The Role of Pedagogical Documentation in Early Childhood Education in Indonesia


Abstract views: 111 / PDF downloads: 51

Authors

DOI:

https://doi.org/10.29333/ejecs/1280

Keywords:

Pedagogical documentation, children's semantic memory, observed activities, skills and qualities, Learning environment

Abstract

Considering the significance of pedagogical documentation in the early childhood education/care system, the current study examines the influence of pedagogical documentation on children's semantic memory, observed activities and evaluated skills and qualities per their teachers and caretakers. This study also examines the interactive effect of the learning environment with pedagogical documentation to enhance children's semantic memory, observed activities, and evaluated skills and qualities. A mixed-method approach has been utilized to examine the proposed associations. Learning events were organized for children aged 36 to 72 months in the kindergartens and preschools in Mataram, Indonesia. After four weeks of observations, the teachers and caretakers of the children recorded their responses regarding children's semantic memory, observed activities, skills, and qualities. The data were analyzed using SmartPLS 3.0 software. The results showed a significant increase in children's semantic memory, evaluated skills and qualities, and a positive change in their routine activities. Simultaneously, results also presented the significant role of the learning environment in enhancing positive outcomes of the pedagogical documentation in the early childhood education/care system.

Downloads

Download data is not yet available.

Author Biography

Siti Zaenab, IAHN Gde Pudja Mataram

Siti Zaenab (Sita) completed her Diploma II Program (PGSLTP) from IKIP Makassar in 1990, undergraduate degree graduated in 2003, master’s degree graduated from Universitas Negeri Surabaya in September 2008, and doctoral degree graduated from Universitas Negeri Malang in 2012. Currently, she is a lecturer at IAHN Gde Pudja, Mataram. She became a delegate for doctoral students at the University of Malaya, Open University Multimedia Malaysia, and Shatec Singapore, as well as conducted research on the Sandwich Program at KTLV Leiden University for 3 months, and conducted Visiting Professor at Manila University, Philippines.

References

Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. DOI: https://doi.org/10.29333/ejecs/388

Alnervik, K. (2018). Systematic documentation: Structures and tools in a practice of communicative documentation. Contemporary Issues in Early Childhood, 19(1), 72-84. DOI: https://doi.org/10.1177/1463949118762147

Aras, S., & Erden, F. T. (2020). Documentation panels: supporting young children’s self-regulatory and metacognitive abilities. International Journal of Early Years Education, 28(1), 63-80. DOI: https://doi.org/10.1080/09669760.2019.1592743

Bennett, J. (2005). The OECD thematic review of early childhood education and care policy. Learning with other countries: International models of early education and care. Daycare Trust.

Correia, N., Camilo, C., Aguiar, C., & Amaro, F. (2019). Children's right to participate in early childhood education settings: A systematic review. Children and Youth Services Review, 100, 76-88. DOI: https://doi.org/10.1016/j.childyouth.2019.02.031

Dalle, J., Raisinghani, M. S., Putra, A. P., Suriansyah, A., Hadi, S., & Sahara, B. (2021). A technology acceptance case of Indonesian senior school teachers: Effect of facilitating learning environment and learning through experimentation. International Journal of Online Pedagogy and Course Design (IJOPCD), 11(4), 45-60. DOI: https://doi.org/10.4018/IJOPCD.2021100104

Dalle, J., Siyoto, S., Astika, N. D., Negara, D. J., Chandra, T., & Anam, K. (2020). Moderating role of IT adoption and mechanism of dynamic capabilities on Indonesian pharmaceutical firms performance. Systematic Reviews in Pharmacy, 11(9), 982-992.

De Sousa, J. (2019). Pedagogical documentation: the search for children’s voice and agency. European Early Childhood Education Research Journal, 27(3), 371-384. DOI: https://doi.org/10.1080/1350293X.2019.1600807

Fleck, B. K., Leichtman, M. D., Pillemer, D. B., & Shanteler, L. (2013). The effects of documentation on young children’s memory. Early Childhood Research Quarterly, 28(3), 568-577. DOI: https://doi.org/10.1016/j.ecresq.2013.03.001

Fochi, P. (2019). Pedagogical documentation as a strategy to develop praxeological knowledge: the case of the observatory of childhood culture–OBECI. European Early Childhood Education Research Journal, 27(3), 334-345. DOI: https://doi.org/10.1080/1350293X.2019.1600803

Fochi, P. S. (2022). Pedagogical documentation as a strategy for planning and communicating children’s learning and pedagogical day-to-day life. European Early Childhood Education Research Journal, 30(2), 227-238. DOI: https://doi.org/10.1080/1350293X.2022.2046840

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis: A global perspective (7th ed.). Pearson Prentice Hall.

Hartanto, D., Agussani, A., & Dalle, J. (2021). Antecedents of public trust in government during the COVID-19 pandemic in Indonesia: Mediation of perceived religious values. Journal of Ethnic and Cultural Studies, 8(4), 321-341. DOI: https://doi.org/10.29333/ejecs/975

Hasan, A. (2013). Early childhood education and development in poor villages of Indonesia: Strong foundations, later success. World Bank Publications. DOI: https://doi.org/10.1596/978-0-8213-9836-4

Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115-135. DOI: https://doi.org/10.1007/s11747-014-0403-8

Hostyn, I., Mäkitalo, A.-R., Hakari, S., & Vandenbussche, L. (2020). The professional actuation of pedagogical documentation in Belgian and Finnish early childhood education settings. Early Child Development and Care, 190(3), 400-413. DOI: https://doi.org/10.1080/03004430.2018.1475368

Indrawati, R., Ragamustari, S. K., & Wijaya, M. E. (2021). Best Practice in early childhood development financial governance: A case study in Indonesia villages. Jurnal Pendidikan Usia Dini, 15(2), 319-341. DOI: https://doi.org/10.21009/JPUD.152.07

Kasimova, Z. (2022). The role of spiritual and ideological education in shaping the socio-spiritual image of unorganized youth. Journal of Pedagogical Inventions and Practices, 4, 56-61.

Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52(2), 145-158. DOI: https://doi.org/10.1007/s13158-020-00272-6

Knauf, H. (2020). Documentation strategies: Pedagogical documentation from the perspective of early childhood teachers in New Zealand and Germany. Early Childhood Education Journal, 48(1), 11-19. DOI: https://doi.org/10.1007/s10643-019-00979-9

Kumalasari, P. I., & Sugito, S. (2021). The role of students’ parents in shaping home learning environment (HLE) for early childhood. Jurnal Obsesi, 5(2), 1521-1535. DOI: https://doi.org/10.31004/obsesi.v5i2.881

Lee-Hammond, L., & Bjervås, L.-L. (2021). Pedagogical documentation and systematic quality work in early childhood: Comparing practices in Western Australia and Sweden. Contemporary Issues in Early Childhood, 22(2), 156-170. DOI: https://doi.org/10.1177/1463949120928431

Lindh, C., & Mansikka, J.-E. (2022). Adoption of Pedagogical Documentation in Finnish ECEC Settings. Early Childhood Education Journal. Advance online publication. https://doi.org/10.1007/s10643-022-01321-6 DOI: https://doi.org/10.1007/s10643-022-01321-6

Mansoor, M. (2021). Citizens' trust in government as a function of good governance and government agency's provision of quality information on social media during COVID-19. Government Information Quarterly, 38(4), Article 101597. https://doi.org/10.1016/j.giq.2021.101597 DOI: https://doi.org/10.1016/j.giq.2021.101597

Mansoor, M., & Paul, J. (2022). Mass prestige, brand happiness and brand evangelism among consumers. Journal of Business Research, 144, 484-496. DOI: https://doi.org/10.1016/j.jbusres.2022.02.015

Mansoor, M., & Wijaksana, T. I. (2021). Predictors of pro-environmental behavior: Moderating role of knowledge sharing and mediatory role of perceived environmental responsibility. Journal of Environmental Planning and Management. Advance online publication. https://doi.org/10.1080/09640568.2021.2016380 DOI: https://doi.org/10.1080/09640568.2021.2016380

Merewether, J. (2018). Listening to young children outdoors with pedagogical documentation. International Journal of Early Years Education, 26(3), 259-277. DOI: https://doi.org/10.1080/09669760.2017.1421525

Mundiri, A., & Hamimah, S. (2022). Early Childhood Behavior Management Strategy based on Fun Learning Environment. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(4), 2583-2595. DOI: https://doi.org/10.31004/obsesi.v6i4.2063

Nakajima, N., Hasan, A., Jung, H., Kinnell, A., Maika, A., & Pradhan, M. (2021). Built to last: Sustainability of early childhood education services in rural Indonesia. The Journal of Development Studies, 57(10), 1593-1612. DOI: https://doi.org/10.1080/00220388.2021.1873283

Paananen, M., & Lipponen, L. (2018). Pedagogical documentation as a lens for examining equality in early childhood education. Early Child Development and Care, 188(2), 77-87. DOI: https://doi.org/10.1080/03004430.2016.1241777

Reunamo, J., Lee, H.-C., Wu, R., Wang, L.-C., Mau, W.-Y., & Lin, C.-J. (2013). Perceiving change in role play. European Early Childhood Education Research Journal, 21(2), 292-305. DOI: https://doi.org/10.1080/1350293X.2013.789193

Rintakorpi, K., & Reunamo, J. (2017). Pedagogical documentation and its relation to everyday activities in early years. Early Child Development and Care, 187(11), 1611-1622. DOI: https://doi.org/10.1080/03004430.2016.1178637

Sarstedt, M., Ringle, C. M., & Hair, J. F. (2017). Partial least squares structural equation modeling. Handbook of market research, 26(1), 1-40. DOI: https://doi.org/10.1007/978-3-319-05542-8_15-1

Slicker, G., Barbieri, C. A., Collier, Z. K., & Hustedt, J. T. (2021). Parental involvement during the kindergarten transition and children’s early reading and mathematics skills. Early Childhood Research Quarterly, 55, 363-376. DOI: https://doi.org/10.1016/j.ecresq.2021.01.004

Svanbäck-Laaksonen, M., & Heikkilä, M. (2021). Children’s fundamental motor skills as a starting point for educational change within the learning environment in early childhood education and care centres. Journal of Early Childhood Education Research, 10(2), 199-221.

Tuli, N., & Mantri, A. (2021). Evaluating usability of mobile-based augmented reality learning environments for early childhood. International Journal of Human–Computer Interaction, 37(9), 815-827. DOI: https://doi.org/10.1080/10447318.2020.1843888

Ulferts, H., Wolf, K. M., & Anders, Y. (2019). Impact of process quality in early childhood education and care on academic outcomes: Longitudinal meta‐analysis. Child development, 90(5), 1474-1489. DOI: https://doi.org/10.1111/cdev.13296

Vaiopoulou, J., Papadakis, S., Sifaki, E., Stamovlasis, D., & Kalogiannakis, M. (2021). Parents’ perceptions of educational apps use for kindergarten children: Development and validation of a new instrument (PEAU-p) and exploration of parents’ profiles. Behavioral Sciences, 11(6), 82. DOI: https://doi.org/10.3390/bs11060082

Westerberg, L., & Vandermaas-Peeler, M. (2021). How teachers, peers, and classroom materials support children’s inquiry in a Reggio Emilia-inspired preschool. Early Child Development and Care, 191(7-8), 1259-1276. DOI: https://doi.org/10.1080/03004430.2021.1881075

Yılmaz, A., Şahin, F., Buldu, M., Ülker Erdem, A., Ezmeci, F., Somer Ölmez, B., Aydos, E. H., Buldu, E., Ünal, H. B., Aras, S., Buldu, M., & Akgül, E. (2021). An examination of Turkish early childhood teachers’ challenges in implementing pedagogical documentation. Early Childhood Education Journal, 49(6), 1047-1059. DOI: https://doi.org/10.1007/s10643-020-01113-w

Downloads

Published

2022-08-29

How to Cite

Zaenab, S. (2022). The Role of Pedagogical Documentation in Early Childhood Education in Indonesia. Journal of Ethnic and Cultural Studies, 9(3), 194–211. https://doi.org/10.29333/ejecs/1280

Issue

Section

Original Manuscript