Interactive Scientific Sport Fun Games Interactive for Early Childhood Education (ISSFG-ECE): The Needs and Perceptions of Early Childhood Teachers
Abstract
This study examined the interactive scientific sports fun games for early childhood education (ISSFG-ECE) approach, which integrates sports education with a scientific framework to support young children’s physical, cognitive, language, social, and emotional development. The research aimed to understand teachers’ needs and perceptions regarding ISSFG-ECEs through a mixed-method embedded design, combining quantitative needs analysis with qualitative interviews. A random sampling technique was used to select 104 teachers from various regions in Indonesia for a needs analysis questionnaire, and 12 teachers, who participated in training, as respondents for interviews. Data analysis included percentage calculations for the questionnaire responses and thematic coding for the qualitative insights. The findings revealed that most schools lack teachers with relevant academic qualifications in sports education, and sports activities, primarily consisting of gymnastics, swimming, horse riding, and outing classes, are often not integrated with learning themes. However, the training and implementation of ISSFG-ECE led to positive shifts in teachers’ perceptions, improving their ability to design engaging, developmentally appropriate activities. The approach also enhanced children’s self-confidence, collaboration, and physical activity levels. Despite its benefits, this study identified challenges, including limited open areas and children’s egocentric tendencies, which require further examination. These findings highlight the need for better teacher training, curriculum integration, and improved facilities to maximize the impact of ISSFG-ECE on early childhood education.
https://doi.org/10.26803/ijlter.24.3.30
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