Implementation Of The Reggio Emilia Approach In Developing Higher Order Thinking Skills (HOTS) Of Children Aged 5–6 Years At RA Nahdliyatul Islamiyah
Abstract views: 2
,
PDF downloads: 2
Abstract
This study was conducted to examine how the Reggio Emilia Approach contributes to the development of Higher Order Thinking Skills (HOTS) in children aged 5–6 years. HOTS, which involve the abilities to analyze, evaluate, and create, need to be fostered from an early age to support children’s critical and creative thinking development. This research applied a qualitative descriptive design and was carried out at RA Nahdliyatul Islamiyah. The research participants included a classroom teacher and children in the 5–6 age group. Data were obtained through direct observation of learning activities, in-depth interviews with the teacher, and documentation of children’s learning processes and products. The data were then analyzed using the stages of data reduction, data presentation, and conclusion drawing. The findings indicated that learning activities based on the Reggio Emilia Approach, such as project work, exploration, and group discussion, were able to encourage the development of children’s higher-level thinking. Children demonstrated analytical skills when identifying and exploring objects, evaluative skills when expressing opinions, and creative skills when producing their own work. In addition, the teacher’s role as a facilitator and the provision of a supportive learning environment strengthened this development. It can be concluded that the Reggio Emilia Approach is effective in supporting the enhancement of HOTS in early childhood learning.
Downloads
References
Ardiana, R. (2022). The implementation of child-centered learning in early childhood education. Jurnal Pendidikan Anak Usia Dini, 16(2), 123–134.
Bautista, A., Ng, S. C., Múñez, D., & Bull, R. (2016). Learning areas for holistic education: Kindergarten teachers’ curriculum priorities, professional development needs, and beliefs. International Journal of Child Care and Education Policy, 10(1), 1–18. https://doi.org/10.1186/s40723-016-0024-4
Berk, L. E. (2018). Development through the lifespan (7th ed.). Pearson Education.
Bond, V. L. (2017). Documentation and inquiry in the Reggio Emilia approach. Early Childhood Education Journal, 45(3), 343–351. https://doi.org/10.1007/s10643-016-0786-7
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
Edwards, C. (2021). The hundred languages of children: The Reggio Emilia experience in transformation. Early Childhood Research Quarterly, 54, 1–8. https://doi.org/10.1016/j.ecresq.2020.07.001
Fleer, M. (2018). Conceptual playworlds: The role of imagination in play and learning. Early Years, 38(3), 1–15.
Herawati, N. (2023). Implementation of constructivist learning in early childhood education. Jurnal Obsesi, 7(1), 210–221.
Kemendikbudristek. (2022). Kurikulum merdeka pada pendidikan anak usia dini. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Kurniawati, E. (2021). Development of creative thinking in early childhood through loose parts. Jurnal Pendidikan Anak, 10(2), 98–107.
Malaguzzi, L. (2016). The image of the child. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children (3rd ed.). Praeger.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2018). Qualitative data analysis: A methods sourcebook (4th ed.). Sage Publications.
Morrison, G. S. (2017). Early childhood education today (14th ed.). Pearson Education.
Ningsih, S. (2020). Project-based learning to improve higher-order thinking skills in early childhood. Jurnal Pendidikan Usia Dini, 14(2), 145–156.
OECD. (2019). Educating 21st century children. OECD Publishing.
Pratama, A. (2023). Teacher-centered learning and its impact on children’s cognitive development. Jurnal PAUD Indonesia, 12(1), 45–56.
Rohmah, L., & Anisa, R. (2024). Learning documentation in early childhood education. Jurnal Obsesi, 8(1), 50–61.
Sari, D. P. (2023). Project-based learning in early childhood education. Jurnal Pendidikan Anak Usia Dini, 17(1), 75–87.
Setyarini, D. (2022). Higher order thinking skills in early childhood education. Jurnal Pendidikan Anak, 11(2), 100–112.
Slavin, R. E. (2018). Educational psychology: Theory and practice (12th ed.). Pearson Education.
Susanti, R. (2021). The role of learning environment in early childhood development. Jurnal Pendidikan, 22(1), 34–45.
UNESCO. (2020). Early childhood education and care. UNESCO Publishing.
Yuliana, E. (2024). Creative thinking development through exploratory learning. Jurnal Obsesi, 8(2), 200–212.
Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., & Whitebread, D. (2017). Learning through play: A review of the evidence. LEGO Foundation.
Copyright (c) 2026 Jakfarus Sodiq, Siti Farida, Musayyadah
This work is licensed under a Creative Commons Attribution 4.0 International License.
-
The journal operates an Open Access policy under a Creative Commons 4.0 International license. The terms of the license are:
Share— copy and redistribute the material in any medium or format
Adapt— remix, transform, and build upon the material for any purpose, even commercially.
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons License.that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal
2. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Jurnal Kiddo is licensed under a Creative Commons
n Access).
