Models and Techniques of Science Learning in Cultivating Cognitive and SocioEmotional Learning Attitudes in Early Childhood in Banten Province, Indonesia
Models and Techniques of Science Learning in Cultivating Cognitive and SocioEmotional Learning Attitudes in Early Childhood in Banten Province, Indonesia

Summary/Abstract: Background/purpose. Early Childhood Education (ECE) is critical in shaping cognitive and socio-emotional development. In Banten Province, Indonesia, most ECE institutions are privately operated, reflecting strong community involvement. This study examined the coherence between learning models and techniques in fostering scientific attitudes, cognitive learning, and socio-emotional learning among young children. Materials/methods. A quantitative ex post facto design was applied using Structural Equation Modelling (SEM) to analyse relationships among variables. Data were collected from 199 ECE institutions selected through proportionate stratified random sampling (99 formal and 100 non-formal). The study investigated four learning models: group-based, corner-based, area-based, and centre-based, and two techniques: exploration-based and direct experience-based. Results. The findings reveal that group-based and centre-based learning models play a significant role in fostering scientific attitudes and interest in science learning. Cognitive learning attitudes are best supported when group-based and centre-based models are combined with exploration-based techniques, while socio-emotional learning attitudes are more effectively developed when the group-based model is paired with direct experience techniques. Other models, such as corner-based and area-based learning, demonstrated limited coherence with enhancing learning attitudes. Conclusion. The study highlights the importance of aligning learning models with appropriate techniques to optimize early childhood education outcomes. Integrating group-based and centre-based models with exploration or direct experience techniques significantly improves attitudes toward cognitive and socio-emotional learning. These findings provide valuable implications for developing pedagogical strategies that strengthen scientific interest and holistic development in early learners.

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