights the role of interactional experience in shaping emerging grammatical competence. This classification serves as a micro-longitudinal assessment tool and provides a pedagogical basis for scaffolding interventions aimed at stabilizing complex linguistic patterns and enhancing language development in early childhood education settings.

Communication is an important aspect in the development of children aged 5–6 years, especially in supporting their language and social-emotional abilities. This study aims to analyze the influence of effective communication through a play approach in early childhood based on the results of previous research. The method used in this study is a quantitative method by conducting observations, research, and observations on effective communication and a play approach in early childhood education. Data collection techniques were carried out through documentation and literature searches from journals, articles, and relevant scientific references. Data analysis techniques used quantitative descriptive analysis by comparing and summarizing the results of previous research. The results show that the play approach has a significant influence on improving children's effective communication skills, such as the courage to speak, the ability to express opinions, social interaction, cooperation, and self-confidence. In addition, play activities have been proven to be able to create a fun learning atmosphere so that children are more active in interacting with peers and teachers. Thus, the play approach can be an effective strategy in developing the communication skills of children aged 5–6 years.

This study discusses inclusive education in Early Childhood Education from the perspective of Mel Ainscow. Inclusive education is an educational approach that provides equal learning opportunities for all children without discrimination, including those with diverse learning needs. The purpose of this study is to describe the concept of inclusive education according to Mel Ainscow and to analyze its implementation in the development of early childhood education. This research employs a qualitative approach using library research methods. The data were collected from various written sources, including books, scientific journals, research articles, and documents related to inclusive education and early childhood education. Documentation techniques were used for data collection, while the data were analyzed through content analysis. The findings reveal that according to Mel Ainscow, inclusive education is a continuous process aimed at increasing the participation of all learners and reducing barriers to learning within educational environments. In the context of early childhood education, inclusive education can be implemented through flexible learning methods, child-friendly learning environments, and active collaboration between teachers and parents in supporting children’s development. The implementation of inclusive education also contributes positively to children’s social and emotional development, as they learn to respect diversity from an early age. However, several challenges remain, including limited facilities, insufficient teacher competence, and a lack of public understanding regarding inclusive education. Therefore, collaboration among schools, families, and the government is necessary to create an inclusive, equitable, and diversity-respecting early childhood education system.

This article examines the re-actualization of teachers’ social competence within the digital learning ecosystem. The rapid development of technology has transformed conventional learning into digital-based environments, which significantly affect the patterns of interaction between teachers and students. This transformation often leads to reduced direct communication, emotional connection, and social engagement in the learning process. Therefore, this study aims to explore the importance of strengthening teachers’ social competence and to identify strategies for its re-actualization in digital learning contexts, particularly in early childhood education. This study uses a qualitative approach through a literature review by analyzing relevant journals, books, and scientific articles published in recent years. The findings indicate that teachers’ social competence remains a crucial factor in creating meaningful learning, even in virtual environments. Effective communication, empathy, and interactive engagement must be adapted to digital platforms. The study also highlights several strategies, such as integrating humanistic approaches, optimizing interactive media, and enhancing digital communication skills. These findings imply that strengthening teachers’ social competence is essential to support effective and holistic learning in the digital era.

The development of digital technology has brought about significant changes in various aspects of life, including early childhood faith education. Today’s children are growing up in an environment familiar with digital media, making it necessary to adopt a catechetical approach that keeps pace with the times. This article aims to examine the use of digital catechesis as a tool for early childhood faith education. This study employs a qualitative method with a literature review approach, gathering data from books, scientific journals, research articles, Church documents, and other relevant sources. The data is analyzed using descriptive-qualitative methods to understand the benefits, challenges, and role of digital catechesis in fostering children’s faith. Research findings indicate that digital catechesis can serve as an effective, engaging, and interactive medium for helping children learn about the teachings of the faith from an early age. The use of animated videos, religious songs, educational images, and learning apps can enhance children’s interest in learning, attention, and understanding of Catholic faith values. Furthermore, digital catechesis also assists the Church, families, and schools in providing faith education that is more contextual and aligned with the world of today’s children. However, the use of digital media still requires the guidance of parents, teachers, and faith mentors so that children receive proper direction and are protected from the negative impacts of technology. Thus, digital catechesis is a relevant tool in the faith education of young children when used wisely and purposefully. The presence of digital media does not replace the role of faith educators but serves as a tool that enriches the process of proclaiming the faith in the modern era.

Sleep duration and sleep quality are essential physiological needs that play a significant role in the emotional and behavioral development of children aged 3–6 years. Adequate sleep supports brain development, cognitive functioning, emotional regulation, and social interaction skills in early childhood. Conversely, poor sleep duration and low sleep quality may negatively affect children’s attention, mood stability, and ability to interact socially with peers and caregivers. This article is a literature review using a systematic review approach that analyzes 10 scientific articles published between 2016–2026 to evaluate the relationship between sleep duration and sleep quality with emotional and behavioral problems in preschool children. The article selection process followed the PRISMA flow diagram, with articles sourced from Google Scholar, PubMed, and ScienceDirect databases. The findings consistently indicate that inadequate sleep duration and poor sleep quality are associated with increased emotional and behavioral problems, including hyperactivity, anxiety, emotional dysregulation, and difficulties in social interaction among children. Furthermore, sleep disturbances were found to negatively influence children’s emotional self-regulation abilities, which are crucial for adaptive behavior. Therefore, ensuring adequate sleep duration and improving sleep quality are important strategies to support optimal emotional and behavioral development in preschool-aged children.

Effective communication is an important element in the early childhood learning process because it plays a significant role in children’s social, emotional, and cognitive development. This study aims to determine the influence of teachers’ roles in developing effective communication among early childhood children aged 4–5 years at TK Damhil, Kota Selatan, Gorontalo Province. The research used a quantitative method with a descriptive research design. The research subjects consisted of 5 children aged 4–5 years selected through purposive sampling techniques. Data collection techniques were carried out through direct observation of children’s communication activities during the learning process. The results showed that the teacher’s role is very important in building effective communication through the use of simple language, responsive attitudes, active listening skills, and the use of verbal and nonverbal communication that is appropriate to children’s developmental characteristics. The implementation of effective communication was proven to improve children’s self-confidence, social interaction skills, and readiness to face formal education. Therefore, effective communication applied by teachers provides a positive contribution to optimizing early childhood development.

The World Health Organization (WHO) states that mental health issues frequently arise during late childhood and early adolescence. Adolescence is  a transitional phase marked by physical, emotional, and social changes, which can impact an individual's psychological well-being. Data from the 2022 Indonesia-National Adolescent Mental Health Survey (I-NAMHS) showed that approximately 15.5 million adolescents (34.9%) experienced mental health problems, while 2.45 million adolescents (5.5%) were identified as having mental disorders. This confirms that adolescent mental health is an issue that requires serious attention. This study aimed to determine the mental health status of adolescents at SMA Negeri 1 Sokaraja. The research method used a quantitative descriptive design with a cross-sectional approach. The population included all 12th-grade students at SMA Negeri 1 Sokaraja, with 188 students selected as samples using a proportional random sampling technique. Data collection was conducted using the Mental Health Inventory (MHI-38) questionnaire and was analyzed using univariate analysis. The results of the study showed that the majority of respondents were in the good category, amounting to 114 (60.6%). Based on gender characteristics, the majority of respondents were female, amounting to 110 (58.5%), while based on residential status, most respondents lived with their parents/family, amounting to 187 (99.5%). These findings indicated that, in general, the mental health of adolescents at SMA Negeri 1 Sokaraja was in a fairly good condition.

The World Health Organization (WHO) states that mental health issues frequently arise during late childhood and early adolescence. Adolescence is  a transitional phase marked by physical, emotional, and social changes, which can impact an individual's psychological well-being. Data from the 2022 Indonesia-National Adolescent Mental Health Survey (I-NAMHS) showed that approximately 15.5 million adolescents (34.9%) experienced mental health problems, while 2.45 million adolescents (5.5%) were identified as having mental disorders. This confirms that adolescent mental health is an issue that requires serious attention. This study aimed to determine the mental health status of adolescents at SMA Negeri 1 Sokaraja. The research method used a quantitative descriptive design with a cross-sectional approach. The population included all 12th-grade students at SMA Negeri 1 Sokaraja, with 188 students selected as samples using a proportional random sampling technique. Data collection was conducted using the Mental Health Inventory (MHI-38) questionnaire and was analyzed using univariate analysis. The results of the study showed that the majority of respondents were in the good category, amounting to 114 (60.6%). Based on gender characteristics, the majority of respondents were female, amounting to 110 (58.5%), while based on residential status, most respondents lived with their parents/family, amounting to 187 (99.5%). These findings indicated that, in general, the mental health of adolescents at SMA Negeri 1 Sokaraja was in a fairly good condition.

This study examines the legal protection of children's rights to inclusive education and its implications for the institutional governance of Early Childhood Education (ECE) in Indonesia. A normative juridical method with a descriptive-qualitative library-based approach is used to evaluate the coherence between macro-level child protection regulations and operational standards for school management. The data are entirely secondary, sourced from statutory laws, ministerial regulations, and pertinent scientific literature. The findings reveal a fundamental tension: the constitutional rights of children with special needs to access non-discriminatory ECE are robustly guaranteed by the 1945 Constitution, Law No. 35/2014 on Child Protection, and Law No. 8/2016 on Persons with Disabilities, yet a wide gap persists at the implementation level. This discrepancy arises because derivative ECE governance instruments including accreditation frameworks and curriculum standards still frame inclusion readiness as a voluntary component rather than a binding obligation. Consequently, ECE institutions encounter systemic barriers in human resource management, physical accessibility, and curricular flexibility. The study underscores the urgency of transitioning ECE management toward a Human Rights-Based Approach (HRBA) and recommends that the Ministry of Basic and Secondary Education reform accreditation instruments by embedding inclusive indicators as mandatory prerequisites for institutional feasibility, thereby aligning administrative governance with the fulfillment of children's constitutional rights.

For every child to receive an equal education, inclusive education at the early childhood education (PAUD) level is a strategic step. The purpose of this study is to thoroughly study the basic concepts of inclusive education in early childhood, identify various types of specific challenges for Children with Special Needs (ABK) in regular classes, and evaluate how effective the use of inclusive learning methods is in optimizing child development. This study uses a literature review with a descriptive qualitative approach. Secondary data were analyzed using content analysis. According to the study, teachers in regular classes face multidimensional characteristics of ABK. These obstacles include visual impairment, deafness, mental retardation, physical disability, emotional retardation/ADHD, autism, and exceptional intelligence. To overcome these problems, it has been proven that the use of assistive technology, a more flexible curriculum, individualized learning programs (IPC) based on initial assessment, varied teaching methods, and a friendly environment can be helpful. This study shows that teachers are not the only key to the success of inclusive education. This requires strong multi-stakeholder collaboration between the government, schools, special education teachers (GPK), professionals, and parents to address facility challenges and eliminate existing stigma in the field.

This study endeavors to elucidate the application of educational videos pertaining to Heroes' Day in fostering the social communication competencies of early childhood learners at Kindergarten 001 Bunguran Timur Laut. Social communication skills are essential for young children as they support language development, social interaction, emotional expression, and the ability to build positive relationships with others. Therefore, educators are encouraged to utilize innovative and engaging learning media that can effectively stimulate children's communication abilities. The methodological framework employed in this investigation was qualitative in nature, utilizing a descriptive approach. The participant cohort comprised 15 children from Group B, aged between 5–6 years. Data were gathered through systematic observation, structured interviews, and comprehensive documentation to obtain a thorough understanding of the learning process and its outcomes. The findings revealed that the integration of educational videos concerning Heroes' Day facilitated the development of social communication skills among children, including verbal expression, responsive inquiry, collaborative engagement, and interactive discourse with peers and educators. The participants demonstrated heightened enthusiasm, greater confidence in expressing their opinions, and increased active participation throughout the instructional sequence. Moreover, the visual and auditory elements of the videos helped children better understand the learning material and encouraged meaningful discussions. Consequently, educational videos pertaining to Heroes' Day may serve as an effective pedagogical medium for nurturing the social communication competencies of early childhood learners at Kindergarten 001 Bunguran Timur Laut.

World Health Organization (WHO) reports that immunization is able to prevent approximately 3–5 million deaths each year; however, a number of children still do not receive optimal immunization coverage due to insufficient parental knowledge. This study aimed to analyze the effect of health education on improving mothers’ knowledge regarding early childhood immunization in RW 04, Kertamaya Subdistrict, Bogor City, in 2026. This study employed a pre- experimental design with a one-group pretest–posttest approach involving 30 respondents. Knowledge levels were measured using a questionnaire before and after the health education intervention and analyzed using the Paired Sample T-Test. The results indicated a statistically significant difference in mothers’knowledge levels before and after the health education intervention (p = 0.029). In addition, the proportion of respondents with good knowledge increased from 76.7% in the pre-test to 93.3% in the post-test. These findings demonstrate that health education has a significant effect on improving mothers’ knowledge and can serve as an effective promotive intervention to support the success of community-level immunization programs.

This study aimed to describe the characteristics and contributing factors of autistic disorder in early childhood. The study employed a qualitative approach using a case study method involving a 5-year-1-month-old boy diagnosed with severe autistic disorder. Data were collected through observation, interviews, and psychological assessments using the Vineland Social Maturity Scale (VSMS) and Childhood Autism Rating Scale (CARS). The findings revealed that the participant experienced significant impairments in social interaction, communication, repetitive behavior, emotional regulation, and adaptive functioning. The participant demonstrated poor eye contact, severe speech delay, stereotyped behaviors such as flapping, hyperactivity, tantrums, and restricted interests in specific objects. VSMS results indicated significant delays in social maturity, while CARS results categorized the participant as having severe autism. Biological factors, including prenatal, perinatal, and postnatal complications, were suspected to contribute to the development of autistic disorder. Environmental factors, particularly inconsistent responses from family members and therapists toward tantrum behaviors, also influenced the participant’s behavioral development. This study highlights the importance of consistent, structured interventions and collaboration between families and therapists in supporting children with autistic disorder.

This study aimed to describe the characteristics and contributing factors of autistic disorder in early childhood. The study employed a qualitative approach using a case study method involving a 5-year-1-month-old boy diagnosed with severe autistic disorder. Data were collected through observation, interviews, and psychological assessments using the Vineland Social Maturity Scale (VSMS) and Childhood Autism Rating Scale (CARS). The findings revealed that the participant experienced significant impairments in social interaction, communication, repetitive behavior, emotional regulation, and adaptive functioning. The participant demonstrated poor eye contact, severe speech delay, stereotyped behaviors such as flapping, hyperactivity, tantrums, and restricted interests in specific objects. VSMS results indicated significant delays in social maturity, while CARS results categorized the participant as having severe autism. Biological factors, including prenatal, perinatal, and postnatal complications, were suspected to contribute to the development of autistic disorder. Environmental factors, particularly inconsistent responses from family members and therapists toward tantrum behaviors, also influenced the participant’s behavioral development. This study highlights the importance of consistent, structured interventions and collaboration between families and therapists in supporting children with autistic disorder.

Religious tolerance is an essential value that should be introduced from an early age, especially in Indonesia as a multicultural country with diverse ethnic, cultural, and religious backgrounds. Early childhood education (ECE) has an important role in fostering tolerant attitudes through meaningful learning experiences. One effective medium is local wisdom-based storybooks, which integrate cultural values and social norms into narratives accessible to children. This study aims to analyze religious tolerance values contained in local wisdom storybooks and their relevance to multicultural education in ECE. The research uses a qualitative approach with content analysis. Data sources include Indonesian folktales such as Bawang Merah dan Bawang Putih, Malin Kundang, Si Pitung, Lutung Kasarung, and Timun Mas. Data were collected through documentation and systematic reading, then analyzed using the Miles and Huberman model involving data reduction, data display, and conclusion drawing. The findings show that these storybooks contain values of respect for differences, empathy, solidarity, cooperation, and peaceful conflict resolution. These values support multicultural education in ECE through storytelling, discussions, role-playing, and culturally responsive learning activities. The study concludes that local wisdom storybooks are authentic and culturally relevant resources for developing children’s multicultural competence and religious tolerance from an early age.

The Early Childhood Education (PAUD) curriculum plays an important role in shaping young children’s learning experiences. However, in practice, there are still several challenges, such as a lack of meaningful learning and the suboptimal integration of nationalism values. Therefore, curriculum innovation is needed to incorporate approaches that align with children’s characteristics.This study aims to analyze and develop the concept of transforming the PAUD curriculum based on a multisensory music approach as an effort to strengthen nationalism values in early childhood. The method used is a library research approach by reviewing various sources, including scientific journals, books, and relevant previous studies. The data analysis technique is conducted descriptively and qualitatively through processes of organizing, categorizing, and interpreting data.The results of the study indicate that a multisensory music-based approach can enhance children’s engagement, participation, and understanding in learning. The integration of audio, visual, and kinesthetic elements has proven effective in stimulating children’s motor, cognitive, and affective development. In addition, the use of audio-visual media helps children understand nationalism values in a more concrete and meaningful way.In conclusion, transforming the PAUD curriculum through a multisensory music-based approach is an effective strategy to create enjoyable and holistic learning experiences while strengthening the internalization of nationalism values from an early age.

Digital literacy is an essential competency in the era of digital transformation because it involves not only technical skills but also the ability to critically understand information in cyberspace. A good level of digital literacy can encourage community participation in public decision-making and democratic processes, while inequality in access and digital literacy skills may hinder such participation. Therefore, this community service activity aims to improve digital literacy in order to overcome challenges and strengthen inclusive community participation. The activity targeted children and adolescents in Waihoka Village, Ambon City, with 31 participants involved in socialization and educational sessions. Evaluations were conducted before and after the presentation of the material, and the results showed an increase in participants’ understanding of digital literacy from early childhood to adolescence. Thus, communities with adequate digital literacy are expected to be more capable of accessing information, interacting appropriately in digital spaces, and actively participating in public decision-making processes and social activities in the digital era.