Engaging media is necessary to stimulate childrens speaking skills in kindergarten. The purpose of this study is (1) to describe the development of media big book picturesque stories for learning speech skills in childrens kindergarten, (2) to describe the feasibility, practicality, and effectiveness of big book picturesque media for learning kindergarten speech skills. This research employed the research and development of Borg and Gall, which, due to time and cost limitations, then took only seven stages—data collection techniques using questionnaires and observations. Data is validated with media validity assessment by material experts and media experts—data analysis techniques using quantitative and qualitative data analysis. Design development plans using flowcharts, define access learning objectives, formulate indicators references, define media titles, compile storytelling, layout Big Book story images, create storyboards, and create validation lifts. Results from the validity of 88.3% (very decent), product practicality of 89% (efficient), and effectiveness of 83.42% (excellent). Thus, the media big book picture story is very decent, practical, and effective for learning speaking skills in kindergarten children

The low ability of childrens critical thinking is caused by various things, one of which is the limitations of educators in providing space for students to stimulate necessary thinking skills in the learning process. The learning approach, methods, and media have yet to help children fully build critical thinking skills. Overcoming these problems is one way that can support the achievement of childrens necessary thinking skills with the STEAM (Science, Technology, Engineering, Art, and Mathematics) learning model. This research method uses classroom action research methods to improve and increase the quality of learning regarding critical thinking skills. Based on the study results, there was an increase in all indicators of critical thinking in the development of student learning outcomes after being given action. The ability to think critically in children is evidenced by the average achievement category of Very Developed Children (BSB), with a percentage of in cycle one of 48.75% and in cycle two reaching 80.25%. The application of STEAM learning can improve critical thinking skills

The world of education has three domains that students must master: cognitive, affective, and psychomotor. The cognitive domain is oriented toward mastery of science and technology, and the affective domain is related to attitude, morality, spirit, and character. In contrast, the psychomotor domain is linked to procedural skills and tends to be mechanical. However, in the reality of learning in schools, efforts are always made to balance these three domains, but in fact, the dominant domain is the cognitive and then psychomotor domains; the result is that students are rich in hard skills but lacking in soft skills because the affective domain is ignored. The speed of technology and the rapid development of the times require people with character who can adapt to their environment and keep up with technological growth. For this reason, character strengthening and education are essential. Researchers use this type of qualitative research because qualitative research requires data and information in the form of descriptions and narratives to reveal the meaning behind the informants descriptions/descriptions. A childs character will be formed from the habits they get at school and home. Therefore, good cooperation between teachers and parents is needed so that interpretation can occur between the habits made by teachers and parents

The mastery of English from an early age is an essential requirement. Kindergarten teachers must equip early childhood studentswith sufficient knowledge and skills in English. It starts with teaching them vocabulary, which facilitates their English communication. However, the main problem often faced is the selection of practical and enjoyable vocabulary teaching methods, as their learning style differs from that of older students. Therefore, this research aimed to investigate processes in teaching vocabulary to early childhood students. This study was conducted at Generation for Christ School using a qualitative descriptive approach. Data were collected through semi-structured interviews involving seven teachers as research informants. The data were analyzed using a qualitative descriptive approach. The results showed that the teaching methods applied by teachers in teaching English vocabulary to early childhood students are movement and songs, Total Physical Response (TPR), games, Grammar Translation Method (GTM), and Communicative Language Teaching (CLT)

This study describes the weaning process for students who are still attached to their parents or caregivers at the start of learning in play groups using contextual learning and describes the factors that influence it. Qualitative descriptive research with the subjects of school principals, teachers, students, and parents in Kemuning Kepanjen playgroup, through the process of observation, interviews, and documentation analysis. The results of the research show that the strategy for weaning students using contextual learning media and infrastructure in a fairly complete learning environment. The chronology of the weaning process is: (1) preparation, (2) weaning process and (3) follow-up. This strategy is supported by quite complete outdoor media, good communication and socialization patterns, participation and support of parents in the environment around the school. The factors that influence the weaning process are (1) early childhood socialization, (2) the initial process of introducing learning to the environment, (3) effective communication patterns between teachers and parents, (4) teachers strategies during early learning, and (5) media infrastructure that is complete, safe, and easily accessible. There were no significant obstacles in the weaning process, apart from variations in the communication between teachers and parents, and the conditions that were there were interrelated

This study aims to determine the effect of fun thinkers book media on the mathematical logic intelligence of children aged 5-6 years at Nurul Taqwa Kindergarten. The research approach used is quantitative with the type of quasi-experimental design. The research design used is A non-equivalent control group design. The population of this study is children aged 5-6 years of Nurul Taqwa Pattunggalengang Kindergarten, Gowa Regency, with 30 children. The sampling technique used was purposive sampling, so the subjects in this study were 20 children aged 5-6 years. The data collection techniques used in this study were observation, tests, and documentation. The method used is descriptive and nonparametric statistical analysis using the Wilcoxon test. The results of hypothesis testing using the SPSS application show that the data is 2.271 and the sig value. (2- tailed) of 0.023 <0.05, then H1 is accepted and H0 is rejected. The results showed an effect of fun Thinkers book media on the mathematical logic intelligence of children aged 5-6 years at Nurul Taqwa Pattunggalengang Kindergarten, Gowa Regency

Language literacy or pre-literacy in early childhood is the ability to read and write and analyze, respond, and use language that can be applied through reading corners, drawing activities, and a culture of reading at home in collaboration between parents and schools. This study aims to determine the application of literacy learning and the methods and media applied to literacy learning in group A of PAUD Al-Kautsar Cilegon. This research uses descriptive qualitative research. Data collection used in this research is observation, interview, and documentation. The results showed that the application of language literacy learning in group A of PAUD Al-Kautsar Cilegon looks quite optimal in its application by the literacy program that should be, starting from the arrangement of classes and environments rich in literacy as well as facilities provided by schools such as reading corners and in its application children are not taught directly to read and write but are introduced to reading and writing with habituation activities that have been designed by the school, and in its application there are several learning methods and various learning media that support the application of literacy learning