Early Childhood Teachers’ Reported Strategies for Integrating Mathematics and Science Through Play

2026-09-18T13:37:31+07:00

Background: Play-based learning can connect early mathematics and science through children’s exploration. However, limited evidence explains how teachers establish conceptual relationships between the two domains during play.

Objective: This study examined how early childhood educators plan, facilitate, and assess integrated mathematics and science learning through play, focusing on relational integration.

Methods: A qualitative descriptive study involved 10 early childhood educators. Data were collected through asynchronous written semi-structured interviews using a 37-question instrument. Data were analyzed using deductive-inductive thematic analysis through coding, category development, theme review, and cross-participant comparison.

Results: Seven themes emerged: goal-oriented planning, relational integration, questioning and prediction, scaffolding and child agency, material and environmental exploration, formative assessment, and professional experience and training. Teachers integrated mathematics into science-based play through counting, measuring, comparing, and classifying, supported by open-ended questioning and adaptive scaffolding.

Conclusion: Relational integration involves using mathematical actions such as counting, measuring, comparing, and classifying to support science exploration. The findings reflect teachers’ reported practices and do not establish effects on children’s learning outcomes.

Analysis of the Implementation of Rhythmic Gymnastics in Stimulating Gross Motor Skills of Early Childhood

2026-09-30T08:41:38+07:00

Background: Gross motor development in early childhood does not occur automatically; it requires systematic and consistently planned stimulation. Rhythmic gymnastics, a series of movements accompanied by music, has become one of the activities widely used in early childhood education institutions to stimulate coordination, balance, agility, and muscle strength. However, in-depth studies on how such activities are actually implemented holistically within a single institution remain limited.

Objective: This study aimed to describe and analyze the implementation of rhythmic gymnastics activities in stimulating gross motor skills of early childhood at TK Lembayung Indah, Bengkulu City.

Methods: A descriptive qualitative approach was employed, involving four informants (one school principal and three Group B teachers) selected purposively, while the research object was the gross motor development of 15 Group B children. Data were collected through semi-structured interviews and documentation during July 2026, then analyzed using the interactive model of Miles and Huberman.

Results: Rhythmic gymnastics was implemented in a structured manner, beginning with collaborative planning, conducted routinely every Saturday in three phases: warm-up, core movement, and cool-down. Based on teacher and school principal reports, the activity appeared to provide stimulation across all four investigated gross motor aspects, though agility showed relatively lower reported progress compared to coordination, balance, and muscle strength.

Conclusion: Based on teacher and school principal reports, rhythmic gymnastics conducted routinely and in a structured manner was perceived to meaningfully stimulate early childhood gross motor development, although this reflects informants’ perceptions rather than direct measurement. Strengthening written evaluation documentation and adding movement variations are recommended to optimize agility stimulation.

Journal of Early Childhood Development and Education

Early Childhood Teachers’ Reported Strategies for Integrating Mathematics and Science Through Play

Analysis of the Implementation of Rhythmic Gymnastics in Stimulating Gross Motor Skills of Early Childhood