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"This book straightforwardly describes how adults can support children's free play, with a holistic, inclusive and practical approach."

"Tingkat partisipasi anak prasekolah pada Pendidikan Anak Usia Dini (PAUD) masih terbilang rendah, di mana lebih dari 70% anak Indonesia belum berpartisipasi. Padahal, perkembangan psikososial anak pada tahap prasekolah akan menjadi dasar kondisi psikososial seseorang ketika dewasa. Penelitian ini bertujuan untuk mengetahui hubungan antara keikutsertaan anak dalam PAUD dengan perkembangan psikososial anak prasekolah. Metode penelitian yang digunakan adalah deskriptif korelatif dengan pendekatan cross sectional. Penelitian ini dilakukan di Kelurahan Jatirahayu, Bekasi dengan jumalh responden 130 orang anak prasekolah. Hasil penelitian menunjukkan bahwa 66,7% anak yang mengikuti PAUD memiliki perkembangan psikososial yang baik. Hasil uji Chi Square menyatakan bahwa terdapat hubungan yang bermakna antara keikutsertaan anak dalam PAUD dan perkembangan psikososial anak prasekolah (p= 0.014, α= 0.05).

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Pre-school aged children participation in Early Childhood Education (ECE) is still relatively low in Indonesia, in which more than 70% of them have not yet participated. Whereas, psychosocial development during the preschool aged will be the foundation of their psychosocial condition in adulthood. The aim of this research is to discover the corelationship between the participation of preschool aged children in ECE and their psychosocial development.

The descriptivecorrelative method was used in this research, with the cross sectional approach. This research was conducted in Jatirahayu, Bekasi, with 130 preschool aged children respondents.

The result shows that 66.7% of them who participated in ECE have good psychosocial development. The result of Chi Square shows that there is a significant correlation between the participation of preschool aged children in ECE and their psychosocial development (p= 0.014, α= 0.05)."

"Pada rentang usia 4-5 tahun, anak-anak berada pada tahapan pembaca pemula. Umumnya, anak-anak mulai diperkenalkan dengan dengan beragam kegiatan membaca, salah satunya kegiatan membaca buku di kelas. Pendekatan membacakan buku cerita oleh guru akan membantu mereka meningkatkan keterampilan kognitifnya dalam memahami cerita yang dibacakan sebelum memasuki tahapan pembaca mandiri. Meningkatkan keterampilan pemahaman cerita pada anak dapat mendukung mereka untuk menjadi pembaca yang baik sekaligus menumbuhkan minat terhadap buku. Penelitian ini bertujuan untuk melihat hubungan antara pendekatan shared book reading (SBR) dan pemahaman anak terhadap cerita.  Penelitian ini menggunakan within subject desain dengan melakukan kontrol kondisi untuk membandingkan skor pemahaman anak terhadap cerita pada pre-test dan post-test atau pada masing-masing kondid yang diberikan. Kondisi pertama yaitu kondisi saat anak dibacakan cerita tanpa pendekatan shared book reading atau dengan pendekatan yang digunakan sehari-hari dan kondisi kedua saat anak dibacakan cerita menggunakan pendekatan shared book reading. Partisipan dalam penelitian ini adalah 4 orang guru dan 21 orang anak dengan rentang usia 4-5 tahun di Satuan PAUD Sejenis (SPS). Uji sign test dilakukan untuk menganalisa data kualitatif yag diperoleh mengenai pemahaman anak terhadap cerita pada. Terkait pendekatan SBR, penelitian ini juga memberikan pelatihan pada guru serta melakukan pengukuran terhadap keterampilan guru pada saat sebelum dan sesudah pemberian pelatihan. Hasil penelitian ini menunjukkan bahwa bahwa terdapat peningkatan skor pemahaman anak terhadap cerita saat guru membacakan cerita dengan pendekatan shared book reading dengan nilai probabilitas < .05, yaitu .01. Hasil tersebut berbanding lurus dengan peningkatan skor keterampilan yang diperoleh guru setelah diberikan pelatihan pendekatan shared book reading yang ditampilkan di dalam grafik.

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At age of 4-5 years old, children are at the stage of beginner readers. Generally, children are introduced to various reading activities, one of them is reading books in the classroom. Certain reading approach used by the teacher will help them improve their cognitive skills in understanding the stories that has been read, before entering the independent reader stage. Improving story comprehension skills in children can support them to become good readers while fostering their interest in books. This study aims to investigate the relationship between shared book reading (SBR) approach and children's story comprehension. This study used within group design by controlling condition to compare children's story comprehension score at pre-test and post-test or in each condition given. The first condition in this study was when children read stories without a shared book reading approach or with a daily approach and second condition is when children read stories using a shared book reading approach. Participants in this study were 4 teachers and 21 children aged 4-5 years old from an early childhood education unit or Satuan Pendidikan Anak Usia Dini (PAUD) which is categorized as Satuan PAUD Sejenis (SPS). A sign test was employed to analyze the quantitative data gained about children's story comprehension. Regarding the SBR approach, this study also provides training for teachers as well as measuring teacher's skills before and after training. The findings of this study indicated that there was an increase in children's story comprehension when teacher read the story with shared book reading approach by showing probability value of <.05, which is .01. These results were directly proportional to the increase in skills scores obtained by teachers after training in the shared book reading approach shown in the graph. "

"Summary:In A Child's Work, innovative and widely respected educator Vivian Gussin Paley offers a manifesto against the decline of children's creative time, making the case for the critical role of fantasy play in the psychological, intellectual, and social development of young children."

"The book focuses especially on education of young children (4–8 years old) in primary school and presents the underpinning concepts of this approach, and chapters on examples of good practices in a variety of subject matter areas, such as literacy (vocabulary acquisition, reading, writing), mathematics, and arts. Successful implementation of developmental education in the classroom strongly depends on dynamic assessment and continuous observations of young pupils’ development. Strategies for implementation of both the teaching practices and assessment strategies are discussed in detail in the book."

"Dalam perkembangan perkotaan yang cepat, kebutuhan penduduk termuda—anak-anak—sering kali terabaikan. Penelitian ini menyoroti pentingnya pengembangan pendidikan anak usia dini (PAUD) di lingkungan perkotaan sebagai isu yang krusial. Lingkungan perkotaan sering kekurangan ruang terbuka yang memadai, sehingga sulit untuk menemukan area yang sesuai untuk membangun fasilitas PAUD atau taman bermain yang memenuhi standar keselamatan dan regulasi. Tantangan aksesibilitas dan transportasi yang dihadapi oleh keluarga di perkotaan juga memperburuk masalah ini, terutama bagi mereka yang tidak memiliki opsi transportasi yang handal. Jarak antara area perumahan dan pusat PAUD dapat menciptakan hambatan akses, memperburuk ketidaksetaraan dalam penyediaan pendidikan anak usia dini. Selain itu, kurangnya kesadaran dan keterlibatan orang tua karena gaya hidup perkotaan yang sibuk melemahkan upaya untuk mempromosikan pendidikan anak usia dini. Keterlibatan orang tua yang terbatas menghambat akses anak-anak ke program PAUD berkualitas dan layanan dukungan, yang berdampak pada perkembangan mereka secara keseluruhan. Penelitian ini menekankan pentingnya menyediakan ruang yang didedikasikan bagi anak-anak untuk tumbuh, bermain, dan belajar, serta memfasilitasi kebutuhan anak usia dini untuk bereksplorasi dan bermain dengan aman.

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In the rush of urban development, the needs of the youngest residents—children—are frequently overlooked. This research highlights the critical importance of developing early childhood education (PAUD) in urban environments. Urban areas often lack sufficient open spaces, making it challenging to find suitable areas for building PAUD facilities or playgrounds that meet safety and regulatory standards. Accessibility and transportation challenges faced by urban families exacerbate this issue, especially for those without reliable transportation options. The distance between residential areas and PAUD centers can create barriers to access, further exacerbating inequalities in early childhood education provision. Additionally, the lack of parental awareness and engagement due to busy urban lifestyles undermines efforts to promote early childhood education. Limited parental involvement hampers children's access to quality PAUD programs and support services, hindering their overall development. This study emphasizes the importance of providing dedicated spaces for children to grow, play, and learn, and facilitating the needs of early childhood children to explore and play safely."

"Penelitian dilakukan untuk melihat bagaimana gambaran delay of gratification pada anak-anak berusia 3 dan 4 tahun di Indonesia. Kemampuan delay of gratification diukur menggunakan eksperimen The Marshmallow Test dengan melakukan beberapa penyesuaian seperti mengganti reward menjadi jelly dan waktu untuk menunggu adalah 13 menit. Partisipan dalam penelitian ini berjumlah 15 anak, 7 anak berusia 3 tahun dan 8 anak berusia 4 tahun. Analisis terhadap hasil observasi dilakukan untuk melihat bagaimana pengalihan atensi anak selama menunggu. Hasil penelitian menunjukkan bahwa anak perempuan memiliki rata-rata durasi yang lebih rendah dibandingkan anak laki-laki dan rata-rata pada anak usia 3 tahun lebih rendah dibandingkan anak usia 4 tahun. Berdasarkan observasi perilaku, anak-anak yang dapat mengalihkan atensinya lebih banyak untuk bermain, lebih mampu melakukan delay of gratification.

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The study was conducted to describe delay of gratification of three- to four-year old children in Indonesia. Childrens delay ability was measured using The Marshmallow Test that was adapted with some modification such as changing the reward to jellies and the maximum duration is 13 minutes. Participants consist of 15 children, 7 three-year olds and 8 four-year olds children. The result of the study shows that girls had a lower average duration than boys and the three-year old children had a lower average duration than four-year old children. Researchers also analyzed childrens behavior while waiting to see how the children distract their attention. Based on the behavioral observation, children who can distract their attention are more able to delay gratification."