Journal of Early Childhood Care and Education

Effectiveness of song-and-movement creative arts on children’s motor skills during the transition to Primary School

Wed, 25 Mar 2026 00:00:00 +0000

Purpose – Gross motor readiness is an important but often undervalued aspect of children’s transition from early childhood education to primary school. Although song-and-movement activities are widely used in Indonesian PAUD settings, their effects on children’s gross motor readiness are still rarely tested through structured intervention and standardized indicators. This study therefore examined the effectiveness of a structured song-and-movement intervention on gross motor development among preschool children during the transition to primary school.

Design/methods/approach – A pre-experimental one-group pre-test and post-test design was used with 16 children aged 5–6 years in a PAUD institution in Karanganyar, Indonesia. The intervention was conducted over 8 weeks in 16 sessions using the “Aramsamsam” song-and-movement activity. Gross motor skills were assessed through five indicators: balance, strength, agility, coordination, and flexibility. Data were analysed using Shapiro-Wilk and paired-samples t-test.

Findings – Children’s mean gross motor score increased from 8.81 (SD = 2.316) at pretest to 14.75 (SD = 3.088) at post-test. The difference was statistically significant (t = -20.102, df = 15, p < .001), with a very large effect size (Cohen’s d = 5.026; Hedges’ g = 4.899). The largest gains were found in coordination (1.43) and balance (1.37).

Research implications/limitations – The findings suggest that structured rhythm-based movement activities may enhance motor readiness during school transition. However, the absence of a control group limits causal interpretation. Further randomized studies are recommended.

Practical implications – Structured rhythm-based movement activities can be incorporated into early childhood classrooms as a playful strategy to support children’s motor readiness for school transition.

Originality/value – This study contributes empirical evidence from Indonesia on the role of rhythm-structured song-and-movement activities in enhancing specific gross motor domains during the transition to primary school.

The effects of the marble shapes digital game on preschoolers’ geometric recognition

Sulastya Ningsih, Icam Sutisna, Sriyupin Tangahu, Nurul Aini MM, Sodik Sodik — Wed, 25 Mar 2026 00:00:00 +0000

Purpose – This study addresses the limited empirical evidence on the effectiveness of digital game-based learning in supporting early childhood geometry development in Indonesian contexts. Specifically, it examines whether the Marbel Shapes digital game can improve geometric shape recognition abilities among children aged 4–5 years.

Design/methods/approach – A quantitative approach was employed using a quasi-experimental one-group pretest and post-test design. The sample consisted of 18 children from Group A at Harapan Bunda Kindergarten, selected through saturated sampling. Data were collected using a nine-item performance-based assessment aligned with early childhood cognitive development indicators. Instrument validity was confirmed (CVI = 0.86), and reliability was acceptable (Cronbach’s α = 0.79). Data were analyzed using SPSS, including normality testing (Shapiro–Wilk) and paired-sample t-tests.

Findings – The results showed that the data were normally distributed (pre-test Sig. = 0.973; post-test Sig. = 0.412). There was a substantial increase in mean scores from 15.94 (pre-test) to 28.44 (post-test). The paired-sample t-test indicated a statistically significant improvement (t = 10.792, df = 17, p < 0.001), suggesting that the intervention had a strong positive effect on children’s geometric shape recognition abilities.

Research implications/limitations – However, the absence of a control group, small sample size, and short intervention duration limit causal generalization and internal validity. Despite these limitations, the findings indicate that developmentally appropriate digital games, when supported by teacher facilitation, can enhance early geometry learning.

Practical implications – This study suggests that educators can integrate digital game-based media as complementary tools to support cognitive development in early childhood education, particularly in introducing abstract concepts through interactive and engaging formats.

Originality/value – This study contributes to the literature by providing experimental evidence of the effectiveness of a specific digital educational game in improving geometric recognition skills among preschool children in Indonesia, offering a foundation for further research on digital learning interventions in early childhood settings.

Understanding financial literacy in children aged 4-6 years through the Eid Al-Fitr THR tradition

Wed, 30 Sep 2026 00:00:00 +0000

Purpose – This study aims to explore the understanding of children aged 4-6 years regarding Lebaran holiday allowance (THR) money and its value, to analyze their understanding of how to spend, save, and share THR, and to interpret their simple financial decision-making processes through the Eid al-Fitr traditions in Tanggir Hamlet, Tuban Regency.

Design/methods/approach – This study employs a qualitative approach with an educational ethnography design. The primary informants consisted of six children aged 4-6 years in Tanggir Hamlet who received THR, selected via purposive sampling, alongside six parents or guardians as supporting informants. Data were gathered through participatory observation, semi-structured interviews, documentation, and the researcher's reflective journals, and then analyzed simultaneously using Braun & Clarke’s thematic analysis model.

Findings – The thematic analysis revealed three core themes: (1) Children recognize THR money as a financial symbol via Eid envelopes, associating banknote colors (e.g., red vs. blue) with real-world purchasing power, though this cognitive boundary is age-dependent. (2) Children understand the basic function of money as a medium of exchange, exhibiting high self-control by saving THR in piggy banks or wallets, and demonstrating prosocial responsibility by sharing or allocating funds for family and charity. (3) Children's simple decision-making processes display logical reasoning rather than impulsivity, heavily relying on protective parental guidance and family economic upbringing.

Research implications/limitations – This study theoretically expands the literature by integrating Jean Piaget's cognitive development theory with an ethnopedagogical framework to capture early financial schemas. However, it is methodologically limited by its small sample size (six participants) and specific socio-cultural boundaries in Tanggir Hamlet, which limits the immediate transferability of the findings across broader demographic cohorts.

Practical implications – The findings indicate that families, early childhood educators, and PAUD practitioners should transition from treating the annual THR tradition as a passive cultural inheritance. Instead, it should be intentionally utilized as a contextual, meaningful, and authentic learning resource to introduce financial responsibility, cultivate early self-regulation, and instill altruistic behavior.