Archives

• (In Progress)

  Vol. 9 No. 2 (2026)
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  Vol. 9 No. 1 (2026)

  Vol. 9 No. 1 (2026) of the Journal of Early Childhood Care and Education presents a diverse range of research on early childhood development, learning innovation, and educational management. The articles explore the use of song-and-movement activities to support children’s motor development during the transition to primary school, digital marble games to enhance geometric recognition, financial literacy education through the Eid Al-Fitr tradition of Tunjangan Hari Raya (THR), disaster risk management in early childhood education governance, and the cognitive development of three-year-old children in simple problem-solving.

  The issue reflects international diversity in author affiliations, with contributors from Indonesia and the Philippines. The research contexts are primarily rooted in Indonesian early childhood education settings, including preschool learning activities, culturally grounded financial education, and institutional disaster preparedness. The collaboration involving authors affiliated with Mariano Marcos State University in the Philippines adds an international dimension to the issue. This combination of local educational practices and cross-national academic participation highlights the relevance of early childhood research across different institutional and cultural contexts. 

  The articles contribute to discussions on developmentally appropriate learning, technology-supported education, culturally responsive teaching, early childhood cognitive development, and institutional readiness for disasters. By bringing these themes together, this issue offers insights for educators, researchers, and policymakers seeking to strengthen the quality, relevance, and resilience of early childhood education.

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  Vol. 8 No. 2 (2025)

  Vol. 8 No. 2 (2025) of the Journal of Early Childhood Care and Education brings together six research articles addressing diverse and contemporary issues in early childhood care and education. The issue covers a broad range of topics, including parental involvement in supporting children with ADHD and dyslexia, the development of children’s talents and interests, early childhood curriculum reform, the implementation of the Pancasila Student Profile through environmental and waste-sorting activities, and play-based pedagogical approaches to socio-emotional and cognitive development.
  The issue also reflects an international and regional perspective, with contributions from authors affiliated with institutions in Indonesia, Vietnam, and Portugal. Indonesian contributions come from Universitas Mulawarman, Universitas Ahmad Dahlan, and UIN Walisongo Semarang, while another article is authored by a researcher from the Vietnam National Institute of Education Sciences (VNIES), and the final contribution comes from the Escola Superior de Educação de Fafe, Instituto Europeu de Estudos Superiores (ESEF-IEES), Portugal.
  Overall, this issue highlights the multidimensional nature of early childhood education, connecting family engagement, inclusive education, curriculum development, character and environmental education, and play-based learning across different national contexts.

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  Vol. 8 No. 1 (2025)

  Vol. 8 No. 1 (2025) of the Journal of Early Childhood Care and Education presents a diverse collection of research addressing contemporary issues in early childhood care and education. The issue explores a broad range of topics, including augmented reality-based experimental learning for Generation Alpha, emerging literacy strategies in early childhood education, teacher strategies for developing self-regulation among hyperactive children, social support and self-acceptance among parents of children with special needs, and challenges related to assessment practices in early childhood education.

  The issue brings together perspectives spanning educational technology, literacy development, child self-regulation, inclusive and special needs education, parental well-being, and assessment in early childhood settings. These studies highlight the interconnected dimensions of children’s learning and development, while also addressing the roles of teachers, parents, and educational practices in creating supportive early childhood environments.

  Overall, this issue demonstrates the breadth of current research in early childhood care and education, ranging from innovative technology-enhanced learning and foundational literacy to socio-emotional development, family support, inclusion, and assessment practices. The collection provides complementary perspectives on how pedagogical approaches, educator strategies, family experiences, and educational systems can contribute to children’s learning and development.

• Vol. 7 No. 2 (2024)

  Vol. 7 No. 2 (2024) of the Journal of Early Childhood Care and Education presents a diverse collection of research examining pedagogical practices, child development, teacher professionalism, and inclusive education in early childhood settings. The issue covers a broad range of topics, including teachers’ experiences with play-based learning, the use of educational games to promote children’s awareness of abduction prevention, teachers’ perceptions of professional attitudes and behaviors, the development of fine motor skills through educational games, the influence of self-efficacy and psychological well-being on teachers’ organizational commitment, and the transformation of inclusive practices in Islamic-based early childhood education.

  Collectively, these studies highlight the interconnected dimensions of play-based pedagogy, child safety, motor development, teacher professionalism, educators’ psychological well-being, and inclusive educational practices. They emphasize the importance of meaningful learning experiences, professional teacher development, and supportive educational environments in addressing the diverse developmental and educational needs of young children.

  Overall, this issue contributes to ongoing discussions on strengthening the quality of early childhood care and education through innovative teaching strategies, child-centered learning, teacher well-being, and inclusive pedagogical approaches. The collection offers complementary perspectives on the roles of educators, educational practices, and institutional environments in supporting children’s development and improving early childhood education.

• Vol. 7 No. 1 (2024)

  Vol. 7 No. 1 (2024) of the Journal of Early Childhood Care and Education presents a diverse collection of research exploring key dimensions of early childhood development, learning, and parenting practices. The issue covers a broad range of topics, including the impact of hands-on prayer activities on children’s gross motor skills and spiritual intelligence, the use of sticker board activities to enhance fine motor development, the role of fatherhood in early childhood through cultural parenting practices, critical literacy in teaching environmental issues to children in coastal regions, and the use of traditional games to strengthen gross motor skills.

  Collectively, the articles address the interconnected dimensions of physical, spiritual, cognitive, environmental, and socio-cultural development in early childhood. They highlight the importance of developmentally appropriate learning activities, family involvement, culturally grounded parenting practices, and contextualized pedagogical approaches in supporting young children’s holistic growth.

  Overall, this issue contributes to ongoing discussions on innovative teaching strategies, traditional play, parental roles, and environmental literacy, offering complementary perspectives on strengthening early childhood care and education through meaningful learning experiences and culturally responsive practices.

• Vol. 6 No. 2 (2023)

• Vol. 6 No. 1 (2023)

• Vol. 5 No. 2 (2022)

• Vol. 5 No. 1 (2022)

  This issue contains articles that has been written by authors from various countries that are Indonesia, Malaysia, and Polandia. The articles are relevant with JECCE's scope and focus that discuss about sex education, teacher, family support, traditional games, and alphabet book.