Journal of Early Childhood Education and Teaching (JECET)

Enhancing Artistic and Creative Development in Early Childhood through Loose Parts Play

2025-07-04T23:28:40+07:00

Purpose – This study aims to explore the use of loose parts play as a medium to enhance creativity and artistic expression in early childhood. It focuses on how age-appropriate arrangement of loose part materials can foster children's imagination, engagement, and enjoyment in learning activities.

Design/methods/approach – This research adopts a qualitative descriptive method involving observations and documentation of early childhood learning activities that integrate loose part media. The study was conducted on a group of early childhood learners to observe how their responses and creative outputs were influenced by the use of open-ended, non-structured materials during play.

Findings – The results indicate that learning through loose parts significantly increases children’s enthusiasm and curiosity, transforming learning experiences from monotonous routines into engaging and imaginative explorations. The children showed improved creative thinking, imagination, and ease in understanding concepts through interactive and free-form learning activities.

Research implications/Limitations – The study was limited to observation-based analysis without extended experimental measurement of long-term creative development. Further research is recommended to examine the impact of loose part media on specific domains of creativity and cognitive skills in early learners using more systematic assessments.

Originality/value – This study contributes to the field of early childhood education by presenting loose part play as an innovative, flexible, and child-centered learning medium that enhances creativity and engagement. It offers practical insights for educators seeking to replace conventional, less stimulating materials with more dynamic and exploratory tools.

The Effect of The Leaf Diary Game on Increasing The Classification Ability of Children Aged 5-6 Years

2025-07-05T00:17:55+07:00

Purpose – This study aims to examine the effect of using a leaf diary as an educational medium on the classification abilities of children aged 5–6 years. Classification is a fundamental component in the development of early mathematical concepts and cognitive structuring in childhood.

Design/methods/approach – The study employed a quantitative research approach with a pretest-posttest design. The research involved expert judgment for content validation and utilized the normalized N-Gain formula to analyze data collected from the classification activities of early learners before and after the intervention. The leaf diary, containing various types of leaves for observation and comparison, was implemented as a central medium during the learning sessions.

Findings – The results demonstrated that the use of a leaf diary had a positive effect on the development of children’s classification abilities. The N-Gain analysis showed significant improvement in children's ability to categorize and group objects based on observable characteristics. This improvement is attributed to the engaging nature of the leaf diary, which provided children with tangible and relatable learning experiences through direct exploration and observation.

Research implications/limitations – While the findings confirm the effectiveness of the leaf diary, the study was limited in scope to short-term outcomes and a single learning topic. Future research is recommended to assess its impact across different domains and with larger sample sizes, including longitudinal studies to measure retention and transfer of skills.

Originality/value – This study highlights the pedagogical value of nature-based learning tools, such as the leaf diary, in fostering early classification skills. By connecting learning with the natural environment, the study provides educators with a practical and developmentally appropriate method to support foundational mathematical thinking in early childhood education.

From Isolation to Interaction: Group Counseling as a Pathway to Better Social Skills in Young Learners

2025-07-06T07:17:41+07:00

Purpose – This study aims to evaluate the effectiveness of group counseling programs in improving social relationships among early childhood learners. Social interaction is a critical developmental domain in early childhood, contributing to emotional regulation, collaboration, and empathy.

Design/methods/approach – The study employed a quantitative approach using a pretest-posttest design. The intervention was conducted through structured group counseling sessions tailored to the developmental stage of early childhood learners. Data collection involved observation sheets and social interaction rating scales administered before and after the program. The effectiveness of the intervention was measured using statistical analysis of the changes in children's social behavior indicators.

Findings – The findings revealed a significant improvement in the social relationships of early childhood learners following their participation in the group counseling sessions. Indicators such as cooperation, communication, and empathy showed marked increases. The structured group setting facilitated peer bonding, emotional expression, and problem-solving skills among the children.

Research implications/limitations – The study is limited by its sample size and duration of implementation. It focused on a specific age group in a controlled educational setting. Future research should explore diverse educational contexts, include broader participant demographics, and consider longitudinal analysis to examine the sustained impact of group counseling.

Originality/value – This research emphasizes the importance of group counseling as a viable method for enhancing the social development of young children. It offers practical insights for early childhood educators and counselors seeking developmentally sensitive strategies to promote positive peer relationships and socio-emotional growth.

Enhancing Early Childhood Cooperative Play Skills Through a Social Intervention Program

2025-07-06T07:34:04+07:00

Purpose – This study aims to assess the impact of a social intervention program on enhancing cooperative play skills among early childhood learners. Cooperative play is essential for promoting children’s social, emotional, and behavioral development, including responsibility, teamwork, and interaction with peers and others.

Design/methods/approach – The study adopted a quantitative approach with an experimental design. Data were collected through role-play activities embedded within a social intervention program. The research involved early childhood learners, and their social behaviors—such as cooperation and responsibility were assessed using structured online questionnaires via Google Forms. The results were analyzed using statistical methods, including T-tests conducted in SPSS.

Findings – The findings indicate a significant improvement in cooperative play skills after participating in the social intervention program. Children demonstrated increased collaboration, a stronger sense of responsibility, and improved social interaction. The program effectively fostered social competencies and emotional awareness among early childhood learners.

Research implications/limitations – The study is limited to a specific group of early childhood learners and a short intervention period. Future studies should consider a longer intervention duration, larger sample sizes, and diverse educational settings to ensure broader applicability of the findings.

Originality/value – This research highlights the value of structured social intervention programs in early childhood education. It provides practical implications for educators and caregivers aiming to cultivate children's social skills through meaningful, developmentally appropriate play-based strategies.

The Impact of Open-Ended Learning on 21st-Century Skill Acquisition in Early Learners

2025-07-06T07:46:07+07:00

Purpose – This study aims to evaluate the effectiveness of an open-ended learning model based on 21st-century skills in enhancing the learning experiences of early childhood learners. In today’s dynamic educational landscape, integrating critical thinking, creativity, communication, and collaboration into early learning is essential to prepare children for future challenges.

Design/methods/approach – The research employed a quantitative method using structured questionnaires distributed through Google Forms to early childhood educators. Data were collected in numerical form and analyzed using SPSS, with results displayed through tables and graphs. The approach enabled a comprehensive assessment of how the open-ended learning model supports the development of 21st-century skills in young children.

Findings – The findings show that the open-ended learning model based on 21st-century skills is effective in enhancing early childhood learners’ engagement and skill acquisition. Children demonstrated improvements in critical thinking, problem-solving, and communication. The model created opportunities for children to express ideas creatively and independently through open problem-solving activities.

Research implications/limitations – This study is limited by its small sample size and focused context. Further research should explore long-term implementation across various settings and include observational data to support self-reported measures.

Originality/value – This research offers valuable insights into the application of open-ended learning in early childhood education. It underscores the importance of integrating 21st-century skills into early learning practices and provides educators with practical strategies for fostering creativity, collaboration, and independent thinking in young learners.