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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.

English learning at the elementary school level plays an important role in developing students’ early language competence, particularly in listening skills as the foundation for other language abilities. However, many learning processes still rely on conventional teaching methods that do not fully accommodate the developmental characteristics of young learners, resulting in limited engagement and listening comprehension. Therefore, this study aims to analyze the role of storytelling in improving English listening skills among elementary school students and to identify effective implementation strategies in classroom learning. This research employs a library research method by reviewing and analyzing various relevant literature sources, including books, scientific journals, and previous research findings related to storytelling in English language learning. The analysis shows that storytelling contributes significantly to improving students’ listening comprehension, vocabulary acquisition, attention, and learning motivation. Through structured narratives, expressive delivery, and the support of visual media, storytelling creates a contextual and meaningful learning environment that helps students understand spoken English more effectively. The findings also indicate that the effectiveness of storytelling is closely related to the developmental characteristics of elementary school students who learn better through concrete, imaginative, and engaging experiences. Furthermore, the implementation of storytelling through systematic stages pre-listening, while-listening, and post-listening can enhance students participation and comprehension during the learning process. In conclusion, storytelling can be considered an effective instructional strategy for improving English listening skills among elementary school students while also supporting vocabulary development and creating an engaging learning atmosphere.

. Studies on the use of a digital storybook for teaching English to young learners have been abundant; however, the integration of independence values into the story for elementary school students in Indonesia has received limited attention. Independence is one of the characters that educate young learners to become responsible and self-reliant. This study aims to design a digital storybook that integrates independence value into English language learning materials for fifth-grade students. Using a qualitative Design-Based Research (DBR) approach, this study employed a design framework as the main research instrument, derived from character education theory, Teaching English to Young Learners (TEYL), and multimedia learning theory. Data were collected through the analyses of curriculum policies, English textbooks, children’s literature, character education, and multimedia learning. This study produced a digital storybook entitled Lisa Can Do It, which can be expected to become a medium to learn English and at the same time educate children about independence value. Findings indicate that character-based digital storybooks demonstrate the potential to integrate language learning with character education, providing a foundation for the design and implementation of digital learning materials integrated with character in English language education in elementary schools. Further research should focus on the implementation of the product to evaluate its impact on student learning outcomes.

Storytelling has been widely recognized as an effective method for teaching English to young learners because it presents language in meaningful and engaging contexts. This study aims to explore the implementation of storytelling in teaching English to primary school students and to examine the perceived benefits and challenges from the teacher’s perspective. The study employed a qualitative descriptive research design involving one English teacher who taught Grade 6 students at SDN 261 Pinrang. The participant was selected through purposive sampling due to her experience in applying storytelling activities in English instruction at the lower primary level. Data were collected through a semi-structured interview and documentation, including lesson plans and teaching materials related to storytelling used in the classroom. The data were analyzed using descriptive qualitative analysis by identifying recurring themes related to classroom implementation, student responses, perceived benefits, and instructional challenges. The findings reveal that storytelling was mainly implemented in listening and speaking activities using simple and familiar stories, visual aids, and follow-up tasks such as comprehension questions and story retelling. According to the teacher, storytelling contributed positively to students’ listening skills, vocabulary acquisition, motivation, and confidence in using English. Students showed higher levels of attention, engagement, and willingness to participate during storytelling sessions compared to traditional teaching methods. However, several challenges were also identified, including difficulty in selecting age-appropriate and culturally relevant stories, limited instructional time, large class size, and the teacher’s need for further training in designing effective storytelling activities. Despite these challenges, the study concludes that storytelling can create a positive and supportive learning environment when it is carefully planned and supported by adequate teacher preparation. The findings highlight the importance of instructional support to maximize the effectiveness of storytelling in primary EFL classrooms.

The process of Christian Religious Education for early childhood must be aligned with children’s cognitive, emotional, social, and spiritual development. One of the main challenges in this learning process is interpreting biblical stories accurately while maintaining simplicity and relevance for young learners. This study aims to examine the role of hermeneutics in understanding and interpreting biblical narratives used in Christian Religious Education for early childhood. The research employs a qualitative approach through a literature review of hermeneutical studies, biblical texts, and scholarly works on early childhood Christian education. The findings indicate that narrative hermeneutics enables educators to interpret biblical texts contextually while translating theological messages into pedagogically appropriate stories for children. Through a hermeneutical approach, learning becomes more meaningful, reflective, and transformative, fostering deeper spiritual understanding in early learners. Furthermore, hermeneutics helps educators bridge the gap between the theological content of the Bible and the everyday experiences of Christian children. In conclusion, hermeneutics functions as a strategic tool in delivering biblical messages in ways that are developmentally appropriate, spiritually enriching, and relevant to the lives of early childhood learners within Christian education contexts.

This study aims to examine and develop the learning process of Christian Early Childhood Education (ECE) through the application of a pedagogical hermeneutics approach. This approach is employed to interpret and convey Christian faith values in a contextual and pedagogical manner so that they can be meaningfully understood by young children in accordance with their developmental stages. The research adopts a qualitative method using a literature review and hermeneutical analysis of biblical texts, Christian ECE curriculum documents, and relevant literature in early childhood education and Christian theology. The findings indicate that the application of pedagogical hermeneutics enables the integration of faith texts, children’s developmental contexts, and creative as well as reflective pedagogical practices. The resulting learning process goes beyond the mere transmission of religious knowledge and emphasizes character formation, spiritual development, and holistic faith experiences for children. The study concludes that pedagogical hermeneutics can serve as a strong theoretical and practical foundation for developing Christian ECE learning that is contextual, meaningful, and responsive to the developmental needs of early childhood learners.