In general, playing and learning activities in Kindergarten are carried out indoors, so that the interior elements of the room can affect children's activities which can be seen from their behavior while in the room. This behavior is also a manifestation of the social and emotional development of children. The interior of the study and play room is expected to play an effective role in realizing the educational goals of Kindergarten, in particular the social emotional development of children. This research was conducted with the aim of knowing the relationship between the interior of the study and play rooms on the socio-emotional development of early childhood at RA Mukhlisin. The method used in this research is quantitative research using data collection techniques. The results obtained from this study are that there is a relationship between interior design and early childhood development at RA Mukhlisin because in terms of play space, RA Mukhlisin has provided quite a lot of game tools with good and interesting conditions, so that children feel comfortable in playing. socialize or interact with friends

The COVID-19 pandemic has caused the face-to-face learning system to switch to learning from home. This transition makes parents have to adapt to these new circumstances. This study aims to determine the psychological problems of learning from home during COVID-19 in early childhood. This qualitative research with a case study approach involves parents of children aged 5-6 years, schools, and the community in Paya Geli Village, Sunggal District, Deli Serdang Regency, North Sumatra Province. Data were obtained through interviews, observation, and documentation techniques. Data analysis uses the Miles and Huberman model, including data reduction, display, and verification. The results of this study found several problems, namely: 1) Parents became stressed so that violence occurred in teaching. 2) Children become passive, uncreative, unproductive due to stress. 3) gadgets have become a place for children to escape to avoid stress. Thus, it is hoped that parents will be wiser in teaching their children at home to minimize the occurrence of psychological problems learning from home.

Beberapa praktik pembelajaran pada Pendidikan Anak Usia Dini (PAUD) disinyalir terjangkiti paham keagamaan yang radikal dan intoleran. Persoalan ini sejatinya merupakan masalah laten dalam pembelajaran agama di semua jenjang pendidikan, yakni pendekatan pembelajaran yang dogmatis dan doktriner. Karenanya artikel ini melakukan kajian tentang pendekatan pembelajaran dalam rangka pencapaian perkembangan aspek agama pada anak usia dini yang tidak dogmatis dan doktriner. Kajian ini fokus pada pendekatan contextual teaching and learning (CTL) berbasis kajian normativitas-historisitas dalam filsafat ilmu-ilmu keIslaman. Hasil kajian menemukan adanya benang merah filosofis antara pendekatan CTL dengan kajian normativitas-historisitas. Benang merah tersebut berupa historisitas Islam berbentuk pengalaman religius peserta didik, yang bersifat fleksibel dan temporer, yang dapat dijadikan sebagai konteks dalam pendekatan CTL . Pengalaman religius ini kemudian dieksplorasi dengan menggunakan pendekatan CTL sehingga menghasilkan makna bagi peserta didik.

The objective of this research is to know the increasing interpersonal and intrapersonal intelligence of early childhood (5-6 years old) through thematic learning. This study was conducted of the first semester of Zulhijjah kindergarten in 2014 academic year. The methodological of this research was used classroom action research method by applied"Kemmis and Taggart"model and used two cycle, which consist of four steps as follows: 1) planning, 2) implementation, 3) observation, 4) reflection. The point of new of this study is 10 children of B class at Zulhijjah kindergarten Medan. Based on the concept of classroom action research that has mixed paradigma method, namely quantitative and qualitative research methods. The quantitative data was analyzed by using t-test, paired samples (t-paired samples) to know of increasing of interpersonal and intrapersonal intelligence before and after done the action, then to show the difference each cycles. And qualitative data was analyzed based in the observation result that has done. The result of this research shows that there is a significant different in increasing interpersonal and intrapersonal intelligence through thematic learning in pre and post assesment. After counted the data that had found from the field by using t-test formula, the result of counting is as follows: 1) interpersonal intelligence of t-test= -19,844 lower than t-table= 2,262. 2) intrapersonal intelligence of t-tes= -18,253 lower than t-table= 2,262, by that, it can be told that, there is an increasing between the first and in the final assesment in the level of confidence /trust 95% to interpersonal and intrapersonal intelligence. It can be seen in preaction too, which average value of interpersonal intelligence as big as 40,62%, then in cycle I increase to 64,79%, and in the final cycle II has been reached 80,41%. From the finding of the research can be concluded that to increase interpersonal and intrapersonal intelligence of early chilhood (5-6 years old) need to pay attention the thematic learning that is used.

Perkembangan kognitif berkaitan dengan daya pikir, kemampuan dalam memproses informasi dan memecahkan masalah. Kemampuan ini sangat berkaitan erat dengan kegiatan anak dalam menghadapi berbagai informasi dan permasalahan baik dalam kegiatan sehari-hari maupun kegiatan yang bersifat akademik di sekolah. Perkembangan kognitif anak dapat dikembangkan melalui berbagai kegiatan salah satunya kegiatan bermain air. Penelitian ini menggunakan jenis penelitian kualitatif deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Subjek pada penelitian ini adalah seluruh siswa TK AlFath Medan yang berjumlah 16 orang anak. Kemampuan kognitif anak di TK AlFath belum berkembang secara maksimal, oleh karena itu guru berupaya dalam meningkatkan perkembangan kognitif anak usia dini di TK AlFath Medan melalui kegiatan bermain air, yakni percobaan sederhana terapung dan tenggelam. Setelah dilakukan kegiatan bermain air seluruh perkembangan kognitif anak telah mengalami perkembangan. 12 orang anak mendapat hasil penilaian rata-rata Berkembang Sangat Baik dan 4 orang anak mendapat hasil penilaian rata-rata Berkembang Sesuai Harapan. Berdasarkan hasil penilaian ini maka dapat disimpulkan bahwa kegiatan bermain air dapat meningkatkan perkembangan kognitif anak usia dini di TK AlFath Medan