International Journal of Emerging Issues in Early Childhood Education <p>The International Journal of Emerging Issues in Early Childhood Education (IJEIECE) has been published continuously since 2019 with registered number p-ISSN 2655-9986, e-ISSN 2685-4074, published by Faculty of Teacher Training and Education, Universitas Terbuka. The IJEIECE aims at providing a forum for consideration of current issues and development and for the exchange of information and ideas about research and praxis in the practices of childcare and early childhood (K-3levels) teacher education. Issues may relate to pre-service teacher preparation and in-service professional development. This journal prefers to publish original studies that contain data about community-based education, school, and classroom practices, and management at those levels. In addition, the IJEIECE presents articles that relate to the latest research and review on early child development, cognitive psychology, and the sociology of learning and teaching. Contents of the articles may include theories and practices current methodologies of teaching and leaming, technologies of teaching and leaming in digital eras, curriculum review and research, and school and community-based management. For the purposes of manuscripts published in the IJEIECE, early childhood education generally is considered from kindergarten (K) for 4 to 6-year-olds through Grade 3 for 7 to 9-year-olds. The IJEIECE welcomes research manuscripts, and reflective reports on innovation in childcare management and teacher education practices, as well as reviews professional learning resources. All articles to be published in this journal will have undergone rigorous peer review, based on editor screening and refereeing by three anonymous reviewers.</p> <p><strong>Name</strong>: International Journal of Emerging Issues in Early Childhood Education (IJEIECE)<br /><strong>P-ISSN: </strong><a href="" target="_blank" rel="noopener">2655-9986</a><strong><br />E-ISSN: </strong><a href="" target="_blank" rel="noopener">2685-4074</a><strong><br />DOI: </strong>10.33830/ijeiece<strong><br />Period: </strong>May and November<strong><br />Indexing and Abstracting: </strong>Dimensions, Google Scholar, ROAD, Crossref, Garuda and others in progress<strong><br />Publisher: </strong>The Institute for Research and Community Services (LPPM), Universitas Terbuka, Indonesia.<strong><br />Founded: </strong>2016</p> Faculty of Teacher Training and Education, Universitas Terbuka en-US International Journal of Emerging Issues in Early Childhood Education 2655-9986 <p><strong>Copyright Notice</strong></p> <p><strong> </strong>International Journal of Emerging Issues in Early Childhood Education: <a href="" target="_blank" rel="noopener"></a> is licensed under a <a href="" rel="license">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</a>. </p> <p><strong>Copyright Notice</strong><br />An author who publishes in International Journal of Emerging Issues in Early Childhood Education agrees to the following terms:</p> <ul> <li class="show">The author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal</li> <li class="show">The author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.</li> <li class="show">The author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See <a href="">The Effect of Open Access</a>).</li> </ul> <p><br /><br /><strong>Privacy Statement</strong><br />The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.</p> The Facebook and Digital References Integration for Child Development Psychology (CDP) Online Tutorial Model <p><em>Smartphones in Indonesia are very close to the people now. Indonesia was ranked 4th in the world in the use of handphones. One of the application developments that are available now on mobile phones is Facebook. Therefore, Facebook can be easily accessed from a smartphone, and many students who already have a Facebook account can access it through a smartphone. The ease of access to Facebook through smartphones is exciting to implement in education and learning, including learning courses through online tutorials. </em><em>Child Development Psychology (CDP) </em><em>is one of the courses that provides online tutorial support services for students. Meanwhile, the number of digital references for learning courses, which can be accessed free of charge, can also be used for online tutorial material. Through linked digital references, participants will be interested in learning the online tutorial, which is also used to search for the appropriate digital references. This study aims to evaluate the use of Facebook and digital references for CDP online tutorials.</em><em> The method used is descriptive. The tools used for collecting data were a questionnaire for students, document analysis, and interviews. The data has been collected and analyzed descriptively. </em><em>The study concluded that this model has yet to improve students' participation in CDP online tutorials. However, it effectively creates more intimate communication through the Facebook group. The study also </em><em>concluded that the overall student experiences the many benefits of the CDP </em><em>online tutorials model.</em></p> Dr. Mukti Amini Copyright (c) 2024 Dr. Mukti Amini 2024-04-03 2024-04-03 5 2 1 9 10.33830/ijeiece.v5i2.1681 Impact Of Academic Supervision on Improving Performance of Early Childhood Education Teachers in Early Age Learning <p><em>This research aims to understand and describe the implementation of academic supervision by school principals; assess the performance of Early Childhood Education (PAUD) teachers; determine the influence of academic supervision on PAUD teacher performance; and identify the impact of academic supervision implementation on PAUD teacher performance. This study employed an ex-post facto correlational research design. The population consisted of 594 respondents from various PAUD institutions, with a sample size of 44 respondents selected using Stratified Random Sampling based on the accreditation status of the PAUD institutions. Data were collected through non-test methods, including questionnaires validated using Likert scales and Cronbach's Alpha reliability test, interviews, observations, and documentation. Instrument content validity was 0.89 &lt; 0.75, and reliability was 0.815 &lt; 0.6. Data analysis involved parametric statistical analysis and Spearman correlation tests.</em></p> <p><em>The findings revealed: 1) Academic supervision by school principals in Manggarai Raya was implemented with a percentage of 40% for accreditation A, indicating excellent performance. However, when viewed comprehensively, it was considered low or unsatisfactory due to being below 50%; 2) PAUD teacher performance in Manggarai Raya, assessed using all indicators, fell into the very good category with a percentage of 20%. Yet, when viewed holistically, it was deemed inadequate/poor as it was below 50%; 3) There was a positive influence of academic supervision by school principals on PAUD teacher performance in Manggarai Raya, with a Cohen's value of 0.99, indicating that 99% of the variance in teacher performance was influenced by academic supervision by school principals; 4) The contribution of academic supervision to PAUD teacher performance in Manggarai Raya, assessed using an R2 coefficient, was 0.27% or 27%; and 5) There was an impact of academic supervision on PAUD teacher performance.</em></p> <p><strong><em>Keywords:</em></strong><em> academic supervision, PAUD teacher performance</em></p> Theresia Alviani Sum Ignatius Febriyanto R Bora Copyright (c) 2024 Theresia Alviani Sum, Ignatius Febriyanto R Bora 2024-03-19 2024-03-19 5 2 16 21 10.33830/ijeiece.v5i2.1617 Optimizing the Teacher's Role in Assessment of Children's Language Development in Accordance with the Merdeka Curriculum at Mekar Sari Preschool <p><em>This research aims to optimize the role of teachers in the process of assessing children's language development according to the Merdeka curriculum in Mekar Sari Early Childhood Education (</em><em>preschool). This research focuses on how teachers can be more effective in assessing and encouraging children's language development in the context of the Merdeka curriculum. Through a literature approach and descriptive method, this research identifies strategies and practices that can help teachers improve the quality of their assessments. It is hoped that the results of this research will provide valuable insights for improving the quality of </em><em>preschool education by optimizing the role of teachers in assessing children's language development in the context of the Merdeka curriculum.</em></p> Nenny Mahyuddin Ellanda Melindra Puja Nosarima Rizzatul Azzahra Copyright (c) 2024 Nenny Mahyuddin, Ellanda Melindra, Puja Nosarima, Rizzatul Azzahra 2024-03-16 2024-03-16 5 2 30 36 10.33830/ijeiece.v5i2.1616 The Use of Portfolio Documentation as an Assessment of Children's Holistic Development <p><em>This research aims to describe how portfolio documentation is used to assess children's holistic development at PAUD Laut Biru. This study uses qualitative methods with data collection techniques through observation and documentation. The implication of the portfolio documentation assessment at PAUD Laut Biru is that it can provide an overview of children's holistic development as well as a note to find out the weaknesses and strengths of the portfolio documentation assessment and be able to design assessment strategies for children’s holistic development. </em></p> Anita Nafadhila Nenny Mahyuddin Mutia Aulia Rahma Syovianti Copyright (c) 2024 Anita Nafadhila, Nenny Mahyuddin, Mutia Aulia, Rahma Syovianti 2024-01-29 2024-01-29 5 2 10.33830/ijeiece.v5i2.1621 Creativity and Project Based Learning <p><em>In this study, researchers will examine the creativity of children aged 5-6 years through Project Based Learning. This research uses descriptive qualitative research methods with research techniques of observation, interviews, documentation and field notes. The aim of this research is to find out whether Project Based Learning can increase the creativity of children aged 5-6 years. The creativity of children aged 5-6 years has been very well developed, seen from almost all aspects observed by researchers, which often appears and can be seen in every child, this is of course the result of Project Based Learning. Based on these findings, it can be concluded that Project Based Learning is able to increase the creativity of children aged 5-6 years at PAUD Al-Kautsar Cilegon City.</em></p> Maryana Arpah Ratih Kusumawardani Atin Fatimah Copyright (c) 2024 Maryana Arpah, Ratih Kusumawardani, Atin Fatimah 2024-03-14 2024-03-14 5 2 22 29 10.33830/ijeiece.v5i2.1626