1st Edition

Early Childhood Education in the 21st Century Proceedings of the 4th International Conference on Early Childhood Education (ICECE 2018), November 7, 2018, Bandung, Indonesia

    304 Pages
    by Routledge

    304 Pages
    by Routledge

    Providing a selection of papers presented at ICECE 2018, a biennial conference organised by the Early Childhood Education Program, Universitas Pendidikan Indonesia. The conference’s general theme was "Finding Alternative Approaches, Theories, Frameworks, and Practices of Early Childhood Education in the 21th Century."
    Distinct from other periods of time, the 21st century is characterised by so much knowledge -easy to access but hard to grasp, borderless and hyper-connected society mediated by the internet, high competitiveness -not only within a country but across countries, high mobility, and widening economic discrepancy as neoliberalism has strengthened its influence on every sector of human life. The children of today will face many things that have not yet been invented or discovered, sometimes beyond expectations. Scholars and teachers of early childhood education need to be aware of these astonishing changes. The way children and childhood are seen cannot stay the same, and so does the way children of this century are educated. The conference opened a discussion about finding alternative approaches, theories, and best practices of early childhood education for a rapidly changing and globalised society.

    1. Philosophical and critical issues in early childhood education

    Pedagogical hybridity: Practicing within a postcolonial third space in early childhood classrooms as well as in teacher education classrooms
    A. Gupta

    Using philosophy to (re)value, (re)conceptualise and (re)vitalise ECE theory and practice
    S. Arndt

    From global policy to everyday preschool practice
    B. Pupala

    Beyond an Economic Model: Bringing Social Justice into Early Childhood Education
    V. Adriany

    Tracing the silence? An essay on the world bank and discourses on women in the early childhood education and development projects
    Y. Pangastuti

    The legacy of colonialism within child-centeredness in Indonesia
    A. P. Humara Baiin & V. Adriany

    Optimalization of moral education for early childhood according to Abdullah Nashih Ulwan
    M. N. Fairuzillah

    The value of children
    M. Amanah & E. Kurniati

    2. Child development

    The impact of using gadgets on early childhood
    F. R. Intan & Y. Rachmawati

    The phenomenon of peer rejection in early childhood
    R. Erika & A. Listiana

    Sibling rivalry in early childhood
    T. Rahmatika & Rudiyanto

    The use of audio-visual toward responsibilities development on children aged 5-6 years old
    E. Juherna & N. Cahyati

    Teachers’ roles in ZPD-based sociodramatic play for children’s prosocial behaviours development
    E. Afiati, U. Suherman & Nurhudaya

    An analysis of children’s social behaviour through playing blocks (enhancing children’s social behavior through playing blocks)
    M. Karmila & Purwadi

    Kaulinan barudak: The role of traditional games in developing motoric skills of young children
    S. Hidayat, L. Nur, & Y. Suryana

    Shaping healthy eating behavior in children
    S. N. Fadhila, Rohita, & Nurfadilah

    3. Learning in early childhood education

    Mathematics and children’s construction in early childhood education
    M. Novianty, D. Suryadi, S. Fatimah, & V. Adriany

    The perception of kindergarten teacher: Socio-emotional skill as an important aspect of school readiness
    S. R. Masfufah, Rudiyanto, & A. Listiana

    Logical mathematical intelligence for preschool children
    Atiasih & H. Djoehaeni

    Developing problem-solving skill using project based learning
    O. Setiasih, N. F Romadona, E. Syaodih, & S. M. Westhisi

    The effectiveness of inquiry-discovery learning and games on mathematical skills
    R. Mariyana, M. C. Handini, & M. Akbar

    Teacher strategy informing discipline on pre-school children in kendari kuncup pertiwi kindergarten
    Salwiah & Asmuddin

    How nonverbal communication’s psychoeducation program for teacher can improve a preschool’s prosocial behavior?
    A. I. M. Razak, A. Mulyanto, & H. S. Muchtar

    Teacher’s creativity in learning process for early childhood: a literature review
    R. F. Azizah & Rudiyanto

    4. Gender and multiculturalism in early childhood education

    Leadership in early childhood: gender and age intersectionality
    F. Ulfah, H. Yulindrasari, & V. Adriany

    Gendering children through songs
    M. T. R. Gunawan, V. Adriany, & H. Yulindrasari

    Toxic masculinity in sexual violence against children in Indonesia: From a feminist poin of view
    R. Haristi & V. Adriany

    Play and construction of masculinity
    S. N. Mutiara, H. Yulindrasari, & V. Adriany

    Space and gender: playing in early childhood education
    S. Ramdaeni, V. Adriany, & H. Yulindrasari

    Multiculturalism knowledge construction of kindergarten teachers in Indonesia
    G. A. Putri & E. Kurniati

    Re-conzeptualization of character values in multicultural education
    N. A. Rosfalia & V. Adriany

    Multiculturalism in early childhood education: literature review
    R. O. Marisa & V. Adriany

    5. Teaching and Eco-literacy in early childhood education

    The implementation of scientific approach in early childhood curriculum
    S. Wahyuni & H. Djoehaeni

    Effective communication in child-friendly schools
    H. Djoehaeni, M. Agustin, A. D. Gustiana, & N. Kamarubiani

    Character education: Perspectives of early childhood teacher’s on teaching problem
    Irawaty, S. R Abu bakar, & Damawati

    Enhancing children’s ecological literacy skill through traditional games: an overview from indonesian kindergartens
    E. Silawati, D. N. Muliasari, & W. Ananthia

    The identification of eco-literacy practices in early childhood education
    I. Anggraeni & B. Zaman

    Criticizing the phenomenon of Shark exploitations using critical literacy approach in Primary Schools
    I. Rengganis, T. Ibrahim, M. Damayanti, & W. M. Juwita

    6. Child’s Rights and Special Early Childhood Education

    Burnout in special needs teachers in kindergarten
    A. Wulandari & H. Djoehaeni

    The number recognition in early childhood with hearing impairment by means of modified traditional Hopscotch (Sondah)
    J. S. Dwijantie & E. Kurniati

    The phenomenon of early marriage
    T. Firdayani & Y. Rachmawati

    Beyond the ‘limited desk’ to the better world for children; An autoethnography approach of a Korean ECE consultant in Indonesia
    E. J. Won

    Analysis of scientific approach in children creativity development with autism spectrum disorders at ECE Akramunas Institution, Pekanbaru
    Y. Novitasari, S. Fadillah, & Hidjanah

    Learning difficulties in children with ambidexterity
    A. R. Pudyaningtyas & M. S. Wulandari

    Parents acceptance of children with special needs: A literature review
    R. D. Harefa & E. Kurniati

    7. Early childhood centre management and teachers’ professionalism

    The perspectives of kindergarten teachers on the demands of teacher professionalism in rural areas
    M. Nur & Y. Rachmawati

    The problematic implementations of early childhood education
    O. Komar & D. Y. Lutfiansyach

    Teachers' knowledge about the assessment of child development in the Jabodetabek region
    S. Hartati & N. Pratiwi

    Character-based school culture and climate management in kindergarten
    A. N. Hidayat, Ocih Setiasih, & V. L. Ayundhari

    Competency-based selection for caregivers in daycare
    W. Cahyaningtias & M. Agustin

    Teacher pedagogical competence to support the 21 st Century skills
    Akbari & Rudiyanto

    Personal competences of early childhood education teachers
    I. Risna & O. Setiasih

    The early childhood teachers voice for excellence in teaching practice
    L. Fridani, N. Gandasari, W. Widiastuti

    The roles of leadership in kindergarten
    I. Prajaswari & V. Adriany

    8. Parents’ involvement and partnership in early childhood education

    Rethinking parental support system in daycare to improve cognitive development of early childhood
    Alfiasari, S. S. Zainuddin, & N. M. Surianti

    The role of family in improving subjective well-being children with ADHD
    I. I. Hapsari, A. Iskandarsyah, P. Joefiani, & J. R. Siregar

    Effective partnership between school, family, and society in early childhood education
    L. Halimah, S. Y. Margaretha, & R. Roni

    The impact of old style versus new style parenting on early childhood development
    T. Rachmi & D. R. Anggraini

    Parents' perspectives toward home literacy environment and relationship to the impact of early literacy and interest in early childhood
    N. Karimah & B. Zaman

    The correlation between parenting and cognitive development of preschoolers in low income families
    H. Sofyan & Elmanora

    The relationship between parental communication and children’s interpersonal intelligence towards their conflict resolution in the kindergaten of Aisiyah Butsanul Atfhal Magelang city
    N. Rahmah & P. Y. Fauziyah

    Organization does better: Family resilience strategy through women's organizational social movement
    S. Komariah, Wilodati, & F. N. Asyahidda

    Parenting next: How to break the risk of digital era on children
    E. Malihah & F. N. Asyahidda


    1. Dr. Hani Yulindrasari received her Bachelor degree in Psychology (2002) from Gadjah Mada University, Indonesia, a Master degree in Gender and Development (2006) and a PhD in Gender Studies (2017) from the University of Melbourne, Australia. Her research interest is gender research in education and family settings. Her recent publication is "Trapped in the reform": Kindergarten teachers’ experiences of teacher professionalisation in Buleleng, Indonesia. Policy Future in Education, DOI: 10.1177/1478210317736206, co-authored with Putu Rahayu Ujianti.
    2. Dr. Vina Adriany is a senior lecturer of Early Childhood Education (ECE) at the Department of Early Childhood Education, Universitas Pendidikan Indonesia. Her research focuses on the issues of gender and social justice in early childhood education. She has published a number of peer reviewed articles and books chapters on the topic. She has also been invited as visiting lecturer in Sutan Qaboos University, Oman; Gothenburg University; and University West, Sweden. She was a guest editor for Policy Future in Education (PFIE) Special Edition on Neoliberalism and Practices of ECE in Asia. Currently, she is an editorial board member for PFIE.
    3. Dr. Yeni Rahmawati is a senior lecturer in the Department of Early Childhood Education, Universitas Pendidikan Indonesia. She obtained her PhD in Education from National Dong Hwa University,Taiwan. Her research interest focuses on the issue of parenting, multicultural in early childhood education as well as ethno-pedagogy. She has published articles in peer review journals on these topics.
    4. Dr. Fonny Hutagalung received a Doctoral degree in Psychology (2011) from the National University of Malaysia. She is former Head of the Department of Educational Psychology and Counselling. Her research interest are Psychological Testing, Cognitive Psychology in Early Childhood, Human Resources Development, Psychodiagnostic and Behavior Analysis. Her most recent books, published in 2017, are "Research in Early Childhood in Bahasa Malaysia" by the University Malaya Press Publisher and "Social Interactions and Networking in Cyber Society" with Springer. She also actively publishes research articles in Scopus Journals and Proceedings.
    5. Sarita Gálvez (Chile) is an educator, physiotherapist and PhD candidate in Education at Monash University, Melbourne, Australia. She is interested in exploring embodied learning from a post-anthropocentric perspective. Her current research methods have emerged from the intersection between Andean epistemologies and Feminist Materialisms. Her recent publication is "MARAÑAS CUERPOS/SILLAS/NEOLIBERALISMO EN LA EDUCACIÓN INICIAL DE CHILE POST-PINOCHET" (Entanglements chairs/bodies/neoliberalism in post-Pinochet Chilean early childhood education), published in Infancia, Educación y Aprendizaje (IEYA), http://dx.doi.org/10.22370/ieya.2017.3.1.677.
    6. Dr. Ade Gafar Abdullah is an associate professor at the Department of Electrical Engineering Education at Universitas Pendidikan Indonesia (UPI). He is currently serving as the Head of Technology and Vocational Education Program at the School of Postgraduate Studies, UPI. Dr. Abdullah completed his doctoral degree in Nuclear Physics at Institut Teknologi Bandung, Indonesia in 2010. He publishes articles on nuclear engineering, electrical engineering, and engineering education in various journals. He is an experienced editor of proceedings.