Practices in Creating Child-Friendly Learning Environments to Support Early Childhood Education
DOI:
https://doi.org/10.26877/paudia.v15i2.3528Keywords:
Child-Friendly Learning Environment, Early Childhood Education, Learning Environment Management, Parental Involvement, Multi-Stakeholder AssessmentAbstract
A child-friendly learning environment, encompassing physical, social, and pedagogical dimensions, is essential for supporting early childhood education; however, its implementation remains varied and insufficiently integrated as a system. This study aims to describe the management of child-friendly learning environments across the stages of planning, implementation, and assessment. A descriptive qualitative case study was conducted at TK Islam Cahaya Ilmu Semarang, involving 13 informants, including the principal, teachers, parents, and stakeholders. Data were collected through observations of classroom environments and interactions, interviews on planning, parental involvement, and evaluation, and documentation. The findings show that planning is conducted collaboratively through curriculum and standard operating procedures, implementation emphasizes positive interactions, play-based activities, and parental involvement, and assessment involves multi-stakeholder feedback. These practices enhance children’s comfort and participation. The novelty lies in conceptualizing management as an integrated system across learning stages. The findings highlight the importance of collaborative and sustainable management practices.
References
Antika, D. H. W., Hartono, & Setiawan, D. (2025). Development of Smart Train PAUD Learning Media Based on the Principle of Reuse. PAUDIA: Jurnal Penelitian Dalam Bidang Pendidikan Anak Usia Dini, 280–295. https://doi.org/10.26877/paudia.v14i2.1490
Atkinson, M., Goldenberg, G., Dubiel, J., & Wass, S. (2025). Differential effects of an urban outdoor environment on 4–5 year old children’s attention in school. Journal of Environmental Psychology, 104. https://doi.org/10.1016/j.jenvp.2025.102589
Ayuningtyas, M. (2022). Pengembangan Alat Permainan Edukatif Sospoly (Sosem Monopoli) Untuk Meningkatkan Perkembangan Sosial Emosional Anak Usia 5. CIKAL, 2(2), 5–6. https://doi.org/https://doi.org/10.31316/jcc.v2i2.2239
Barrocas, R., Bahnmueller, J., Roesch, S., Lachmair, M., & Moeller, K. (2023). Design and empirical evaluation of a multitouch interaction game-like app for fostering early embodied math learning. International Journal of Human Computer Studies, 175, 103030. https://doi.org/10.1016/j.ijhcs.2023.103030
Berns, R. M. (2010). Child, Family, School, Community: Socialization and Support. Cengage Learning.
Creswell, J. W., & Poth, C. (2021). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE.
DePascale, M., & Ramani, G. B. (2020). The Role of Math Games for Children’s Early Math Learning. Developmental and Educational Psychology, 40(12), 5229–5236. https://doi.org/10.19674/j.cnki.issn1000-6923.2020.0578
Eason, S. H., Leech, K. A., Anderson, K. L., & Pedonti, S. (2023). Family math engagement with preschoolers in rural contexts. Journal of Applied Developmental Psychology, 89. https://doi.org/10.1016/j.appdev.2023.101600
El-Aasar, M., Shafik, Z., & Abou-Bakr, D. (2024). Outdoor learning environment as a teaching tool for integrating education for sustainable development in kindergarten, Egypt. Ain Shams Engineering Journal, 15(4). https://doi.org/10.1016/j.asej.2024.102629
Ginting, A. D. B., Sari, D. K., Nasution, K., Siregar, I. H., & Tambunan, I. F. (2024). Membaca Bentuk Dan Pola Geometri Dalam Motif Batik Kawung. Imajinasi: Jurnal Ilmu Pengetahuan, Seni, Dan Teknologi, 1(2), 75–85. https://doi.org/10.62383/imajinasi.v1i2.150
Hikmah, Y. (2020). Literasi Keuangan Pada Siswa Sekolah Dasar. Jurnal Pengabdian Kepada Masyarakat, 26(2), 103. https://doi.org/10.24114/jpkm.v26i2.16780
Ibrahim, A. S., Isaac, M. E., & Kepe, T. (2025). Land tenure (in) security in the context of urban flood risk in Ghana. Land Use Policy, 159. https://doi.org/10.1016/j.landusepol.2025.107797
Kambona, W. (2025). Exploring parental involvement in early childhood education in Sub-Saharan Africa. Social Sciences and Humanities Open, 11. https://doi.org/10.1016/j.ssaho.2025.101367
Kiviranta, L., Lindfors, E., Rönkkö, M. L., & Luukka, E. (2024). Outdoor learning in early childhood education. Educational Research, 66(1), 102–119. https://doi.org/10.1080/00131881.2023.2285762
Kuswanto, C. W., Efaliana, Y., & Pratiwi, D. D. (2025). School and Community Environmental Mitigation of Child Play Safety. PAUDIA, 457–472. https://doi.org/10.26877/paudia.v14i2.1371
Lesmi, K., & Triyani. (2022). Upaya Guru dalam Penanaman Kesadaran Diri. Jurnal Pendidikan Pembelajaran Pemberdayaan Masyarakat, 4(2), 456–460.
Mardliyah, S., Siahaan, H., & Budirahayu, T. (2020). Pengembangan Literasi Dini melalui Kerjasama Keluarga dan Sekolah di Taman Anak Sanggar Anak Alam Yogyakarta. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 892. https://doi.org/10.31004/obsesi.v4i2.476
Miles, M. B. (2014). Qualitative Data Analysis: A Methods Sourcebook.
Mudzanatun, Budiman, M. A., Saptadi, H., Khasanah, I., & Reffiane, F. (2020). Pendampingan Pengelolaan Rumpin di RW 11 Tambakaji Kecamatan Ngaliyan Kota Semarang. BERNAS: Jurnal Pengabdian Kepada Masyarakat, 1(4), 667–673. https://doi.org/10.31949/jb.v1i4.307
OECD. (2023). PISA 2022 Results Factsheets Indonesia. https://www.oecd.org
Sachisthal, M. S. M., Paans, C., Hofman, A. D., Stevenson, C. M., van der Maas, H. L. J., Molenaar, I., & Jansen, B. R. J. (2024). Playing single-player tasks together. Computers in Human Behavior Reports, 15. https://doi.org/10.1016/j.chbr.2024.100456
Skwarchuk, S.-L., Sowinski, C., & LeFevre, J.-A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121(1), 63–84. https://doi.org/10.1016/j.jecp.2013.11.006
Stahlhut, M., Amholt, T. T., Barfod, K., Mikkelsen, S., Mall, C., Elsborg, P., Aadahl, M., & Bølling, M. (2025). Education outside the classroom for children with neurodevelopmental disorders in special needs education settings—A scoping review. International Journal of Educational Research, 132, 102649. https://doi.org/10.1016/j.ijer.2025.102649
Ulfah, M. (2024). Pengembangan model neuroparenting dalam pendidikan islam anak usia dini. UIN SUNAN KALIJAGA YOGYAKARTA.
UNICEF. (2017). UNICEF / Washington Group on Disability Statistics.
Wahidah, Formen, A., & Pranoto, Y. K. S. (2025). Early Childhood Literacy Stimulation by Parents (Systematic Literature Review). PAUDIA : Jurnal Penelitian Dalam Bidang Pendidikan Anak Usia Dini, 376–392. https://doi.org/10.26877/paudia.v14i2.1380
Yolanda, Y. E., & Wijayaningsih, L. (2022). Peran Orang Tua Dalam Mendampingi Anak TK Belajar Selama Masa Pandemi. PAUDIA : Jurnal Penelitian Dalam Bidang Pendidikan Anak Usia Dini, 11(2), 522–531. https://doi.org/10.26877/paudia.v11i2.12316
Yulianasari, N. (2023). Implementasi Etnomatematika. Seminar Nasional, 462–472.
Zaenuri, & Dwidayati, N. (2018). Exploring ethnomathematics: mathematics as a cultural product. Prisma, Proceedings of the National Mathematics Seminar, 3, 471–476. https://journal.unnes.ac.id/sju/index.php/prisma/%0Ahttps://jurnalmahasiswa.unesa.ac.id/index.
Zumrotun, E., Widyastuti, E., Sutama, S., Sutopo, A., & Murtiyasa, B. (2024). Peran Kurikulum Merdeka dalam Meningkatkan Mutu Pendidikan. Ideguru, 9(2), 1003–1009. https://doi.org/10.51169/ideguru.v9i2.907
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Lusiyawati Zahrah, Widya Kusumaningsih, Rasiman Rasiman
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
