The Effect of Edutainment Learning Model on Early Childhood Socio-emotional Development

The idea of edutainment began to become the interest of early childhood educators to make the learning process more holistic, including knowledge about how the brain works, memory, motivation, self-image, emotions, learning styles, and other learning strategies. This study aims to analyse and compare the effect of edutainment and group learning on the socio-emotional development of early childhood. This research method uses a quasi-experimental design with data collection techniques derived from the results of the pre-test and post-test on 20 children. The results of this study indicate that there are differences in the influence of edutainment learning with the control group on the social-emotional development of early childhood. Although both groups affect the socio-emotional development, edutainment learning has a better effect than the control group. For further research, it is recommended to create various types of edutainments learning to improve various aspects of children development. Keywords: Early Childhood, Edutainment Learning Model, Socio-emotional Development References: Afrianti, N. (2018). Permainan Tradisional, Alternatif Media Pengembangan Kompetensi Sosial-Emosi Anak Usia Dini [Traditional Games, Alternative Media for Early Childhood Social-Emotional Competence Development]. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.17509/cd.v5i1.10405 Alwaely, S. A., Yousif, N. B. A., & Mikhaylov, A. (2021). Emotional development in preschoolers and socialization. Early Child Development and Care, 191(16), 2484–2493. https://doi.org/10.1080/03004430.2020.1717480 Andri Oza, & Zaman, B. (2016). Edutainment dalam Mata Pelajaran Pendidikan Agama Islam. Mudarrisa: Jurnal Kajian Pendidikan Islam, 8(1). https://doi.org/10.18326/mdr.v8i1.117-144 Aubert, A., Molina, S., Schubert, T., & Vidu, A. (2017). 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(2015). Enhancing the Cognitive and Learning Skills of Children with Intellectual Disability through Physical Activity and Edutainment Games. International Journal of Distributed Sensor Networks, 11(6), 165165. https://doi.org/10.1155/2015/165165 Denham, S. A. (2006). Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It? Early Education and Development, 17(1), 57–89. https://doi.org/10.1207/s15566935eed1701_4 Eurenius, E., Richter Sundberg, L., Vaezghasemi, M., Silfverdal, S.-A., Ivarsson, A., & Lindkvist, M. (2019). Social-emotional problems among three-year-olds differ based on the child’s gender and custody arrangement. Acta Paediatrica (Oslo, Norway: 1992), 108(6), 1087–1095. PubMed. https://doi.org/10.1111/apa.14668 Goldschmidt, T., & Pedro, A. (2019). Early childhood socio-emotional development indicators: Pre-school teachers’ perceptions. 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Children’s emotion understanding: A meta-analysis of training studies. Developmental Review, 37, 41–65. https://doi.org/10.1016/j.dr.2015.05.001 Sutherland, S., Stuhr, P. T., Ressler, J., Smith, C., & Wiggin, A. (2019). A Model for Group Processing in Cooperative Learning. Journal of Physical Education, Recreation & Dance, 90(3), 22–26. https://doi.org/10.1080/07303084.2019.1559676 Vygotski, L. S. (2012). Thought and Language. MIT Press. Watanabe, N., Denham, S. A., Jones, N. M., Kobayashi, T., Bassett, H. H., & Ferrier, D. E. (2019). Working Toward Cross-Cultural Adaptation: Preliminary Psychometric Evaluation of the Affect Knowledge Test in Japanese Pre-schoolers. SAGE Open, 9(2), 2158244019846688. https://doi.org/10.1177/2158244019846688 Young, E. L., Moulton, S. E., & Julian, A. (2021). Integrating social-emotional-behavioural screening with early warning indicators in a high school setting. 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Teaching Strategy in Early Childhood Education: Child-Friendly Classroom Management to Anticipate Bullying Behaviours

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood. Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education References: Allday, R. A., Hinkson-Lee, K., Hudson, T. M., Neilsen-Gatti, S., Kleinke, A., & Russel, C. S. (2012). Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD. Behavioral Disorders, 37, 87–98. Alsaker, F. D., & Valkanover, S. (2012). The Bernese Program against Victimization in Kindergarten and Elementary School. New Directions for Youth Development, 2012(133), 15–28. https://doi.org/10.1002/yd.20004 Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt, T. E. (2006). Bullying Victimization Uniquely Contributes to Adjustment Problems in Young Children: A Nationally Representative Cohort Study. PEDIATRICS, 118(1), 130–138. https://doi.org/10.1542/peds.2005-2388 Benedict, E., Horner, R. H., & Squires, J. (2007). Assessment and Implementation of Positive Behavior Support in Preschools. Topics in Early Childhood Special Education, 27, 174–192. Boz, Y. (2008). Turkish student teachers’ concerns about teaching. European Journal of Teacher Education, 31(4), 367–377. https://doi.org/10.1080/02619760802420693 Bradshaw, C. P., & Johnson, R. M. (2011). The Social Context of Bullying and Peer Victimization: An Introduction to the Special Issue. Journal of School Violence, 10(2), 107–114. https://doi.org/10.1080/15388220.2011.557145 Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2009). A Social Disorganization Perspective on Bullying-Related Attitudes and Behaviors: The Influence of School Context. American Journal of Community Psychology, 43(3–4), 204–220. https://doi.org/10.1007/s10464-009-9240-1 Bullock, J. R. (2002). Bullying among Children. Childhood Education, 78(3), 130–133. https://doi.org/10.1080/00094056.2002.10522721 Çobanoğlu, F., Ayvaz-Tuncel, Z., & Ordu, A. (2018). Child-friendly Schools: An Assessment of Secondary Schools. Universal Journal of Educational Research, 6(3), 466–477. https://doi.org/10.13189/ujer.2018.060313 Cothran, D. J., Kulinna, P. H., & Garrahy, D. A. (2003). “This is kind of giving a secret away...”: Students’ perspectives on effective class management. Teaching and Teacher Education, 19(4), 435–444. https://doi.org/10.1016/S0742-051X(03)00027-1 Cross, D., Monks, H., Hall, M., Shaw, T., Pintabona, Y., Erceg, E., Hamilton, G., Roberts, C., Waters, S., & Lester, L. (2011). Three‐year results of the Friendly Schools whole‐of‐school intervention on children’s bullying behaviour. British Educational Research Journal, 37(1), 105–129. https://doi.org/10.1080/01411920903420024 Cross, D., Pintabona, Y., Hall, M., Hamilton, G., & Erceg, E. (2004). Validated Guidelines for School-Based Bullying Prevention and Management. International Journal of Mental Health Promotion, 6(3), 34–42. https://doi.org/10.1080/14623730.2004.9721937 Cross, D., Runions, K. C., Shaw, T., Wong, J. W. Y., Campbell, M., Pearce, N., Burns, S., Lester, L., Barnes, A., & Resnicow, K. (2019). Friendly Schools Universal Bullying Prevention Intervention: Effectiveness with Secondary School Students. International Journal of Bullying Prevention, 1(1), 45–57. https://doi.org/10.1007/s42380-018-0004-z Evertson, C. M., & Weinstein, C. S. (2012). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Fox, B. H., Farrington, D. P., & Ttofi, M. M. (2012). Successful Bullying Prevention Programs: Influence of Research Design, Implementation Features, and Program Components. Research Design, 6, 10. Georgiou, S. N. (2008). Bullying and victimization at school: The role of mothers. The British Journal of Educational Psychology, 78 Pt 1, 109–125. Hammarberg, T. (1998). A School for Children with Rights. UNICEF International Child Development Centre. Hymel, S., & Swearer, S. M. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70(4), 293–299. https://doi.org/10.1037/a0038928 Johansen, A., Little, S. G., & Akin-Little, A. (2011). An Examination of New Zealand Teachers’ Attributions and Perceptions of Behaviour, Classroom Management, and the Level of Formal Teacher Training Received in Behaviour Management. King, E. (2020). Implications for the child friendly schools policy within Cambodia’s cultural and primary school context. Asia-Pacific Journal of Teacher Education, 48(4), 375–388. https://doi.org/10.1080/1359866X.2019.1645811 Kirves, L., & Sajaniemi, N. (2012). Bullying in early educational settings. Early Child Development and Care,182(3–4), 383–400. https://doi.org/10.1080/03004430.2011.646724 MacSuga, A. S., & Simonsen, B. (2011). Increasing Teachers’ Use of Evidence-Based Classroom Management Strategies through Consultation: Overview and Case Studies. Beyond Behavior, 20, 4–12. Maida, P. (2006). Child-Friendly-School-Manual. UNICEF. Modipane, M., & Themane, M. (2014). Teachers’ social capital as a resource for curriculum development: Lessons learnt in the implementation of a Child-Friendly Schools programme. South African Journal of Education, 34(4), 1–8. https://doi.org/10.15700/201412052105 Monks, C. P., Smith, P. K., & Swettenham, J. (2005). Psychological correlates of peer victimisation in preschool: Social cognitive skills, executive function and attachment profiles. Aggressive Behavior, 31(6), 571–588. https://doi.org/10.1002/ab.20099 Olweus, D. (1994). Bullying at School: Basic Facts and Effects of a School Based Intervention Program. Journal of Child Psychology and Psychiatry, 35(7), 1171–1190. https://doi.org/10.1111/j.1469-7610.1994.tb01229.x O’Neill, S. C., & Stephenson, J. (2011). Classroom behaviour management preparation in undergraduate primary teacher education in Australia: A web-based investigation. Australian Journal of Teacher Education, 36(10). https://doi.org/10.14221/ajte.2011v36n10.3 O’Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence? Teaching and Teacher Education, 28(8), 1131–1143. https://doi.org/10.1016/j.tate.2012.06.008 Osher, D., Kelly, D. L., Tolani-Brown, N., Shors, L., & Chen, C.-S. (2009). American Institutes for Research 1000 Thomas Jefferson Street , NW Washington, DC 20007-3835. 13. Perren, S., Stadelmann, S., & Von Klitzing, K. (2009). Child and family characteristics as risk factors for peer victimization in kindergarten. Swiss Journal of Educational Research, 36(1), 13–32. https://doi.org/10.24452/sjer.36.1.4806 Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The Classroom Check-up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior. School Psychology Review, 37(3), 315–332. PubMed. Repo, L., & Sajaniemi, N. (2015). Prevention of bullying in early educational settings: Pedagogical and organisational factors related to bullying. 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Information Age Publishing, Incorporated. https://books.google.co.id/books?id=dalCDQAAQBAJ Saracho, O. N. (2017). Bullying Prevention Strategies in Early Childhood Education. Early Childhood Education Journal, 45(4), 453–460. https://doi.org/10.1007/s10643-016-0793-y Sempowicz, T., & Hudson, P. (2011). Analysing Mentoring Dialogues for Developing a Preservice Teacher’s Classroom Management Practices. Australian Journal of Teacher Education, 36(8). https://doi.org/10.14221/ajte.2011v36n8.4 Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The Effectiveness of Whole-School Antibullying Programs: A Synthesis of Evaluation Research. School Psychology Review, 33, 547–560. Sourander, A., Ronning, J., Brunstein-Klomek, A., Gyllenberg, D., Kumpulainen, K., Niemelä, S., Helenius, H., Sillanmäki, L., Ristkari, T., Tamminen, T., Moilanen, I., Piha, J., & Almqvist, F. (2009). Childhood Bullying Behavior and Later Psychiatric Hospital and Psychopharmacologic Treatment. ARCH GEN PSYCHIATRY, 66(9), 9. Tauber, R. T. (2007). Classroom Management: Sound Theory and Effective Practice. Praeger Publishers. https://books.google.la/books?id=XiQFyR41kysC Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27–56. https://doi.org/10.1007/s11292-010-9109-1 Ttofi, M. M., & Farrington, D. P. (2012). Bullying prevention programs: The importance of peer intervention, disciplinary methods and age variations. Journal of Experimental Criminology, 8(4), 443–462. https://doi.org/10.1007/s11292-012-9161-0 Unal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5, 41–60. UNICEF. (2007). Implementation Handbook for The Convention on The Rights of The Child (3th Edition). UNICEF. Vaillancourt, T., McDougall, P., Hymel, S., Krygsman, A., Miller, J., Stiver, K., & Davis, C. (2008). Bullying: Are researchers and children/youth talking about the same thing? International Journal of Behavioral Development, 32(6), 486–495. https://doi.org/10.1177/0165025408095553 Vlachou, M., Andreou, E., Botsoglou, K., & Didaskalou, E. (2011). Bully/Victim Problems Among Preschool Children: A Review of Current Research Evidence. Educational Psychology Review, 23(3), 329–358. https://doi.org/10.1007/s10648-011-9153-z Vlachou, M., Botsoglou, K., & Andreou, E. (2014). Bullying/Victimization in Preschool Children. https://doi.org/10.13140/2.1.5086.1764 Vreeman, R. C., & Carroll, A. E. (2007). A systematic review of school-based interventions to prevent bullying. Archives of Pediatrics & Adolescent Medicine, 161 1, 78–88. Witvliet, M., Olthof, T., Hoeksma, J. B., Goossens, F. A., Smits, M. S. I., & Koot, H. M. (2010). 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The Effect of Media Literacy and Cognitive Ability on Recognition Laptop-Based Media for Children

Education has long been the target of utopian interventions, and with technological interventions, offering to change drastically or even eliminates classroom-based learning, traditional education research needs to focus on introducing technology tools at an early age through media literacy. The purpose of this study was to determine the effect of media literacy and cognitive abilities on the introduction of laptop-based media. This study used a quasi-experimental design involving 46 children. Data collection techniques through tests and data collection tools using statement sheets, which were processed using t-test. The results showed that the experimental class using the original laptop media had a high average value of 86.66 compared to the control class using the imitation laptop media which had a value of 81.66. There is a significant effect of media literacy and cognitive ability on the introduction of laptop-based media in children. On the introduction of laptop-based media in children, media literacy and cognitive capacities can have a big impact. The comparison of the average value of the control and experimental classes demonstrates this. When children are introduced to media via a genuine laptop, they become more excited and engaged in the experimental lesson. Keywords: media literacy, cognitive ability, laptop-based learning media References: Adams, D., & Hamm, M. (2001). Literacy in a multimedia age. MA: Christopher- Gordon Publishers. Ames, M. G. (2016). Learning consumption: Media, literacy, and the legacy of One Laptop per Child. The Information Society, 32(2), 85–97. https://doi.org/10.1080/01972243.2016.1130497 Arsyad. (2013). Media Pembelajaran [Learning Media]. Raja Grafindo Persada. Bedford, D. (2021). Evaluating confidence in information literacy: A red/amber/green approach. Journal of Information Literacy, 15(1), 96–104. https://doi.org/10.11645/15.1.2833 Buckingham, D., Banaji, S., Burn, A., Carr, D., Cranmer, S., & Willett, R. (2015). The Media Literacy of Children and Young People (p. 76). Youth and Media Institute of Education. www.ofcom.org.uk Campbell, D. T., & Stanley, J. C. (2015). Experimental and Quasi-Experimental Designs for Research. Ravenio Books. https://books.google.co.id/books?id=KCTrCgAAQBAJ Colom, R., Escorial, S., Shih, P. C., & Privado, J. (2007). Fluid intelligence, memory span, and temperament difficulties predict academic performance of young adolescents. Personality and Individual Differences, 42(8), 1503–1514. https://doi.org/10.1016/j.paid.2006.10.023 Dodonova, Y. A., & Dodonov, Y. S. (2012). Processing speed and intelligence as predictors of school achievement: Mediation or unique contribution? Intelligence, 40(2), 163–171. https://doi.org/10.1016/j.intell.2012.01.003 Ebbeck, M., Yim, H. Y. B., Chan, Y., & Goh, M. (2016). Singaporean Parents’ Views of Their Young Children’s Access and Use of Technological Devices. Early Childhood Education Journal, 44(2), 127–134. https://doi.org/10.1007/s10643-015-0695-4 Faigenbaum, G., Sigman, M., & Casiraghi, L. P. (2018). Young Children Use Discovery and Creation Significantly More Than Adults for Deciding Ownership. Child Development Research, 2018(4). https://doi.org/10.1155/2018/1517904 Ferguson, B. A., Downey, J. L., Shriver, A. E., Goff, K. L., Ferguson, A. M., & De Mello, M. C. (2018). Improving Early Childhood Development among Vulnerable Populations: A Pilot Initiative at a Women, Infants, and Children Clinic. Child Development Research, 2018. https://doi.org/10.1155/2018/3943157 Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting Education in “Educational” Apps: Lessons from the Science of Learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721 Hobbs, R. (2011). The state of media literacy: A response to potter. Journal of Broadcasting and Electronic Media, 55(3), 419–430. https://doi.org/10.1080/08838151.2011.597594 Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0 Juditha, C. (2013). Literasi Media pada Anak di Daerah Perbatasan Indonesia dan Timor Leste [Media Literacy for Children in the Border Areas of Indonesia and Timor Leste]. JURNAL IPTEKKOM: Jurnal Ilmu Pengetahuan & Teknologi Informasi, 15(1), 47. https://doi.org/10.33164/iptekkom.15.1.2013.47-62 Kaushal S and Singh CK. (2021). Home Stimulation and Cognitive Abilities of Disadvantaged Children. Journal of Scientific Research, 65(1). https://doi.org/DOI: 10.37398/JSR.2021.650413 Kellner, D., & Share, J. (2007). Critical Media Literacy, Democracy, and the Reconstruction of Education. Peter Lang Publishing. www.centerxgseis.ucla.edu Leena Rantala. (2011). Finnish Media Literacy Education Policies and Best Practices in Early Childhood Education and Care Since 2004. The National Association for Media Literacy Education’s Journal of Media Literacy Education, 3, 123–133. Liu, W., Tan, L., Huang, D., Chen, N., & Liu, F. (2021). When Preschoolers Use Tablets: The Effect of Educational Serious Games on Children’s Attention Development. International Journal of Human–Computer Interaction, 37(3), 234–248. https://doi.org/10.1080/10447318.2020.1818999 Livingstone, S., Marsh, J., Plowman, L., & Fletcher-Watson, B. (2015). Young Children (0-8) and Digital Technology(p. 55). Joint Research Centre. http://publications.jrc.ec.europa.eu/repository/handle/JRC93239 Macias, C., & Choi, K. (2021). Preschoolers’ beliefs about media technologies: The role of family income. Human Behavior and Emerging Technologies, 3(4), 572–584. https://doi.org/10.1002/hbe2.278 Papadakis, S., Kalogianakis, M., Sifaki, E., & Monnier, A. (2021). Editorial: The Impact of Smart Screen Technologies and Accompanied Apps on Young Children Learning and Developmental Outcomes. Frontiers in Education, 6, 790534. https://doi.org/10.3389/feduc.2021.790534 Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children: What educators and parents need to know. Int. J. Mobile Learning and Organisation, 11(3), 22. Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016a). Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: A case study. International Journal of Mobile Learning and Organisation, 10(3), 187. https://doi.org/10.1504/IJMLO.2016.077867 Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016b). Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education. Preschool and Primary Education, 4(2), 241. https://doi.org/10.12681/ppej.8779 Potter, W. J. (2010). The state of media literacy. Journal of Broadcasting and Electronic Media, 54(4), 675–696. https://doi.org/10.1080/08838151.2011.521462 Ren, X., Tong, Y., Peng, P., & Wang, T. (2020). Critical thinking predicts academic performance beyond general cognitive ability: Evidence from adults and children. Intelligence, 82, 101487. https://doi.org/10.1016/j.intell.2020.101487 Rusydiyah, E. F., Ummah, F. S., & Mudlofir, A. (2020). The Implementation of Laptop Mobile in the Teaching-Learning Process in Islamic Boarding School. TARBIYA: Journal of Education in Muslim Society, 7(1), 67–77. https://doi.org/10.15408/tjems.v7i1.13650 Salomon, G. (1990). Cognitive Effects with and Of Computer Technology. 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Moving to The Beats: The Effect of Dance Education on Early Self-Regulation

Self-regulation in children is an important thing that needs to be prepared from an early age. Besides affecting children's school readiness, this also makes it easier for children to have good academic achievements. This study aims to determine the influence of moving to the beat of early childhood self-regulation. This research was conducted on kindergarten group B students in East Jakarta. The research method used is a quasi-experiment method with a sample of 20 students. The data collection technique uses observations by analysing paired t-test statistical data. The results of the study explained that there was a significant effect of moving to the beat of early childhood self-regulation. The significance level is 0.000 < 0.05, which means that H0 is rejected and H1 is accepted, this indicates a significant difference between the pre-test and post-test. For further research, it is recommended to look at the influence of other factors on early childhood self-regulation. Keywords: Beats, Early childhood, Moving, Self-Regulation References: Baltazar, M., Västfjäll, D., Asutay, E., Koppel, L., & Saarikallio, S. (2019). Is it me or the music? Stress reduction and the role of regulation strategies and music. Music & Science, 2, 205920431984416. https://doi.org/10.1177/2059204319844161 Blair, C., & Raver, C. C. (2012). Individual development and evolution: Experiential canalization of self-regulation. Developmental Psychology, 48(3), 647–657. https://doi.org/10.1037/a0026472 Blair, C., & Raver, C. C. (2015). School Readiness and Psychobiological Approach. August 2014, 1–21. https://doi.org/10.1146/annurev-psych-010814-015221 Blair, C., & Razza, R. P. (2007). Relating Effortful Control, Executive Function, and False Belief Understand... Child Development, 78(2), 647–663. https://doi.org/10.2307/4139250 Booth, A., O’Farrelly, C., Hennessy, E., & Doyle, O. (2019). ‘Be good, know the rules’: Children’s perspectives on starting school and self-regulation. Childhood, 26(4), 509–524. https://doi.org/10.1177/0907568219840397 Cadima, J., Verschueren, K., Leal, T., & Guedes, C. (2016). Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children. Journal of Abnormal Child Psychology, 44(1), 7–17. https://doi.org/10.1007/s10802-015-0060-5 Charissi, V., & Rinta, T. (2014). Children’s musical and social behaviours in the context of music-making activities supported by digital tools: examples from a pilot study in the UK. Journal of Music, Technology and Education, 7(1), XXXXX. https://doi.org/10.1386/jmte.7.1.39_1 Dalla Bella, S., Berkowska, M., & Sowiński, J. (2015). Moving to the Beat and Singing are Linked in Humans. Frontiers in Human Neuroscience, 9(December), 1–13. https://doi.org/10.3389/fnhum.2015.00663 Danielsen, A., Haugen, M. R., & Jensenius, A. R. (2015). Moving to the Beat: Studying Entrainment to Micro-Rhythmic Changes in Pulse by Motion Capture. 0315. Diamond, A. (2013). Functions, Executive. Annual Reviews Psychology, 29(146), 13–15. https://doi.org/10.1146/annurev-psych-113011-143750 Diamond, A. (2016). Why improving and assessing executive functions early in life is critical. In Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research. (pp. 11–43). American Psychological Association. https://doi.org/10.1037/14797-002 Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2012). What No Child Left Behind Leaves Behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades. Journal Education Psycology, 104(2), 439–451. https://doi.org/10.1037/a0026280.What Edossa, A. K., Schroeders, U., Weinert, S., & Artelt, C. (2018). The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood. International Journal of Behavioral Development, 42(2), 192–202. https://doi.org/10.1177/0165025416687412 Eunhye, H., Cynthia, K. B., & Jeon, L. (2015). The Association Between Teachers’ Child-Centered Beliefs and Children’s Academic Achievement: The Indirect Effect of Children’s Behavioral Self-regulation. Developmental Psychology, 44, 309–325. https://doi.org/DOI 10.1007/s10566-014-9283-9 Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., Ishijima, E., & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70–95. https://doi.org/10.1080/15377900903379125 Fujii, S., & Schlaug, G. (2013). The Harvard Beat Assessment Test (H-BAT): a battery for assessing beat perception and production and their dissociation. Frontiers in Human Neuroscience, 7(November), 1–16. https://doi.org/10.3389/fnhum.2013.00771 Gammage, P. (2019). Early childhood education and care in context. In Early Years Education and Care. https://doi.org/10.4324/9781315768700-2 George, E. M., & Coch, D. (2011). Music training and working memory: An ERP study. Neuropsychologia, 49(5), 1083–1094. https://doi.org/10.1016/j.neuropsychologia.2011.02.001 Hallam, S. (2010). The power of music : Its impact on the intellectual , social and personal development of children and young people. https://doi.org/10.1177/0255761410370658 Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children’s pre-academic achievement in pre-Kindergarten programs. Early Childhood Research Quarterly, 23(1), 27–50. https://doi.org/10.1016/j.ecresq.2007.05.002 Jacobson-Chernoff, J., Flanagan, K. D., McPhee, C., & Park, J. (2007). Preschool: First findings from the preschool follow-up of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). In National Center for Education Statistics. NCES Publication No. 2008-025. Lobo, Y. B., & Winsler, A. (2006). The effects of a creative dance and movement program on the social competence of head start preschoolers. Social Development, 15(3), 501–519. https://doi.org/10.1111/j.1467-9507.2006.00353.x Marsden, E., & Torgerson, C. J. (2012). Article in Oxford Review of Education ·. May 2016. https://doi.org/10.2307/41702779 McClelland, M. M., & Cameron, C. E. (2012). Self-Regulation Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures. Child Development Perspectives, 6(2), 136–142. https://doi.org/10.1111/j.1750-8606.2011.00191.x OCDE. (2013). Education at a Glance 2013. https://doi.org/10.1787/gov_glance-2011-en Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? Applied Developmental Science, 9(3), 144–159. https://doi.org/10.1207/s1532480xads0903_2 Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A Structured Observation of Behavioral Self-Regulation and Its Contribution to Kindergarten Outcomes. Developmental Psychology, 45(3), 605–619. https://doi.org/10.1037/a0015365 Putkinen, V., Tervaniemi, M., & Huotilainen, M. (2013). Informal musical activities are linked to auditory discrimination and attention in 2-3-year-old children: an event-related potential study. European Journal of Neuroscience, 37(4), 654–661. https://doi.org/10.1111/ejn.12049 Putkinen, Vesa, Tervaniemi, M., Saarikivi, K., & Huotilainen, M. (2015). Promises of formal and informal musical activities in advancing neurocognitive development throughout childhood. Annals of the New York Academy of Sciences, 1337(1), 153–162. https://doi.org/10.1111/nyas.12656 Salisch, M. Von, Haenel, M., & Denham, S. A. (2015). Early Education and Development Self-Regulation , Language Skills , and Emotion Knowledge in Young Children From Northern Germany. July 2015. https://doi.org/10.1080/10409289.2015.994465 Schibli, K., Van Roon, P., MacDougall, K., & D’Angiulli, A. (2015). Practicing self-regulation through music: An ERP study comparing child musicians and nonmusicians. International Journal of Developmental Neuroscience, 47(2015), 97. https://doi.org/10.1016/j.ijdevneu.2015.04.265 Thomason, A. C., & La Paro, K. M. (2009). Measuring the Quality of Teacher–Child Interactions in Toddler Child Care. Early Education and Development, 20(2), 285–304. https://doi.org/10.1080/10409280902773351 Varela, W., & Abrami, P. C. (2014). Self-regulation and music learning : A systematic review. https://doi.org/10.1177/0305735614554639 Wiebe, S. A., Espy, K. A., & Charak, D. (2008). Using Confirmatory Factor Analysis to Understand Executive Control in Preschool Children: I. Latent Structure. Developmental Psychology, 44(2), 575–587. https://doi.org/10.1037/0012-1649.44.2.575 Williams, K. E. (2018). Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms. International Journal of Early Childhood, 50(1), 85–100. https://doi.org/10.1007/s13158-018-0215-y Williams, K. E., Barrett, M. S., Welch, G. F., Abad, V., & Broughton, M. (2015a). Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal Study of Australian Children. Early Childhood Research Quarterly, 31, 113–124. https://doi.org/10.1016/j.ecresq.2015.01.004 Williams, K. E., Barrett, M. S., Welch, G. F., Abad, V., & Broughton, M. (2015b). Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal Study of Australian Children. Early Childhood Research Quarterly, 31, 113–124. https://doi.org/10.1016/j.ecresq.2015.01.004 Williams, K. E., & Berthelsen, D. (2019). Implementation of a rhythm and movement intervention to support self-regulation skills of preschool-aged children in disadvantaged communities. Psychology of Music, 47(6), 800–820. https://doi.org/10.1177/0305735619861433 Williford, A. P., Whittaker, J. E. V., Virginia, E., Downer, J. T., Williford, A. P., Whittaker, J. E. V., & Vitiello, V. E. (2013). Early Education and Development Children ’ s Engagement Within the Preschool Classroom and Their Development of Self-Regulation Children ’ s Engagement Within the Preschool Classroom and Their Development of Self-Regulation. Early Education and Development, 24, 162–187. https://doi.org/10.1080/10409289.2011.628270 Zachariou, A., & Whitebread, D. (2016). Musical play and self-regulation : does musical play allow for the emergence of self-regulatory behaviours ? 4937(February). https://doi.org/10.1080/21594937.2015.1060572 Zimmerman, B. J. (2010). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501

The Effect of Loose Parts Media on Early Childhood Naturalist Intelligence

Naturalist intelligence of early childhood has a very big role in today's modern age as the basis for children to have environmental-loving behaviour. The purpose of this study was to determine the effect of Loose Parts learning media on the naturalist intelligence. This study uses a quasi-experimental method with data collection techniques through multiple intelligence tests of children's intelligence instruments. The subjects of this study were 17 children aged 5-6 years. The results showed that there was a significant effect of giving Loose Parts media to the naturalist intelligence of early childhood after seeing a difference between pre-test and post-test. The use of natural-based Loose Parts media can be a means for teachers to increase children's naturalist intelligence in kindergarten and be a development of conventional media made from manufacturers in the learning cycle so far. For further research, it is recommended to look at the influence of other factors on naturalist intelligence in early childhood. Keywords: Early Childhood, Loose Parts, Naturalist Intelligence References: Aljabreen, H. (2020). Montessori, Waldorf, and Reggio Emilia: A Comparative Analysis of Alternative Models of Early Childhood Education. International Journal of Early Childhood, 52(3), 337–353. https://doi.org/10.1007/s13158-020-00277-1 Anjari, T. Y., & Purwanta, E. (2019). Effectiveness of the Application of Discovery Learning to the Naturalist Intelligence of Children About the Natural Environment in Children Aged 5-6 Years. International Conference on Special and Inclusive Education (ICSIE 2018), 296, 356–359. https://doi.org/10.2991/icsie-18.2019.65 Armstrong, T. (2002). You’re Smarter Than You Think: A Kid’s Guide to Multiple Intelligences. Free Spirit Publishing Inc., 217 Fifth Ave., North, Suite 200, Minneapolis, MN 55401-1299. Asih, S., & Susanto, A. (2017). Peningkatan Kecerdasan Naturalis Pada Anak Usia 5-6 Tahun Melalui Model Pembelajaran Di Sentra Bahan Alam. Yaa Bunayya: Jurnal Pendidikan Anak Usia Dini, 1(1). https://doi.org/10.24853/yby.1.1.33-38 Ata-Akturk, A., & Sevimli-Celik, S. (2020). Creativity in early childhood teacher education: Beliefs and practices. International Journal of Early Years Education, 1–20. https://doi.org/10.1080/09669760.2020.1754174 Azizah, E. N. (2021). Peningkatan Kecerdasan Naturalis Melalui Kolase Bahan Alam Pada Anak Kelompok A TK Kemala Bhayangkari 54 Ngawi. Journal of Childhood Education, 5(1). https://doi.org/10.30736/jce.v5i1.491 Damayanti, A., Akbar, M., & Yufiarti, Y. (2019). The Interaction Effect of Learning Methods and Naturalist Intelligence Toward Children’s Art Creativity. Proceedings of the First International Conference on Technology and Educational Science. https://doi.org/10.4108/eai.21-11-2018.2282278 Diana, H., Diana, S., & Wulan, A. R. (2019). Hubungan antara kecerdasan naturalis dengan sikap lingkungan. Konferensi Internasional Tentang Biologi Dan Sains Terapan (ICOBAS). Ebrahimi, T. (2017). Effect of Technology on Education in Middle East: Traditional Education Versus Digital Education. In Digital Transformation in Journalism and News Media (pp. 519–531). Springer International Publishing. https://doi.org/10.1007/978-3-319-27786-8_38 Faridy, F., & Rohendi, A. (2021). The Role of Parents in Engaging Early Childhood to Implement 3R (Reduce, Reuse, Recycle). Proceedings of the International Conference on Engineering, Technology and Social Science (ICONETOS 2020), 529(Iconetos 2020), 483–486. https://doi.org/10.2991/assehr.k.210421.070 Fatonah, S., & Prasetyo, Z. K. (2018). Science Learning Model To Improve Naturalist Intelligence For Early Childhood. Sunan Kalijaga International Journal on Islamic Educational Research, 1(1), 34–50. https://doi.org/10.14421/skijier.2017.2017.11-03 Flannigan, C., & Dietze, B. (2018). Children, Outdoor Play, and Loose Parts. Journal of Childhood Studies, 53–60. https://doi.org/10.18357/jcs.v42i4.18103 Furi, A. Z., Harmawati, Denok, M., & B.A. (2019). Meningkatkan Kemampuan Kognitif melalui Penerapan Metode Eksperimen Menggunakan Media Loose Parts pada Anak Kelompok B. Emphaty Cons: Journal of Guidance and Counseling, 1(2), 7–19. Gardner, H. (1994). Frames Of Mind. New York, NY, Basic Books. Gibson, J. L., Cornell, M., & Gill, T. (2017). A Systematic Review of Research into the Impact of Loose Parts Play on Children’s Cognitive, Social and Emotional Development. School Mental Health, 9(4), 295–309. https://doi.org/10.1007/s12310-017-9220-9 Gold, Z. S., & Elicker, J. (2020). Engineering Peer Play: A New Perspective on Science, Technology, Engineering, and Mathematics (STEM) Early Childhood Education (pp. 61–75). https://doi.org/10.1007/978-3-030-42331-5_5 Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review Carla Gull Jessica Bogunovich Suzanne Levenson Goldstein Tricia Rosengarten. International Journal of Early Childhood Environmental Education Copyright, 6(3), 37–52. Hafizotun, L. (2017). Pemberdayaan Sentra Bahan Alam Untuk Mengembangkan Kecerdasan Naturalis Anak Usia Dini Di Taman Kanak-Kanak Islam Terpadu Nurul Ilmi Kota Jambi. Jurnal Al-Ashlah, 1(Vol 1, No 2 (2017)). Hapidin, Gunarti, W., Pujianti, Y., & Siti Syarah, E. (2020). STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education. JPUD - Jurnal Pendidikan Usia Dini, 14(2), 262–274. https://doi.org/10.21009/JPUD.142.05 Hartika, D., Diana, S., & Wulan, A. R. (2019). Relationship between naturalist intelligence with environmental attitude. 060017. https://doi.org/10.1063/1.5115717 Herwati, Y. (2019). Pengaruh Permainan Ludo Bergambar Terhadap Kecerdasan Naturalis Anak di Taman Kanak-kanak Tunas Bangsa Bukittinggi. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 428. https://doi.org/10.31004/obsesi.v4i1.358 Houser, N. E., Cawley, J., Kolen, A., Rainham, D., Rehman, L., Turner, J., Kirk, S., & Stone, M. (2019). A Loose Parts Randomized Controlled Trial to Promote Active Outdoor Play in Preschool-aged Children: Physical Literacy in the Early Years (PLEY) Project. Methods and Protocols, 2(2), 27. https://doi.org/10.3390/mps2020027 Houser, N. E., Roach, L., Stone, M. R., Turner, J., & Kirk, S. F. L. (2016). Let the Children Play: Scoping Review on the Implementation and Use of Loose Parts for Promoting Physical Activity Participation. AIMS Public Health, 3(4), 781–799. https://doi.org/10.3934/publichealth.2016.4.781 Imamah, Z., & Muqowim, M. (2020). Pengembangan kreativitas dan berpikir kritis pada anak usia dini melalui motode pembelajaran berbasis STEAM and loose part. 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(2017). The Effect of Steiner, Montessori, and National Curriculum Education Upon Children’s Pretence and Creativity. The Journal of Creative Behavior, 51(1), 20–34. https://doi.org/10.1002/jocb.83 Kristiawan, M. (2016). Telaah Revolusi Mental Dan Pendidikan Karakter Dalam Pembentukkan Sumber Daya Manusia Indonesia Yang Pandai Dan Berakhlak Mulia. Ta’dib, 18(1), 13. https://doi.org/10.31958/jt.v18i1.274 Latifah, C. N., & Prasetyo, I. (2019). Effectiveness of Educational Game for the Intelligence of Early Childhood Naturalist. Advances in Social Science, Education and Humanities Research, 296(Icsie 2018), 310–314. https://doi.org/10.2991/icsie-18.2019.56 Liani, S., & Barsihanor. (2020). Strategies for Developing Naturalist Intelligence at Nature Schools. Journal of K6 Education and Management, 3(3), 401–410. https://doi.org/10.11594/jk6em.03.03.12 Marsden, E., & Torgerson, C. J. (2012). Article in Oxford Review of Education ·. 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Journal on Teacher Education, 2(1). https://doi.org/10.31004/jote.v2i1.1193 Nurhafizah, N. (2018). Development of Naturalist Intelligence of Children in Kindergarten. International Conference of Early Childhood Education (ICECE 2017), 169, 17–20. https://doi.org/10.2991/icece-17.2018.5 Nurjanah, N. E. (2020). Pembelajaran STEM Berbasis Loose Parts Untuk Meningkatkan Kreativitas Anak Usia Dini. Jurnal Ilmiah Kajian Ilmu Anak Dan Media Informasi PUD, 1(1), 19–31. Olsen, H., & Smith, B. (2017). Sandboxes, loose parts, and playground equipment: A descriptive exploration of outdoor play environments. Early Child Development and Care, 187(5–6), 1055–1068. https://doi.org/10.1080/03004430.2017.1282928 Prameswari, T., & Anik Lestariningrum. (2020). Strategi Pembelajaran Berbasis STEAM Dengan Bermain Loose Parts Untuk Pencapaian Keterampilan 4c Pada Anak Usia 4-5 Tahun. Efektor, 7(1), 24–34. https://doi.org/10.29407/e.v7i2.14387 Rahmatunnisa, S., & Halimah, S. (2018). Upaya Meningkatkan Kecerdasan Naturalis Anak Usia 4 – 5 Tahun Melalui Bermain Pasir. Jurnal Pendidikan Anak Usia Dini, 2(1), 67–82. Ramdani, Z. (2017). Increased naturalist intelligence through the use of realia media. Jurnal Golden Age Hamzanwadi University, 1(1), 16–32. Rizkia, N., Hayati, F., & Amelia, L. (2020). Analisis Penggunaan Media Pasir Kinetik Dalam Menstimulasi Kecerdasan Naturalis Pada Anak Kelompok B1 Tk Pertiwi Lhoknga. Jurnal Ilmiah Mahasiswa Pendidikan, 1(1), 1–12. Rocmah, L. I. (2016). Peningkatan Kecerdasan Naturalis Melalui Bermain Messy Play terhadap Anak Usia 5-6 Tahun. PEDAGOGIA: Jurnal Pendidikan, 5(1), 47. https://doi.org/10.21070/pedagogia.v5i1.88 Rueda, L., Benitez, J., & Braojos, J. (2017). From traditional education technologies to student satisfaction in Management education: A theory of the role of social media applications. Information & Management, 54(8), 1059–1071. https://doi.org/10.1016/j.im.2017.06.002 Sari, N. E., & Suryana, D. (2019). Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development. JPUD - Jurnal Pendidikan Usia Dini, 13(1), 43–57. https://doi.org/10.21009/10.21009/JPUD.131.04 Saripudin, A. (2017). Strategi Pengembangan Kecerdasan Naturalis Pada Anak Usia Dini. AWLADY : Jurnal Pendidikan Anak, 3(1). https://doi.org/10.24235/awlady.v3i1.1394 Siregar, N. M. (2018). Peningkatan Kecerdasan Interpersonal Melalui Aktivitas Fisik Anak Usia 4-5 Tahun. JPUD - Jurnal Pendidikan Usia Dini, 12(2), 291–300. https://doi.org/10.21009/JPUD.122.10 Smith-gilman, S. (2018). The Arts, Loose Parts and Conversations. Journal of the Canadian Association for Curriculum Studies, 16(1), 90–103. Sugiyono. (2017). Metode Penelitian Bisnis: Pendekatan Kuantitatif, Kualitatif, Kombinasi, dan R&D. CV. Alfabeta. Suryani, L., & Seto, S. B. (2020). Penerapan Media Audio Visual untuk Meningkatan Perilaku Cinta Lingkungan pada Golden Age. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 900–908. https://doi.org/10.31004/obsesi.v5i1.601 Swadley, G. (2021). Any Which Way. . . Loose Parts Play in the Library. Children and Libraries, 19(1), 21. https://doi.org/10.5860/cal.19.1.21 Tremblay, M. S., Gray, C., Babcock, S., Barnes, J., Bradstreet, C. C., Carr, D., Chabot, G., Choquette, L., Chorney, D., Collyer, C., Herrington, S., Janson, K., Janssen, I., Larouche, R., Pickett, W., Power, M., Sandseter, E. B. H., Simon, B., & Brussoni, M. (2015). Position statement on active outdoor play. International Journal of Environmental Research and Public Health, 12(6), 6475–6505. https://doi.org/10.3390/ijerph120606475 Utami, Rohman, A., & Islamiyah, R. (2020a). Introduction of the Surrounding Environment to Stimulate Naturalist Intelligence of Early Childhood. Journal of Physics: Conference Series, 1511(1). https://doi.org/10.1088/1742-6596/1511/1/012070 Vardin, P. A. (2016). 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Best Practice in Early Childhood Development Financial Governance: A Case Study in Indonesia Villages

Early childhood development (PAUD) is a fundamental investment that is included in the Sustainable Development Goals (SDGs). Previous research has shown that ECD investment in Indonesia, and its financial governance remains a challenging issue. Through a qualitative approach to a case study method design, this study aims to examine the state of PAUD financial management in Panggungharjo Village, Yogyakarta. This study uses in-depth interviews and desk research as data collection techniques. The instrument was developed from the SABER-ECD World Bank Assessment and ECD Financial Profiling Tools. The results showed that PAUD financial management in established villages had innovative financing, budget management and institutional development resulted in a blueprint for managing PAUD financing in other villages in Indonesia. Important policy objectives in all aspects, including the legal framework, cross-sectoral coordination, program coverage, coverage, equity, data availability, quality standards, and compliance with standards, the vision of financing early childhood development will be more achievable for future research. Keywords: Early Childhood, Financial Governance, Village References: Alatas, H., Brinkman, S., Chang, M. C., Hadiyati, T., Hartono, D., Hasan, A., Hyson, M., Jung, H., Kinnell, A., Pradhan, M., & Roesli, R. (2013). Early childhood education and development services in Indonesia. In Education in Indonesia (pp. 82–108). Institute of Southeast Asian Studies. Ambang.Yudanto. (2019). Analisis Kepemimpinan Transformasional Kepala Desa dalam Pengelolaan Badan Usaha Milik Desa: Studi Kasus Bumdes Panggung Lestari, Bantul [Analysis of Village Head Transformational Leadership in Village Owned Enterprise Management: A Case Study of Bumdes Panggung Lestari, Bantul]. The Journal of Business and Management. Antlöv, H., Wetterberg, A., & Dharmawan, L. (2016). Village Governance, Community Life, and the 2014 Village Law in Indonesia. Bulletin of Indonesian Economic Studies, 52(2), 161–183. https://doi.org/10.1080/00074918.2015.1129047 Aqsati, F. A. (2018). Pengelolaan Alokasi Dana Desa untuk Pengembangan Pembedayaan Masyarakat di Desa Panggungharjo [Management of Village Fund Allocation for Community Empowerment Development in Panggungharjo Village]. Resolusi: Jurnal Sosial Politik. Astuti, S. J. W., & Suaedi, F. (2019). Building Independent Villages through Collaborative Governance by Village-Owned Enterprises (Best Practice from Panggungharjo Village, Central Java, Indonesia). Iapa Proceedings Conference, 265. https://doi.org/10.30589/proceedings.2018.200 Basuki, A. F., Setyowati, K., & Wahyunengseh, R. D. (2019). Accountability Model of Financial Management in the Public Sector: A Study on Panggungharjo Village Budget. Bisnis & Birokrasi Journal. https://doi.org/10.20476/jbb.v26i1.10312 Bauhr, M., & Nasiritousi, N. (2013). Resisting Transparency: Corruption, Legitimacy, and the Quality of Global Environmental Policies. Global Environmental Politics, 13(August), 46–64. https://doi.org/10.1162/GLEP Bloom, N., Van Reenen, J., & Williams, H. (2019). A toolkit of policies to promote innovation. Voprosy Ekonomiki, 2019(10), 5–31. https://doi.org/10.32609/0042-8736-2019-10-5-31 Boggild-Jones, I., Gardiner, S., Gustafsson-Wright, E., Castillo, A. M., Castro Espinosa, B., Sánchez Vázquez, G., Rivera Ruíz, M., Hetzel, O., Lugo, H., Khan, A., Mozambique, F., Duarte, S., Fisker, A., Mozambique, A., Briggs, C., Kasajja, M.-S., Anis, K., Campira, P., Figia, N., … Njoroge, S. (2017). Emily Gustafsson-Wright the Standardized Early Childhood Development Costing Tool (SECT) A Global Good to Increase and Improve Investments in Young Children. Brinkman, S. A., Hasan, A., Jung, H., Kinnell, A., & Pradhan, M. (2017). The impact of expanding access to early childhood education services in rural Indonesia. Journal of Labor Economics, 35(S1), S305–S335. https://doi.org/10.1086/691278 Britto, P. R., Engle, P. L., & Super, C. M. (2013). Handbook of Early Childhood Development Research and Its Impact on Global Policy. In Handbook of Early Childhood Development Research and Its Impact on Global Policy. https://doi.org/10.1093/acprof:oso/9780199922994.001.0001 Cardenas, M., & Cadena, A. M. (2020). How to prioritize Early Childhood? A note on the recent expeerience in Columbia. May 2020. Denboba, A., Hasan, A., & Wodon, Q. (2015). Early Childhood Education and Development in Indonesia. In World Bank Publications. Edi, A. C., & Wardhani, I. S. (2019). Transformational and Transactional Leadership, Understanding How Leadership Cultivates Democratic Citizenship in Panggungharjo, Bantul, Yogyakarta. PCD Journal, 6(2), 239. https://doi.org/10.22146/pcd.35229 Hasan, Amer., Hyson, Marilou., & Chu-Chang, M. (2013). Early childhood education and development in poor villages of Indonesia: Strong foundations, later success. World Bank. Istiqomah, L. (2016). Tiga Pilar Kebijakan Pemerintah dalam Pembinaan PAUD. Golden Age [Three Pillars of Government Policy in Early Childhood Education. Golden Age]: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini. Jeffrey, D. S., & Guido, S. T. (2014). Financing Sustainable Development: Implementing the SDGs through Effective Investment Strategies and Partnerships. Sustainable Development Solutions Network. Juniar, T. (n.d.). Efektivitas Program Kartu Jakarta Pintar (KIP) Dan Manfaatnya Dalam Meningkatkan Kesejahteraan Sosial Di SDN Bintaro 08 Pagi Jakarta Selatan [The Effectiveness of the Jakarta Smart Card (KIP) Program and Its Benefits in Improving Social Welfare at SDN Bintaro 08 Pagi South Jakarta]. Repository.Uinjkt.Ac.Id. Klees, S. J., Ginsburg, M., Anwar, H., Robbins, M. B., Bloom, H., Busacca, C., Corwith, A., Decoster, B., Fiore, A., Gasior, S., Le, H. M., Primo, L. H., & Reedy, T. D. (2020). The World Bank’s SABER: A Critical Analysis. Comparative Education Review. https://doi.org/10.1086/706757 Kurniawati, S., Suryadarma, D., Bima, L., & Yusrina, A. (2018). Education in Indonesia: A white elephant? Journal of Southeast Asian Economies, 35(2), 185–199. https://doi.org/10.1355/ae35-2e Magnuson, K., & Duncan, G. J. (2016). Can early childhood interventions decrease inequality of economic opportunity? Rsf, 2(2), 123–141. https://doi.org/10.7758/rsf.2016.2.2.05 Mizwar Hasyim, N. (2019). Peningkatan Kemandirian Desa Panggungharjo Melalui Komunikasi Pembangunan [Increasing the Independence of Panggungharjo Village through Development Communication]. Jurnal Pemberdayaan Masyarakat: Media Pemikiran Dan Dakwah Pembangunan, 3(2), 352–376. https://doi.org/10.14421/jpm.2019.032-06 Nakajima, N., Hasan, A., Jung, H., Kinnell, A., Maika, A., & Pradhan, M. (2021). Built to Last: Sustainability of Early Childhood Education Services in Rural Indonesia. Journal of Development Studies, 57(10), 1593–1612. https://doi.org/10.1080/00220388.2021.1873283 National Academies of Sciences Engineering and Medicine. (2018). Transforming the Financing of Early Care and Education. In Transforming the Financing of Early Care and Education. The National Academies Press. https://doi.org/10.17226/24984 Penner, E. K., Rochmes, J., Liu, J., Solanki, S. M., & Loeb, S. (2019). Differing views of equity: How prospective educators perceive their role in closing achievement gaps. Rsf, 5(3), 103–127. https://doi.org/10.7758/RSF.2019.5.3.06 Pratama, R. N., & Pambudi, A. (2017). Kinerja Badan Usaha Milik Desa Panggung Lestari dalam Meningkatkan Pendapatan Asli Desa di Desa Panggungharjon Kecamatan Sewon Kabupaten Bantul [Performance of Panggung Lestari Village-Owned Enterprises in Increasing Village Original Income in Panggungharjon Village, Sewon District, Bantul Regency]. Adinegara. Sayre, R. K., Devercelli, A. E., Neuman, M. J., & Wodon, Q. (2015). Investing in Early Childhood Development: Review of the World Bank’s Recent Experience. In Investing in Early Childhood Development: Review of the World Bank’s Recent Experience. https://doi.org/10.1596/978-1-4648-0403-8 Scheerens, J. (2015). School Effectiveness Research. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition (Second Edition, Vol. 21). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.92080-4 Suryadarma, D., & Jones, G. W. (2013). Education in Indonesia. Education in Indonesia, 39(3), 1–278. The World Bank. (2013). What Matters Most for Early Childhood Development: A Framework Paper. Systems Approach for Better Education Results (SABER) Working Paper Series, 4–59. Vegas, E., & Santibanez, L. (2009). The Promise of Early Childhood Development in Latin America. 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PARENTS’ PERSPECTIVE ON THE ONLINE LEARNING IN AL-AZHAR KINDERGARDEN MODEL MEDAN

The main purpose of this study is to obtain information from parents in serving online learning using the ZOOM application at Kindergarten Model Al Azhar Medan both in terms of preparation and implementation of learning. Research on using the ZOOM application exclusively involved 20 people. The method used by the writer is descriptive qualitative method using interview and observation instruments. After collecting the data, researchers used triangulation to analyze and verify the data. The results of this study provide information that people find it difficult because they are not familiar with the ZOOM application, are constrained by equipment related to the ZOOM application, must use an internet quota package with a really good network, parents also have to prepare a location or a possible place. there are no sounds that interfere with the learning process, it requires extra patience, parents must always direct their children to the ongoing learning process, the learning process time is up to 2 hours (09.00 to 11.00), making parents have to postpone work homework that is usually done every day.

The Role of Preschool in Using Gadgets for Digital Natives Generation

Digital natives’ generation is inseparable from gadgets, less socializing, lack of creativity and being an individualist. The digital native’s generation wants things that are instant and lack respect for the process. The preoccupation of children with gadgets makes children socially alienated or known as anti-social. Preschool play an important role in the development of the digital native’s generation and in the future can help children use gadgets with parents. As it is known, the digital native’s generation is a kindergarten child. This study aims to determine the role of preschools in helping the use of gadgets in the digital native generation. This study used a descriptive quantitative approach with simple random sampling technique was obtained 25 kindergarten principals in Pekanbaru City. Data was collected in the form of a questionnaire via google form. Data analysis uses percentages and is presented in the tabular form. The results of the study indicate that the role of preschools in the use of gadgets in digital native generation children in Pekanbaru City is included in the low category. Only a few preschools have organized parenting education for parents. There are almost no rules governing children's use of gadgets at home, and few preschools educate children on how to use gadgets properly. It is expected for teachers and preschools to add special programs in the curriculum to provide information about positive gadget use and parenting programs that discuss digital native generation and collaborate with parents to establish rules such as frequency, duration and content of children using gadgets. Keywords: Digital Native, Preschool, Gadgets References: Alia, T., & Irwansyah, I. (2018). Pendampingan orang tua pada anak usia dini dalam penggunaan teknologi digital [parent mentoring of young children in the use of digital technology]. Polyglot: Jurnal Ilmiah, 14(1), 65–78. Allen, K. 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Meningkatkan pengetahuan orang tua dalam mendidik anak di era digital di Kecamatan Koto Gasib Kabupaten Siak Provinsi Riau [Increasing parental knowledge in educating children in the digital era in Koto Gasib Sub-district, Siak Regency, Riau Province]. Riau Journal of Empowerment, 3(3), 183–190. https://doi.org/10.31258/raje.3.3.183-190 Novianti, R., & Garzia, M. (2020). Penggunaan Gadget pada Anak; Tantangan Baru Orang Tua Milenial[Use of Gadgets in Children; Millennial Parents' New Challenge]. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(2), 1000–1010. Pediatrics, A. A. O. (2016). American Academy of Paediatrics announces new recommendations for children’s media use. Advocacy & Policy. Radesky, J. S., & Christakis, D. A. (2016). Increased Screen Time: Implications for Early Childhood Development and Behaviour. Paediatric Clinics of North America, 63(5), 827–839. https://doi.org/10.1016/j.pcl.2016.06.006 Ransdell, S., Kent, B., Gaillard-Kenney, S., & Long, J. (2011). Digital immigrants fare better than digital natives due to social reliance: Digital immigrants and social reliance. British Journal of Educational Technology, 42(6), 931–938. https://doi.org/10.1111/j.1467-8535.2010.01137.x Rideout, V., &. Robb, M. B., & Robb, M. B. (2020). The commonsense census: Media use by kids aged zero to eight. Common Sense Media. Scott, F. L. (2021). Family mediation of preschool children’s digital media practices at home. Learning, Media, and Technology, 1–16. https://doi.org/10.1080/17439884.2021.1960859 Setianingsih, S. (2018). Dampak penggunaan gadget pada anak usia prasekolah dapat meningkatan resiko gangguan pemusatan perhatian dan hiperaktivitas [The impact of using gadgets on preschool-aged children can increase the risk of attention deficit disorder and hyperactivity]. Gaster, 16(2), 191–205. Sharkins, K. A., Newton, A. B., Albaiz, N. E. A., & Ernest, J. M. (2016). Preschool Children’s Exposure to Media, Technology, and Screen Time: Perspectives of Caregivers from Three Early Childcare Settings. Early Childhood Education Journal, 44(5), 437–444. https://doi.org/10.1007/s10643-015-0732-3 Sheedy, A. J., Brent, J., Dally, K., Ray, K., & Lane, A. E. (2021). Handwriting Readiness among Digital Native Kindergarten Students. Physical & Occupational Therapy In Pediatrics, 41(6), 655–669. https://doi.org/10.1080/01942638.2021.1912247 Steiner-Adair, C., & Barker, T. H. (2013). The Big Disconnect (1st ed.). Harper Collins. Strasburger, V. C., Jordan, A. B., & Donnerstein, E. (2010). Health effects of media on children and adolescents. Pediatrics, 125(4), 756–767. Sugiyono. (2017a). Statistika untuk Penelitian[Statistics for Research]. Alfabeta. Sugiyono, P. (2017b). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, R&D [Educational Research Methods: Quantitative, Qualitative, R&D Approach]. Cetakan Ke-25. Bandung: CV Alfabeta. Suhana, M. (2018). Influence of Gadget Usage on Children’s Social-Emotional Development. 169(Icece 2017), 224–227. https://doi.org/10.2991/icece-17.2018.58 Sylva, K. (1994). School Influences on Children’s Development. Journal of Child Psychology and Psychiatry, 35(1), 135–170. https://doi.org/10.1111/j.1469-7610.1994.tb01135.x Takeuchi, H., Taki, Y., Hashizume, H., Asano, K., Asano, M., Sassa, Y., Yokota, S., Kotozaki, Y., Nouchi, R., & Kawashima, R. (2016). Impact of videogame play on the brain’s microstructural properties: Cross-sectional and longitudinal analyses. Molecular Psychiatry, 21(12), 1781–1789. Test, J. E., Cunningham, D. D., & Lee, A. C. (2010). Talking With Young Children: How Teachers Encourage Learning. Dimensions of Early Childhood, 38(3), 3–14. Tootell, H., Freeman, M., & Freeman, A. (2014). Generation Alpha at the Intersection of Technology, Play and Motivation. 2014 47th Hawaii International Conference on System Sciences, 82–90. https://doi.org/10.1109/HICSS.2014.19 Twenge, J. M. (2017). IGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy—And completely unprepared for adulthood—And what that means for the rest of us. Simon and Schuster. UNESCO. (2014). Information and Communication Technology (ICT) In Education in Asia. Information Papers, 6(22), 6. UNICEF. (2017). UNICEF for Every Child. The State of The World’s Children 2017. Children in a Digital World. Valkenburg, P. M., Peter, J., & Schouten, A. P. (2006). Friend Networking Sites and Their Relationship to Adolescents’ Well-Being and Social Self-Esteem. CyberPsychology & Behavior, 9(5), 584–590. ht

Roll Book Media Roll Book for Early Physical Science

Studying physical science and then teaching it to children, as is known from decades of science education research, creates a huge problem of unknown origin. This study aims to develop a media and determine its effectiveness in increasing knowledge of physics for children. This research is a research and development with the stages of the ADDIE model to develop Roll Book media with the roll technique containing physical science material for early childhood. Data collection techniques were carried out through expert validation tests and field trial data. Analysis of effectiveness test data using a paired sample T-test statistical test. The results of the media effectiveness test showed an increase in knowledge of physics in the pre-test and pots-test. The summary of all the test results of the developed media shows that Roll Book products are effectively used to increase children's knowledge of physics. The concept of storybook media that has been developed in various interesting forms is expected to be an alternative solution for the scientific development of early childhood education studies. Keywords: Early childhood, Physical science, Roll book References: Angelica Torres, & Vitti, D. (2007). A Kinder Science Fair. Science and Children. Arsyad, A. (2013). Media Pembelajaran [Learning Media]. PT Raja Grafindo Persada. Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer Science Business Media. California Department of Education. (2012). California Preschool Learning Foundations (Vol. 3). Sacramento. Charlesworth, R., & Lind, K. K. (2012). Math and Science for Young Children. Cengage Learning. https://books.google.co.id/books?id=p5x-3ir8mz4C Citra, A., Hapidin, D., & Akbar, Z. (2019). Pengaruh Model Pembelajaran dan Kemampuan Berpikir Kritis terhadap Pemahaman Sains Fisik. 3(1), 18–29. https://doi.org/10.31004/obsesi.v3i1.136 Dewi, T. H. S., Gunarhadi, & Riyadi. (2018). The Important of Learning Media Based on Illustrated Storybook for Primary School. Proceeding of International Conference on Child-Friendly Education, 233–236. Eshach, H., & Fried, M. N. (2005). Should Science Be Taught in Early Childhood? Journal of Science Education and Technology, 14(3), 315–336. Featherstone, S. (2003). The Little Book of Investigations: Little Books with Big Ideas. Featherstone Education Ltd. Fleer, M. (2015). How Preschools Environments Afford Science Learning. In M. Fleer & N. Pramling (Eds.), A Cultural-Historical Study of Children Learning Science: Foregrounding Affective Imagination in Play-based Settings(pp. 23–37). Springer Netherlands. https://doi.org/10.1007/978-94-017-9370-4_2 Fridberg, M., Jonsson, A., Redfors, A., Thulin, S., Fridberg, M., Jonsson, A., Redfors, A., Thulin, S., Jonsson, A., Redfors, A., & Thulin, S. (2019). Teaching chemistry and physics in preschool: A matter of establishing intersubjectivity establishing intersubjectivity. 0693. https://doi.org/10.1080/09500693.2019.1689585 Gitomer, D. H., & Zisk, R. C. (2015). Knowing What Teachers Know. Review of Research in Education, 39(1), 1–53. https://doi.org/10.3102/0091732X14557001 Greenfield, D. B., Jirout, J., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Early Education and Development Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science Readiness. October 2014, 37–41. https://doi.org/10.1080/10409280802595441 Gur, C. (2011). Physics in preschool. International Journal of Physical Sciences, 6(4), 939–943. https://doi.org/10.5897/IJPS10.653 Hsiao, C.-Y., & Chang, Y.-M. (2015). A Study of the Use of Picture Books by Preschool Educators in Outlying Islands of Taiwan. International Education Studies, 9(1), 1. https://doi.org/10.5539/ies.v9n1p1 Kalogiannakis, M., Nirgianaki, G. M., & Papadakis, S. (2018). Teaching Magnetism to Preschool Children: The Effectiveness of Picture Story Reading. Early Childhood Education Journal, 46(5), 535–546. https://doi.org/10.1007/s10643-017-0884-4 Kamii, C., & Vries, R. De. (1993). Physical Knowledge in Preschool Education: Implications of Piaget’s Theory. Teachers College Press. Kelemen, D., Emmons, N. A., Seston Schillaci, R., & Ganea, P. A. (2014). Young Children Can Be Taught Basic Natural Selection Using a Picture-Storybook Intervention. Psychological Science, 25(4), 893–902. https://doi.org/10.1177/0956797613516009 Larasati, A., & Yulianti, D. (2014). Pengembangan Bahan Ajar Sains (Fisika) Tema Alam Semesta Terintegrasi Karakter dan berwawasan Konservasi [Development of Teaching Materials for Science (Physics) Themes of the Universe Integrated Character and Conservation insight]. Unnes Physic Education Journal, 3(2), 26–33. Lind, K. K. (2005). Exploring Science in Early Childhood Education. Thomson Delmar Learning. Lorente, L. M. (2017). Implementation of early childhood physical activity curriculum (SPARK) in the Central Valley of California ( USA ). Procedia - Social and Behavioral Sciences, 237(June 2016), 319–325. https://doi.org/10.1016/j.sbspro.2017.02.097 Marton, F. (2014). Necessary conditions of learning. Routledge. Mutmainnah, M., Nessa, R., Bukhari, B., Farhana Mohd Radzif, N., & Kurniawati, R. (2021). Development of Learning Media for Acehnese Culture Picture Books to Get to Know Local Culture in Early Childhood. Al-Athfal: Jurnal Pendidikan Anak, 7(1), 53–72. https://doi.org/10.14421/al-athfal.2021.71-05 Oppliger, P. A., & Davis, A. (2016). Portrayals of Bullying: A Content Analysis of Picture Books for Preschoolers. Early Childhood Education Journal, 44(5), 515–526. https://doi.org/10.1007/s10643-015-0734-1 Oskarsson, M., & Karlsson, K.-G. (1970). Health care or Atom bombs? Interest profiles connected to a science career in Sweden. Nordic Studies in Science Education, 7(2), 190–201. https://doi.org/10.5617/nordina.242 Phillips, E. C., & Sturm, B. W. (2013). Do Picture Books About Starting Kindergarten Portray the Kindergarten Experience in Developmentally Appropriate Ways? Early Childhood Education Journal, 41(6), 465–475. https://doi.org/10.1007/s10643-012-0560-7 Pramitasari, Muktia., Yetti, Elindra., & Hapidin. (2018). Pengembangan Media Sliding Book untuk Pengenalan Sains Kehidupan (Life Science) Kelautan untuk Anak Usia Dini [Development of Sliding Book Media for Introduction to Marine Life Science for Early Childhood]. 12(November), 221–230. https://doi.org/10.21009/JPUD.122.09 Saçkes, M., Akman, B., & Trundle, K. C. (2012). A Science Methods Course for Early Childhood Teachers: A Model for Undergraduate Pre-Service Teacher Education. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(2), 1–26. Sari, N. E., & Suryana, D. (2019). Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development. JPUD - Jurnal Pendidikan Usia Dini, 13(1), 43–57. https://doi.org/10.21009/10.21009/jpud.131.04 Sjøberg, S., & Schreiner, C. (2010). The ROSE project—Overview and key findings. March 1–31. Skibbe, L. E., Thompson, J. L., & Plavnick, J. B. (2018). Preschoolers’ Visual Attention during Electronic Storybook Reading as Related to Different Types of Textual Supports. Early Childhood Education Journal, 46(4), 419–426. https://doi.org/10.1007/s10643-017-0876-4 Solfiah, Y. S., Risma, D., Hukmi, & Kurnia, R. (2020). Early Childhood Disaster Management Media Through Picture Story Books. JPUD - Jurnal Pendidikan Usia Dini, 14(1), 141–155. https://doi.org/10.21009/141.10 Thorson, R. M. (2017). Physical Science Teacher’s Guide. Henry David Thoreau In Context.https://doi.org/Https"//Doi.Org/10.1017/9781316569214.025 Thulin, S., & Jonsson, A. (2014). Child Perspectives and Children’ s Perspectives – a Concern for Teachers in Preschool. Educare, 2, 13–37. Thulin, S., & Redfors, A. (2017). Student Preschool Teachers’ Experiences of Science and Its Role in Preschool. Early Childhood Education Journal, 45(4), 509–520. https://doi.org/10.1007/s10643-016-0783-0 Woodard, C., & Davitt, R. (1987). Physical Science in Early Childhood. Thomas Publications.

Parents’ Perception: Early Childhood Social Behaviour During Physical Distancing in the Covid-19 Pandemic

During physical distancing, children do not meet their peers to play or talk together. Peer relationships have a crucial influence on all child development, especially for social skills or behaviour during early childhood. This study aims to determine changes in children's social behaviour during physical distancing during the Covid-19 pandemic. This research method is a descriptive quantitative study designed with the percentage value was used as a score for measuring the results of parental observations of children concerning the child's social behaviour instrument. Quota sampling (150 parents) was used to reach participants from various cities in Indonesia to see cultural differences. Data on children's social behaviour was obtained using the Preschool and Kindergarten Behaviour Scale (PKBS) tests. The data were then analysed using descriptive statistics. The results show that there are changes in children's social behaviour during physical distancing. Children who are less independent (58.9%) are the biggest decline in social behaviour reported by parents, while the one who changes the least is cleaning up the mess that has been made (38.7%). The implication of the results of this study is that parents should continue to pay attention to their children's social behaviour by providing opportunities for children to interact with peers in the house while still paying attention to health protocols. Keywords: Early Childhood, Social Behaviour, Physical Distancing References: Aksoy, P., & Baran, G. (2010). Review of studies aimed at bringing social skills for children in preschool period. Procedia - Social and Behavioural Sciences, 9, 663–669. https://doi.org/10.1016/j.sbspro.2010.12.214 Al-Tammemi, A. B. (2020). The Battle Against COVID-19 in Jordan: An Early Overview of the Jordanian Experience. Frontiers in Public Health, 8(May), 1–6. https://doi.org/10.3389/fpubh.2020.00188 Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages, and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29–42. Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., Dias, M. J. A., & Zúñiga León, I. M. (2021). International responses to COVID-19: Challenges faced by early childhood professionals. European Early Childhood Education Research Journal, 29(1), 66–78. https://doi.org/10.1080/1350293X.2021.1872674 Baloran, E. T. (2020). Knowledge, Attitudes, Anxiety, and Coping Strategies of Students during COVID-19 Pandemic. Journal of Loss and Trauma, 25(8), 635–642. https://doi.org/10.1080/15325024.2020.1769300 Berns, R. M. (2007). Child, Family, School, and Community. Cengage. Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 395(10227), 912–920. https://doi.org/10.1016/S0140-6736(20)30460-8 Cachón-Zagalaz, J., Zagalaz-Sánchez, M. L., Arufe-Giráldez, V., Sanmiguel-Rodríguez, A., & González-Valero, G. (2021). Physical activity and daily routine among children aged 0-12 during the COVID-19 pandemic in Spain. International Journal of Environmental Research and Public Health, 18(2), 1–13. https://doi.org/10.3390/ijerph18020703 Ceylan, S. S., Erdoğan, Ç., & Turan, T. (2021). Investigation of the effects of restrictions applied on children during Covid-19 pandemic. Journal of Pediatric Nursing, 61, 340–345. https://doi.org/10.1016/j.pedn.2021.09.013 Chaelin, K. R. et al. (2018). Association of Digital Media Use with Subsequent Symptoms of Attention Defi-cit/Hyperactivity Disorder Among Adolescents. J. Am. Med. Assoc. Corredor, G. A., Justicia-Arráez, A., Romero-López, M., & Benavides-Nieto, A. (2017). Longitudinal Study of the Effects of Social Competence on Behavioral Problems. Procedia - Social and Behavioral Sciences, 237(June 2016), 479–485. https://doi.org/10.1016/j.sbspro.2017.02.093 de Figueiredo, C. S., Sandre, P. C., Portugal, L. C. L., Mázala-de-Oliveira, T., da Silva Chagas, L., Raony, Í., Ferreira, E. S., Giestal-de-Araujo, E., dos Santos, A. A., & Bomfim, P. O. S. (2021). COVID-19 pandemic impact on children and adolescents’ mental health: Biological, environmental, and social factors. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 106(November 2020). https://doi.org/10.1016/j.pnpbp.2020.110171 Diesendruck, G., & Ben-Eliyahu, A. (2006). The relationships among social cognition, peer acceptance, and social behavior in Israeli kindergarteners. International Journal of Behavioral Development, 30(2), 137–147. https://doi.org/10.1177/0165025406063628 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118(September), 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational research: Competencies for analysis and applications(10th ed). Pearson. Gelir, I., & Duzen, N. (2021). Children’s changing behaviours and routines, challenges, and opportunities for parents during the COVID-19 pandemic. Education 3-13, 0(0), 1–11. https://doi.org/10.1080/03004279.2021.1921822 Goldschmidt, K. (2020). The COVID-19 Pandemic: Technology use to Support the Wellbeing of Children. Journal of Pediatric Nursing, 53(xxxx), 88–90. https://doi.org/10.1016/j.pedn.2020.04.013 Goodman, A., Joshi, H., & Nasim, B. (2015). Social and emotional skills in childhood and their long-term effects on adult life. A Review for The Eraly Intervention Foundation, March, 118. Grier, L. K., & Boutakidis, I. (2018). The ecology of social support in relation to academic and behavioral self-perceptions among African American boys and girls. Journal of Human Behaviour in The Social Environment, 28(6), 798–816. Gülay, H., & Önder, A. (2013). A study of social-emotional adjustment levels of preschool children in relation to peer relationships. Education 3-13, 41(5), 514–522. https://doi.org/10.1080/03004279.2011.609827 Hu, B. Y., Johnson, G. K., Teo, T., & Wu, Z. (2020). Relationship Between Screen Time and Chinese Children’s Cognitive and Social Development. Journal of Research in Childhood Education, 34(2), 183–207. https://doi.org/10.1080/02568543.2019.1702600 Idoiaga Mondragon, N., Berasategi Sancho, N., Dosil Santamaria, M., & Eiguren Munitis, A. (2021). Struggling to breathe: A qualitative study of children’s wellbeing during lockdown in Spain. Psychology and Health, 36(2), 179–194. https://doi.org/10.1080/08870446.2020.1804570 Izza, H. (2020). Meningkatkan Perkembangan Sosial Anak Usia Dini melalui Metode Proyek. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(2), 951. https://doi.org/10.31004/obsesi.v4i2.483 Koh, W. C., Naing, L., & Wong, J. (2020). Estimating the impact of physical distancing measures in containing COVID-19: An empirical analysis. International Journal of Infectious Diseases, 100, 42–49. https://doi.org/10.1016/j.ijid.2020.08.026 Kusuma, L., Dimyati, & Harun. (2022). Perhatian Orang tua dalam Mendukung Keterampilan Sosial Anak selama Pandemi Covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(1), 473–491. https://doi.org/10.31004/obsesi.v6i1.959 Kyriazis, A., Mews, G., Belpaire, E., Aerts, J., & Malik, S. A. (2020). Physical distancing, children, and urban health. Cities & Health, 00(00), 1–6. https://doi.org/10.1080/23748834.2020.1809787 Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong Kong. Early Education and Development, 00(00), 1–18. https://doi.org/10.1080/10409289.2020.1843925 Leeuw, R. A. De, Logger, D. N., Westerman, M., Bretschneider, J., Plomp, M., & Scheele, F. (2019). Influencing factors in the implementation of postgraduate medical e-learning: A thematic analysis. 1–10. Liu, Y., Yue, S., Hu, X., Zhu, J., Wu, Z., Wang, J., & Wu, Y. (2021). Associations between feelings/behaviors during COVID-19 pandemic lockdown and depression/anxiety after lockdown in a sample of Chinese children and adolescents. Journal of Affective Disorders, 284(November 2020), 98–103. https://doi.org/10.1016/j.jad.2021.02.001 Mantovani, S., Bove, C., Ferri, P., Manzoni, P., Cesa Bianchi, A., & Picca, M. (2021). Children ‘under lockdown’: Voices, experiences, and resources during and after the COVID-19 emergency. Insights from a survey with children and families in the Lombardy region of Italy. European Early Childhood Education Research Journal, 29(1), 35–50. https://doi.org/10.1080/1350293X.2021.1872673 McCormack, G. R., Doyle-Baker, P. K., Petersen, J. A., & Ghoneim, D. (2020). Parent anxiety and perceptions of their child’s physical activity and sedentary behaviour during the COVID-19 pandemic in Canada. Preventive Medicine Reports, 20, 101275. https://doi.org/10.1016/j.pmedr.2020.101275 Melinda, A. E., & Izzati. (2014). Perkembangan Sosial Anak Usia Dini. Jurnal Pendidikan Anak Usia Dini Undiksha, 9(1), 127–131. Merell, K. W. (2013). Prechool and kindergarten behavior scales. In Journal of Chemical Information and Modeling(Vol. 53, Issue 9). Merkaš, M., Perić, K., & Žulec, A. (2021). Parent Distraction with Technology and Child Social Competence during the COVID-19 Pandemic: The Role of Parental Emotional Stability. Journal of Family Communication, 21(3), 186–204. https://doi.org/10.1080/15267431.2021.1931228 Mochida, S., Sanada, M., Shao, Q., Lee, J., Takaoka, J., Ando, S., & Sakakihara, Y. (2021). Factors modifying children’s stress during the COVID-19 pandemic in Japan. European Early Childhood Education Research Journal. https://doi.org/10.1080/1350293X.2021.1872669 Mohamed, A. H. H. (2017). Gender as a moderator of the association between teacher – child relationship and social skills in preschool. Early Child Development and Care, 0(0), 1–15. https://doi.org/10.1080/03004430.2016.1278371 Morelli, M., Cattelino, E., Baiocco, R., Trumello, C., Babore, A., Candelori, C., & Chirumbolo, A. (2020). Parents and Children During the COVID-19 Lockdown: The Influence of Parenting Distress and Parenting Self-Efficacy on Children’s Emotional Well-Being. Frontiers in Psychology, 11(October), 1–10. https://doi.org/10.3389/fpsyg.2020.584645 Morgül, E., Kallitsoglou, A., & Essau, C. (2020). Psychological effects of the COVID-19 lockdown on children and families in the UK. Revista de Psicología Clínica Con Niños y Adolescentes, 7(3), 42–48. https://doi.org/10.21134/rpcna.2020.mon.2049 Munasinghe, S., Sperandei, S., Freebairn, L., Conroy, E., Jani, H., Marjanovic, S., & Page, A. (2020). The Impact of Physical Distancing Policies During the COVID-19 Pandemic on Health and Well-Being Among Australian Adolescents. Journal of Adolescent Health, 67(5), 653–661. https://doi.org/10.1016/j.jadohealth.2020.08.008 Munastiwi, E., & Puryono, S. (2021). Unprepared management decreases education performance in kindergartens during Covid-19 pandemic. Heliyon, 7(5), e07138. https://doi.org/10.1016/j.heliyon.2021.e07138 Naser, A. Y., Al-Hadithi, H. T., Dahmash, E. Z., Alwafi, H., Alwan, S. S., & Abdullah, Z. A. (2020). The effect of the 2019 coronavirus disease outbreak on social relationships: A cross-sectional study in Jordan. International Journal of Social Psychiatry. https://doi.org/10.1177/0020764020966631 Nofziger, S. (2008). The “Cause” of Low Self-Control. Journal Research in Crime and Delinquency, 45(2), 191–224. O’Keeffe, C., & McNally, S. (2021). ‘Uncharted territory’: Teachers’ perspectives on play in early childhood classrooms in Ireland during the pandemic. European Early Childhood Education Research Journal, 29(1), 79–95. https://doi.org/10.1080/1350293X.2021.1872668 Ozturk Eyimaya, A., & Yalçin Irmak, A. (2021). Relationship between parenting practices and children’s screen time during the COVID-19 Pandemic in Turkey. Journal of Pediatric Nursing, 56, 24–29. https://doi.org/10.1016/j.pedn.2020.10.002 Parczewska, T. (2020). Difficult situations and ways of coping with them in the experiences of parents homeschooling their children during the COVID-19 pandemic in Poland. Education 3-13, 0(0), 1–12. https://doi.org/10.1080/03004279.2020.1812689 Pascal, C., & Bertram, T. (2021). 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