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Evaluating the Quality of ECED Learning in Supporting the Social Emotional Development of Preschool Children Based on Local Wisdom in Indonesia

100%
Istianti T., Asriadi AM M., Halimah L.
The New Educational Review
|
2025
|
vol. 79
223-235
EN
Ensuring high-quality early childhood education is essential for fostering preschoolers’ social-emotional development. This qualitative study evaluates learning quality in Indonesia using the CIPP model (context, input, process, product) with observations, interviews, and document analysis. The sample includes teachers and students. Findings reveal a positive learning environment, with teachers integrating local wisdom to enhance engagement. However, curriculum updates are needed. Key factors include teacher competence, curriculum design, assessment methods, and parental involvement. The study highlights the need for teacher training, curriculum revision, and expert collaboration to enhance culturally responsive education and improve social-emotional learning outcomes.
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Strategy to End Parental Violence Against Children: Mindful Parenting Classes with the Mini Book Series Stop Violence Against Children

88%
Halimah L., Asriadi AM M., Mirawati, Hopiani A., Sutini A.
The New Educational Review
|
2025
|
vol. 80
86-99
EN
The high prevalence of parental violence against children remains a serious issue. A preliminary survey found that all parents have engaged in some form of violence, often unknowingly. This action research aimed to raise parental awareness through a mindful parenting class using the mini book series Stop Violence Against Children. Involving 65 parents, data were collected via observations, interviews, and field notes. The findings show that the intervention improved parents’ understanding of violence, its consequences, and positive communication. This study recommends mindful parenting classes as an effective approach to preventing child violence.
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