CERIA: Gagasan Pedagogi Bermain untuk Stimulasi Perkembangan Moral Anak Usia Dini

Jumiatmoko Jumiatmoko

Abstract

Belum ada stimulasi perkembangan moral berbasis kegiatan bermain dengan tahapan yang sistematis dalam konteks PAUD di Indonesia. Penelitian ini mengidentifikasi teori dan praktik stimulasi perkembangan moral pada anak usia dini berbasis kajian pustaka. Penelitian ini mengadaptasi prosedur penelitian yang terdiri dari identifikasi, analisis, strukturalisasi, dan penyimpulan. Analisis tematik digunakan untuk mengkonstruksi tema-tema yang relevan dengan hasil identifikasi. Teori yang relevan dalam stimulasi perkembangan moral anak usia dini antara lain: socio-cultural constructivism, social learning, moral stage development, dialogic scaffolding, cooperative play, ecological system, dan parental involvement. Stimulasi yang relevan dengan perkembangan moral anak usia dini antara lain melalui kegiatan bercerita, bermain kooperatif, dukungan guru, dan dukungan orang tua. Proses strukturalisasi menghasilkan gagasan pedagogi berupa tahapan kegiatan bermain untuk stimulasi perkembangan moral anak usia dini yang terdiri dari Cerita, Eksplorasi, Refleksi, Inferensi, dan Adaptasi (CERIA)

Keywords

ceria; moral; pedagogi; bermain; anak

References

Aboud, F. E., & Fenwick, V. (1999). Exploring and evaluating school-based interventions to reduce prejudice. Journal of Social Issues, 55(4), 767–785. https://doi.org/10.1111/0022-4537.00146

Agusriani, A. (2020). Metode bermain berperan dalam perkembangan moral anak. NANAEKE Indonesian Journal of Early Childhood, 3(2), 90–100. https://doi.org/https://doi.org/10.24252/nananeke.v3i2.17096

Amidjaja, A., Kurniasari, A. F., & Ekawati, N. (2021). Belajar dan bermain berbasis buku. Jakarta: Pusat Kurikulum dan Perbukuan.

Apriliyanti, F., Hanurawan, F., & Sobri, A. Y. (2021). Keterlibatan orang tua dalam penerapan nilai-nilai luhur pendidikan karakter Ki Hadjar Dewantara. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(1), 1–8. https://doi.org/10.31004/obsesi.v6i1.595

Arterberry, M. E., Cain, K. M., & Chopko, S. A. (2014). Collaborative problem solving in five ‐ year ‐ old children : evidence of social facilitation and social loafing. Educational Psychology : An International Journal of Experimental, (October 2014), 37–41. https://doi.org/10.1080/01443410701308755

Bahtić, K., & Višnjić Jevtić, A. (2020). Young children’s conceptions of sustainability in Croatia. International Journal of Early Childhood, 52(2), 195–211. https://doi.org/10.1007/s13158-020-00266-4

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. https://doi.org/doi: 10.1037/0033-295X.84.2.191

Bautista, A., Habib, M., Eng, A., Bull, R., & Bautista, A. (2019). Purposeful play during learning centre time : from curriculum to practice. Journal of Curriculum Studies, 00(00), 1–22. https://doi.org/10.1080/00220272.2019.1611928

Blair, C., & Cybele Raver, C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66(August 2014), 711–731. https://doi.org/10.1146/annurev-psych-010814-015221

Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Adolescents and Their Families: Structure, Function, and Parent-Youth Relations, 22(6), 723–742. https://doi.org/10.1037//0012-1649.22.6.723

Cahyaningrum, E. S., Sudaryanti, & Purwanto, N. A. (2017). Penanaman Nilai-Nilai Karakter Anak Usia Dini Melalui Pembiasaan Dan Keteladanan. AT-THUFULY : Jurnal Pendidikan Islam Anak Usia Dini, 6(2), 203–213. https://doi.org/10.37812/atthufuly.v2i2.579

Chan, C. W. (2020). Moral education in Hong Kong kindergartens: An analysis of the preschool curriculum guides. Global Studies of Childhood, 10(2), 156–169. https://doi.org/10.1177/2043610619885385

Choi, J., & Ohm, J. A. (2018). Pretend play and social competence in peer play groups of five-year-old boys and girls. Social Behavior and Personality, 46(8), 1255–1270. https://doi.org/https://doi.org/10.2224/sbp.6928

Cutter-Mackenzie, A., & Edwards, S. (2013). Toward a model for early childhood environmental education: Foregrounding, developing, and connecting knowledge through play-based learning. Journal of Environmental Education, 44(3), 195–213. https://doi.org/10.1080/00958964.2012.751892

de Jager, A., Fogarty, A., Tewson, A., Lenette, C., & Boydell, K. M. (2017). Digital storytelling in research: A systematic review. Qualitative Report, 22(10), 2548–2582. https://doi.org/10.46743/2160-3715/2017.2970

Dewantara, K. H. (1967). Bagian I: Pendidikan. Yogyakarta: UST Press & Majelis Luhur Persatuan Tamansiswa.

Dewi, M. K. (2019). Penanaman nilai multikultural melalui permainan tradisional di RA PSM Ngronggot Nganjuk. Kodifikasia: Jurnal Penelitian Islam, 13(2), 215. https://doi.org/10.21154/kodifikasia.v13i2.1846

Dozan, W., & Fitriani, L. (2020). Membangun karakter anak usia dini melalui nilai-nilai islam dalam tradisi Perang Timbung. Murhum : Jurnal Pendidikan Anak Usia Dini, 1(1), 1–15. https://doi.org/10.37985/murhum.v1i1.2

Engdahl, I., Pramling Samuelsson, I., & Ärlemalm-Hagsér, E. (2023). Systematic child talks in early childhood education-a method for sustainability. Children, 10(4), 1–15. https://doi.org/10.3390/children10040661

Eninger, L., Ferrer-Wreder, L., Eichas, K., Olsson, T. M., Hau, H. G., Allodi, M. W., … Herkner, B. (2021). A cluster randomized trial of promoting alternative thinking strategies (PATHS®) with Swedish preschool children. Frontiers in Psychology, 12(July), 1–16. https://doi.org/10.3389/fpsyg.2021.695288

Etel, E., & Slaughter, V. (2019). Theory of mind and peer cooperation in two play contexts. Journal of Applied Developmental Psychology, 60(October 2017), 87–95. https://doi.org/10.1016/j.appdev.2018.11.004

Farago, F., Sanders, K., & Gaias, L. (2015). Addressing Race and Racism In Early Childhood: Challenges and Opportunities. Discussions on Sensitive Issues, 19, 29–66. https://doi.org/doi:10.1108/S0270-402120150000019004

Garte, R. (2019). Collaborative competence during preschooler ’ s peer interactions : considering multiple levels of context within classrooms. Integrative Psychological and Behavioral Science, 54(1), 1–13.

Green, V. A., Woods, L., Wegerhoff, D., Harcourt, S., & Tannahill, S. (2020). An evaluation of the KiVa anti-bullying program in New Zealand. International Journal of Bullying Prevention, 2(3), 225–237. https://doi.org/10.1007/s42380-019-00034-6

Hasanah, U. (2018). Implementasi pendidikan multikultural dalam membentuk karakter anak usia dini. Golden Age: Jurnal Pendidikan Anak Usia Dini, 2(1), 35–53. https://doi.org/10.29313/ga.v2i1.3990

Hawkins, K. (2014). Teaching for social justice , social responsibility and social inclusion : a respectful pedagogy for twenty-first century early childhood education. European Early Childhood Education Research Journal, 22(5), 723–738. https://doi.org/10.1080/1350293X.2014.969085

Hendro, W., & Risti P, A. V. (2017). Pendidikan karakter holistik integratif di PAUD Ngampilan Yogyakarta. Al-Athfal: Jurnal Pendidikan Anak, 3(2), 135–150. https://doi.org/https://doi.org/10.14421/al-athfal.2017.32-03

Hidayat, O. T., Muhibbin, A., Prasetiyo, W. H., Setyadi, Y. B., Yanzi, H., Drupadi, R., … Dewantara, J. A. (2020). Global citizen preparation: Enhancing early childhood education through Indonesian local wisdom. Universal Journal of Educational Research, 8(10), 4545–4554. https://doi.org/10.13189/ujer.2020.081023

Hidayat, W. N., & Nursikin, M. (2023). Konsep pendidikan nilai menurut Ki Hadjar Dewantara dan Nicolaus Driyarkara. Afeksi: Jurnal Penelitian Dan Evaluasi Pendidikan, 4(1), 1–8. https://doi.org/10.35672/afeksi.v4i1.48

Higgins, S., & Katsipataki, M. (2015). Evidence from meta-analysis about parental involvement in education which supports their children’s learning. Journal of Children’s Services, 10(3), 280–290. https://doi.org/10.1108/JCS-02-2015-0009

Hill, N. E., Witherspoon, D. P., & Bartz, D. (2018). Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students. Journal of Educational Research, 111(1), 12–27. https://doi.org/10.1080/00220671.2016.1190910

Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting Education in “Educational” Apps: Lessons From the Science of Learning. In Psychological Science in the Public Interest, Supplement (Vol. 16). https://doi.org/10.1177/1529100615569721

Hollingsworth, L. A., Didelot, M. J., & Smith, J. O. (2003). REACH beyond tolerance: A framework for teaching children empathy and responsibility. The Journal of Humanistic Counseling, Education and Development, 42(2), 139–151. https://doi.org/10.1002/j.2164-490x.2003.tb00002.x

Hu, A., & Ødemotland, S. (2021). Fostering cultural sustainability in early childhood education through a neighbourhood project. Sustainability (Switzerland), 13(9), 1–13. https://doi.org/10.3390/su13095203

Hunter, T., & Walsh, G. (2014). From policy to practice?: The reality of play in primary school classes in Northern Ireland. International Journal of Early Years Education, 22(1), 19–36. https://doi.org/10.1080/09669760.2013.830561

Johansson, E., Brownlee, J., Cobb-Moore, C., Boulton-Lewis, G., Walker, S., & Ailwood, J. (2011). Practices for teaching moral values in the early years: A call for a pedagogy of participation. Education, Citizenship and Social Justice, 6(2), 109–124. https://doi.org/10.1177/1746197910397914

Joyce, B., & Weil, M. (2003). Models of Teaching (Fifth). New Delhi: Prentice Hall.

Jumiatmoko, Harun, & Syamsudin, A. (2024). Upaya pengembangan toleransi anak usia dini di indonesia: Bagaimana implementasi dan kontribusi aktivitas bermain? Tumbuh Kembang: Kajian Teori Dan Pembelajaran PAUD, 11(1), 46–61. https://doi.org/https://doi.org/10.36706/jtk.v11i1.20

Jumiatmoko, J., Rohmah, F., & Nafiah, S. S. (2023). Implementasi Ragam Kegiatan Bermain Peran Dalam Pengembangan Moral Anak Usia Dini. Kumara Cendekia, 11(3), 304–314. https://doi.org/10.20961/kc.v11i3.81534

Jumiatmoko, & Syamsudin, A. (2024). Intoleransi Sebagai Dampak Inkonsistensi antara Konsep dan Praktik Bermain pada Anak Usia Dini. Jambura Early Childhood Education Journal, 6(1), 26–40. https://doi.org/DOI: https://doi.org/10.37411/jecej.v6i1.2783

Kaizar, V. O., & Alordiah, C. O. (2023). Understanding the role of play in promoting cognitive, social, and emotional development in school children: implications for counsellors and evaluators. Journal of Contemporary Studies in Education, 2(1), 138–152. https://doi.org/https://doi.org/10.1177/1836939122113079

Kim, S. J., Wee, S. J., & Lee, Y. M. (2016). Teaching kindergartners racial diversity through multicultural literature: a case study in a kindergarten classroom in Korea. Early Education and Development, 27(3), 402–420. https://doi.org/10.1080/10409289.2015.1069110

Kohlberg, L. (1817). The Psychology of Moral Development (The Nature and Validity of Moral Stages). San Fracisco, CA: Harper & Row, Publisher.

Kohlberg, L. (1981). The philosophy of moral development moral stages and the idea of justice. San Fracisco, CA: Harper & Row, Publisher.

Kurniasih, I., & Abidin, J. (2022). Menanamkan sikap toleransi pada anak usia dini melalui pola pembiasaan(studi Kasus Pada TK Meraih Bintang Pangandaran Jawa Barat). Edu Happiness (Jurnal Ilmiah Perkembangan Anak Usia Dini), 1(1), 11–20. https://doi.org/https://doi.org/10.62515/eduhappiness.v1i1.26

Kurniawaty, I., & Faiz, A. (2022). Konsep Dilema Etika dalam Pengambilan Keputusan: Tinjauan Pustaka dalam Modul Guru Penggerak. Jurnal Basicedu, 6(3), 4862–4868. https://doi.org/10.31004/basicedu.v6i3.2961

Larsen, N., Pyle, A., Danniels, E., Marzouca, M., Larsen, N., Pyle, A., … Marzouca, M. (2023). Kindergarten teachers ’ facilitation of social and emotional learning in classroom play contexts learning in classroom play contexts. Education Inquiry, 00(00), 1–22. https://doi.org/10.1080/20004508.2023.2192900

Lickona, T. (1997). The teacher’s role in character education. Journal of Education, 179(2), 63–80. https://doi.org/https://doi.org/10.1177/002205749717900206

Lickona, T. (2013). Pendidikan Karakter : Panduan Lengkap Mendidik Siswa Menjadi Pintar dan Baik. Bandung: Nusa Media.

Lin, X., Wu, Y., Wu, J., & Qin, L. (2024). Enhancing Cooperation in 5 – 6-Year-Old Rural Chinese Children through Cooperative Constructive Play Based on Anji Play : A Quasi-Experimental Study. Behavioral Sciences, 14, 1–17. https://doi.org/https://doi.org/ 10.3390/bs14070533

Lindsey, E. W. (2014). Early education and development physical activity play and preschool children ’ s peer acceptance : distinctions between rough-and-tumble and exercise play. Early Education and Development, 25(January 2015), 277–294. https://doi.org/10.1080/10409289.2014.890854

Lynch, M. (2015). More play, please the perspective of kindergarten teachers on play in the classroom. American Journal of Play, 7(3), 347–370.

Machali, I. (2014). Kebijakan Perubahan Kurikulum 2013 dalam Menyongsong Indonesia Emas Tahun 2045. Jurnal Pendidikan Islam, 3(1), 71–94. https://doi.org/10.14421/jpi.2014.31.71-94

Mermelshtine, R. (2017). Parent – child learning interactions : A review of the literature on scaffolding. British Journal of Educational Psychology, 1–14. https://doi.org/10.1111/bjep.12147

Moreno, A. J., & Klute, M. M. (2011). Infant-toddler teachers can successfully employ authentic assessment: The Learning Through Relating system. Early Childhood Research Quarterly, 26(4), 484–496. https://doi.org/10.1016/j.ecresq.2011.02.005

Ng, S. C., & Bull, R. (2018). Facilitating social emotional learning in kindergarten classrooms : situational factors and teachers’ strategies. International Journal of Early Childhood, 50, 335–352. https://doi.org/10.1007/s13158-018-0225-9

Nicolopoulou, A., Schnabel, K., Ilgaz, H., Brockmeyer, C., & Sá, A. B. De. (2015). Early Childhood Research Quarterly Using a narrative- and play-based activity to promote low-income preschoolers ’ oral language , emergent literacy , and social competence. Early Childhood Research Quarterly, 31, 147–162. https://doi.org/10.1016/j.ecresq.2015.01.006

Nilsson, M., Ferholt, B., & Lecusay, R. (2017). ‘ The playing-exploring child ’: Reconceptualizing the relationship between play and learning in early childhood education. Contemporary Issues in Early Childhood. https://doi.org/10.1177/1463949117710800

Ningsih, S. R., & Munawaroh, H. (2021). Peningkatan nilai agama dan moral anak usia dini melalui kegiatan latihan manasik haji. JoECCE: Jornal of Early Childhood and Character Education, 1(2), 211–226. https://doi.org/10.21580/joecce.v1i2.8728

Nurhayati, Awalunisah Sita, & Amrullah. (2019). Keefektifan Metode Role Play Terhadap Nilai Moral Anak Usia 5-6 Tahun. Akrab Juara, 4(2), 181–195. Retrieved from http://akrabjuara.com/index.php/akrabjuara/article/view/576

Oktaviana, A., & Munastiwi, E. (2022). Peran Pendidik dalam Menerapkan Pendidikan Akhlak Anak Usia Dini melalui Metode Pembiasaan. 6(5), 5297–5306. https://doi.org/10.31004/obsesi.v6i5.2715

Olsson, Å. (2022). Multicultural preschools in Sweden: Principals’ views on challenges and opportunities. World Studies in Education, 23(1), 59–76. https://doi.org/10.7459/wse/23.1.05

Pahl, K. M., & Barrett, P. M. (2010). Preventing anxiety and promoting social and emotional strength in preschool children: a universal evaluation of the Fun FRIENDS Program. Advance in School Mental Health Promotion, 3(3), 14–25. https://doi.org/https://doi.org/10.1080/1754730X.2010.9715683

Pala, A. (2011). The need for character education. International Journal of Social Sciences and Humanity Studies, 3(2), 23–32.

Pan, Y. J., & Li, X. (2012). Kindergarten curriculum reform in Mainland China and reflections. In Advances in Early Education and Day Care (Vol. 16). Emerald Group Publishing Ltd. https://doi.org/10.1108/S0270-4021(2012)0000016004

Parker, R., Thomsen, B. S., & Berry, A. (2022). Learning through play at school – A Framework for policy and practice. Frontiers in Education, 7(February), 1–12. https://doi.org/10.3389/feduc.2022.751801

Parten, M. B. (1933). Social play among preschool children. Journal of Abnormal and Social Psychology, 28(2), 136–147. https://doi.org/10.1037/h0073939

Pebriana, P. H. (2017). Analisis Kemampuan Berbahasa dan Penanaman Moral pada Anak Usia Dini melalui Metode Mendongeng. 1(2), 139–147. https://doi.org/10.31004/obsesi.v1i2.25

Pesco, D., & Gagné, A. (2015). Scaffolding narrative skills : A meta-analysis of instruction in early childhood settings. Early Education and Development, 9289(September), 1–17. https://doi.org/10.1080/10409289.2015.1060800

Piaget, J. (1986). The moral judgment of the child. Glencoe, Illinois: The Ree Press.

Piaget, J. (1999). Play, dreams, and imitation in childhood. London: Routledge.

Prahani, B. K., Nur, M., Yuanita, L., & Limatahu, I. (2016). Validitas Model Pembelajaran Group Science Learning; Pembelajaran Inovatif Di Indonesia. Vidya Karya, 31(1), 72–80. https://doi.org/10.20527/jvk.v31i1.3976

Puskás, T., & Andersson, A. (2017). “Why do we celebrate …?” filling traditions with meaning in an ethnically diverse Swedish preschool. International Journal of Early Childhood, 49(1), 21–37. https://doi.org/10.1007/s13158-017-0182-8

Pyle, A., & Bigelow, A. (2014). Play in Kindergarten : An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal. https://doi.org/10.1007/s10643-014-0666-1

Rahardjo, M. M., & Maryati, S. (2021). Buku panduan guru pengembangan pembelajaran. Jakarta: Pus.

Ratnawati, S. (2016). Penerapan kegiatan mendongeng dalam meningkatkan sikap toleransi pada anak usia 5-6 tahun di TK ABA Melati. Elementary School Journal Pgsd Fip Unimed, 6(2), 97–105. https://doi.org/10.24114/esjpgsd.v6i2.5978

Rojas-Drummond, S., Torreblanca, O., Pedraza, H., Vélez, M., & Guzmán, K. (2013). “Dialogic scaffolding”: Enhancing learning and understanding in collaborative contexts. Learning, Culture and Social Interaction, 2(1), 11–21. https://doi.org/10.1016/j.lcsi.2012.12.003

Sa’diyah, W. W. (2024). Implementasi ekstrakurikuler gamelan dalam menanamkan nilai karakter anak usia dini. JoECCE: Jornal of Early Childhood and Character Education, 4(1), 35–50. https://doi.org/10.21580/joecce.v4i1.18740

Sabanil, S., Sarifah, I., & Imaningtyas. (2022). Peran Guru dalam Pelaksanaan Hidden Curriculum untuk Menumbuhkan Karakter Kebhinekaan Global Siswa Sekolah Dasar. Jurnal Basicedu, 6(4), 6567–6579. https://doi.org/https://doi.org/10.31004/basicedu.v6i4.3306

Sabi’ati, A. (2016). Membangun Karakter AUD dalam Pengembangan Nilai Agama dan Moral di RA Masyithoh Pabelan Kab. Semarang. Al Athfal: Jurnal Pendidikan Anak, 2(1), 1–14. Retrieved from http://ejournal.uin-suka.ac.id/tarbiyah/index.php/alathfal/article/view/1223

Safina, R. N., & Abdurakhmanov, M. A. (2016). The formation of students’ tolerance in a multi-ethnic school. International Journal of Environmental and Science Education, 11(3), 269–277. https://doi.org/10.12973/ijese.2016.310a

Schmid, E., & Garrels, V. (2021). Parental involvement and educational success among vulnerable students in vocational education and training. Educational Research, 63(4), 456–473. https://doi.org/10.1080/00131881.2021.1988672

Scholes, L., Lunn Brownlee, J., Walker, S., Johansson, E., Lawson, V., & Mascadri, J. (2017). Promoting social inclusion in the early years of elementary school: a focus on children’s epistemic beliefs for moral reasoning. International Journal of Inclusive Education, 21(5), 507–520. https://doi.org/10.1080/13603116.2016.1223181

Selviani, F., & Simatupang, D. (2023). Analisis pengembangan nilai agama dan moral anak usia 5-6 tahun di PAUD Penabur Filadelfia. Tumbuh Kembang: Kajian Teori Dan Pembelajaran PAUD Jurnal PG PAUD FKIP Universitas Sriwijaya, 10(2), 127–139. https://doi.org/https://doi.org/10.36706/jtk.v10i2.22173

Shah, R. K. (2019). Effective constructivist teaching learning in the classroom. Shanlax International Journal of Education, 7(4), 1–13. https://doi.org/https://doi.org/10.34293/ education.v7i4.600

Siraj-Blatchford, I. (2009). Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective. Educational and Child Psychology, 26(2), 77–89. https://doi.org/10.53841/bpsecp.2009.26.2.77

Sloan, S., Gildea, A., Miller, S., Poulton, L., Egar, C., & Thurston, A. (2016). Evaluation of Zippy’s Friends for improving socio-emotional and academic outcomes in six to seven year olds: Protocol for a cluster randomised controlled trial and process evaluation. International Journal of Educational Research, 82(2016), 200–209. https://doi.org/10.1016/j.ijer.2017.01.003

Sofija, E., Bernard, N. R., Bowler, S., Wiseman, N., & Harris, N. (2023). Creative and play-based interventions for culturally and linguistically diverse children : A systematic review. Journal of Social Inclusion, 14(1), 1–45. https://doi.org/10.36251/josi337

Stier, J., & Sandström, M. (2018). Managing the unmanageable : curriculum challenges and teacher strategies in multicultural preschools in Sweden. Journal of Intercultural Communication, 18(3), 1–13. https://doi.org/10.36923/jicc.v18i3.767

Suparlan, H. (2014). Ki Hadjar Dewantara dan sumbangannya. Jurnal Filsafat, 25(1), 1–19. https://doi.org/https://doi.org/10.22146/jf.12614

Suryana, D., Mayar, F., & Sari, R. E. (2021). Pengaruh metode Sumbang Kurenah terhadap perkembangan karakter anak taman kanak-kanak Kecamatan Rao. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(1), 341–352. https://doi.org/10.31004/obsesi.v6i1.1296

Talts, L., Piht, S., & Muldma, M. (2017). Family-teacher partnership in fostering the development of children’s social skills using the bullying prevention programme “free from bullying” in Estonian schools. Problems of Education in the 21st Century, 75(1), 102–111.

Taylor, M. E., & Boyer, W. (2019). Play-based learning : Evidence-based research to improve children’s learning experiences in the kindergarten classroom. Early Childhood Education Journal. https://doi.org/10.1007/s10643-019-00989-7

Tekman, T. K., & Yeniasir, M. (2023). The impact of play-based learning settings on reading, writing, listening, and speaking skills. Sustainability, 15(12), 9419. https://doi.org/10.3390/su15129419

Theobald, M., & Danby, S. (2015). Children’s perspectives of play and learning for educational practice. Education Sciences, 5, 345–362. https://doi.org/10.3390/educsci5040345

Thomas, R. M. (2006). Comparing theories of child development. USA: Wadsworth.

Toppe, T., Hardecker, S., & Haun, D. B. M. (2019). Playing a cooperative game promotes preschoolers ’ sharing with third-parties , but not social inclusion. PLoS ONE, (August), 1–20. https://doi.org/https://doi.org/10.1371/journal.pone.0221092 August

Ülavere, P., & Veisson, M. (2017). Assessments by principals , teachers , and parents on values education in Estonian kindergartens. Early Years, 5146(August), 1–24. https://doi.org/10.1080/09575146.2017.1283296

United Nations. (2015). Sustainable Development Goals: The 2030 Agenda for Sustainable Development. Retrieved November 21, 2023, from United Nations: New York, NY, USA, website: https://sdgs.un.org/goals

Vygotsky, L. S. (1966). Play and its role in the mental development of child. Vosprosy Psikhologii, 12(6), 62–67.

Vygotsky, L. S. (1978). Mind in Society (The development of higher Psychological processes) (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). London: Harvard University Press.

Vygotsky, L. S. (1998). Child Psychology. In R. W. Rieber (Ed.), The collected works of L.S. Vygotsky. New York: Plenum Press. https://doi.org/10.1007/978-1-4615-5401-1

Wang, Z., Wong, K. S. R., Wong, P. Y. H., Ho, F. C., & Cheng, W. D. P. (2016). Play and theory of mind in early childhood : a Hong Kong perspective. Early Child Development and Care, 187(9), 1–15. https://doi.org/10.1080/03004430.2016.1146261

Weisberg, D. S., Kittredge, A. K., Hirsh-Pasek, K., Golinkoff, R. M., & Klahr, D. (2015). Making play work for education. Phi Delta Kappan, 96(8), 8–13. https://doi.org/10.1177/0031721715583955

Wilyanita, N., Aryani, N., & Jannah, N. R. (2023). Efektivitas penanaman sikap toleransi pada anak usia 5-6 tahun dengan model pendidikan karakter berbasis keluarga terintegrasi pembelajaran PAUD di TK Bustanul Atfal II. Jurnal Pendidikan Dan Konseling, 5(1), 3613–3616. https://doi.org/https://doi.org/10.31004/jpdk.v5i1.11588

Wolff, L. A., Skarstein, T. H., & Skarstein, F. (2020). The mission of early childhood education in the anthropocene. Education Sciences, 10(2), 1–21. https://doi.org/10.3390/educsci10020027

Yu, S., Ostrosky, M. M., & Fowler, S. A. (2015). The relationship between preschoolers’ attitudes and play behaviors toward classmates with disabilities. Topics in Early Childhood Special Education, 35(1), 40–51. https://doi.org/10.1177/0271121414554432

Zain, A. (2020). Strategi penanaman toleransi beragama anak usia dini. PAUD Lectura: Jurnal Pendidikan Anak Usia Dini, 4(1), 97–111. https://doi.org/10.31849/paud-lectura.v4i01.4987

Zippert, E. L., Eason, S. H., Marshall, S., & Ramani, G. B. (2019). Preschool children ’ s math exploration during play with peers ☆. Journal of Applied Developmental Psychology, 65(November), 101072. https://doi.org/10.1016/j.appdev.2019.101072

Zulauf-McCurdy, C. A., Nazaire, O. R., Powell, T., & Iruka, I. U. (2024). Interrogating the role of anti-Blackness in the early care and education experiences of Black children and families: A call for advancing equitable science and practice. Early Childhood Research Quarterly, 69(S), S6–S14. https://doi.org/10.1016/j.ecresq.2024.03.004

Refbacks

  • There are currently no refbacks.