Developmental Education and Early Childhood Cognitive Growth: Evidence from Kindergartens in Jakarta

Arisandi; Syamsul Akbar

doi:10.37899/mjdl.v2i4.234

Authors

Arisandi Program studi Pendidikan Guru PAUD, Universitas Negeri Jakarta
Syamsul Akbar Program studi Pendidikan Guru PAUD, Universitas Negeri Jakarta

DOI:

https://doi.org/10.37899/mjdl.v2i4.234

Keywords:

Developmental Education, Cognitive Growth, Early Childhood Education

Abstract

Early childhood is a crucial phase for establishing the foundations of lifelong learning, yet the effectiveness of developmental approaches in Indonesia’s kindergartens remains limited in research. This study investigates how developmental education supports children’s cognitive growth in Jakarta, focusing on literacy, numeracy, working memory, and language development. Using a mixed-methods design, standardized cognitive assessments were combined with observations and interviews with teachers and parents. The sample involved 200 kindergarten children from ten schools representing diverse socioeconomic backgrounds. Results show notable cognitive gains over one academic year, particularly in literacy and language abilities, while improvements in working memory were smaller but still meaningful. However, socioeconomic disparities were visible, with children in higher-SES schools benefiting from richer learning environments. Observational data revealed that although play-based and child-centered activities were widely applied, rote instruction remained common in numeracy lessons. Teachers and parents generally supported developmental approaches, yet many parents emphasized early English learning, reflecting societal pressures. Overall, findings indicate that developmental education can enhance school readiness, but its benefits are unevenly distributed. Strengthening teacher capacity, improving resources in low-SES schools, and aligning expectations with parents are necessary to ensure more inclusive and equitable early childhood education in Indonesia.

References

Adawiyah, A. R., & Kusuma, A. H. (2023). Challenges of play-based learning implementation in Indonesian early childhood education settings. Indonesian Journal of Early Childhood Education Studies, 12(1), 45–56.

Bodrova, E., & Leong, D. J. (2019). Tools of the mind: The Vygotskian approach to early childhood education (3rd ed.). Pearson.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Center on the Developing Child. (2020). Brain architecture. https://developingchild.harvard.edu

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children. Science, 333(6045), 959–964. https://doi.org/10.1126/science.1204529

Duncan, G. J., & Magnuson, K. (2012). Socioeconomic status and cognitive functioning. Developmental Psychology, 51(10), 1459–1475. https://doi.org/10.1037/a0032225

Hambleton, R. K., & Lee, M.-K. (2015). Methods for ensuring tests are fair and valid for use in multiple countries. In F. T. L. Leong (Ed.), The Oxford handbook of multicultural psychology (pp. 223–239). Oxford University Press.

Han, M., & Neuharth-Pritchett, S. (2015). Meaningful language interactions in preschool classrooms. Early Childhood Education Journal, 43(3), 137–146. https://doi.org/10.1007/s10643-014-0659-9

Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap. American Educator, 27(1), 4–9.

Hirsh-Pasek, K., Zosh, J. M., & Golinkoff, R. M. (2022). A new path to education reform: Playful learning. Educational Researcher, 51(2), 97–108. https://doi.org/10.3102/0013189X221081965

Mulyana, A. (2022). Play versus academic achievement: Teachers’ dilemmas in Indonesian kindergartens. Journal of Childhood Education, 5(2), 112–126.

Naedah, S., & Aulia, R. (2023). Early learning inequality in Indonesia: The role of socioeconomic status. Journal of Educational Policy Studies, 17(1), 88–102.

Pomerantz, E. M., & Grolnick, W. (2017). The role of parents in children’s education: A motivational perspective. Child Development Perspectives, 11(3), 200–205. https://doi.org/10.1111/cdep.12241

Rahmawati, M., Arifianto, Y., & Setiawan, N. (2020). Quality disparities in Indonesian early childhood education. Jurnal Pendidikan Anak Usia Dini, 14(2), 128–141.

Rohita, & Hasanah, N. (2021). Parental expectations and academic pressure in early childhood education. Jurnal Obsesi, 5(2), 957–969.

Sarama, J., & Clements, D. H. (2017). Development of mathematics in young children. Routledge.

Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academy Press.

Suparno, P., & Nugraheni, A. (2020). Play-based learning and holistic development in Indonesian kindergartens. Jurnal Pendidikan Anak, 9(1), 1–12.

Susanto, A., Wulandari, I., & Rahayu, S. (2022). Early childhood education resource disparities and student learning outcomes. International Journal of Child Development, 8(4), 302–315.

Sylva, K., Melhuish, E., Sammons, P., Siraj, I., & Taggart, B. (2014). Early childhood matters: Evidence from the Effective Preschool, Primary and Secondary Education Project. Routledge.

Tashakkori, A., & Teddlie, C. (2010). Mixed methodology: Combining qualitative and quantitative approaches (2nd ed.). SAGE.

Toub, T. S., Hassinger-Das, B., & Hirsh-Pasek, K. (2018). Guided play: Principles and practices. Current Directions in Psychological Science, 27(5), 343–349. https://doi.org/10.1177/0963721418794722

UNESCO. (2019). Asia-Pacific early childhood care and education data review. UNESCO Bangkok.

UNICEF. (2021). Ensuring safe and quality learning environments in early childhood settings. UNICEF.

Vitiello, V. E., & Williford, A. P. (2021). Classroom interactions and early cognitive development. Early Childhood Research Quarterly, 56, 90–102. https://doi.org/10.1016/j.ecresq.2021.02.005

Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., & Klahr, D. (2020). Guided play: Principles and practices. Child Development Perspectives, 14(3), 173–179. https://doi.org/10.1111/cdep.12387

Yoshikawa, H., Weiland, C., & Brooks-Gunn, J. (2015). When does preschool matter? Developmental Psychology, 51(11), 1520–1531. https://doi.org/10.1037/dev0000058