The child spends a lot of time interacting in the outer environment with peers in various activities. They showed symptoms of sharing tasks, competition, contention, sympathy, slings help in facing difficulties. This picture shows symptoms of social behavior, there is a good social behavior and social behavior is not good. The purpose of this study is to determine the influence of peer environment on the social behavior of children aged 5-6 years in Kindergarten Humairoh Kubang Jaya Village Siak Hulu District Kampar Regency. This research uses the form of quantitative research with correlational approach. Data collection techniques used in this study is observation. This study uses statistical analysis in the form of chi-square method. The results showed that the peer environment has a strong influence on the social behavior of children. This can be seen from the average score of social and environmental behavior of peers obtained in good category (77.55%) and (74.42%). From the result of the research, it is found that the value of χ² = 19.54 and χ²table = 9.49 so that χ²count ≥ χ²table or 19.54 ≥ 9,49 thus the null hypothesis (Ho) is rejected, that is there is a significant influence from peer environment to social behavior of children aged 5-6 years in Kindergarten Humairoh Kubang Jaya Village Siak Hulu District Kampar District. The effect of variable X to Y is 57%.

We always assume that the world of children is a beautiful world, happy, safe and far from problems. Their time is always filled with fun and play. This statement is not entirely true, because behind a world filled with joy in children, real discomfort always lurks them. Negligence of parents who unwittingly make them trapped in unsafe conditions, for example, becoming victims of sexual abuse in early childhood. Not infrequently the perpetrators of sexual harassment are known people and people closest to them. Early childhood often becomes a victim because of verbal limitations and still lack of ability to express what is felt and experienced in detail and in detail. This condition is further strengthened by the lack of understanding of early childhood on the part of their body that can be touched and do not include what they should do when the unpleasant condition occurs. Therefore providing sex education to early childhood is important, so that the incidence of abuse in early childhood that can result in long-term trauma can be avoided. Sex education in early childhood is presented, of course, by following the age of their development and means of learning media that is suitable for early childhood. This sex education can be done by storytelling method, or playing pretend (pretendplay)

Background: One contraceptive method used to regulate the birth of a child is a 3-month injection of KB or Depo Medroxy Progesterone Acetate (DMPA). Controversy about the side effects of 3-month injectable contraceptives, such as menstrual cycle disorders, vaginal discharge, and weight gain, has become a problem in the community, so mothers are reluctant to use this contraceptive method. Mothers' ignorance about the side effects of 3 months causes fear of mothers using 3-month injectable contraception. Research objectives: To determine the level of knowledge of 3-month injectable family planning acceptors about the side effects of 3-month injection family planning. Methods: The research design used descriptive research using the literature study or literature review method. To search for literature using PICOS, the population inclusion criteria are 3-month Injectable Family Planning Acceptors, descriptive study design, articles published from 2018 to 2021, and articles in Indonesian. Results: From the results of the literature review in the first article, the majority of respondents' knowledge was in the poor category 21 (58.3%); in the second article, the majority of respondents who had good knowledge, 36 (54.5%) and the third article the majority of respondents who had less knowledge 36 (50,7%). Conclusion: Most of the respondents' knowledge level is lacking. This is because a person's knowledge can be influenced by age, education, occupation, and sources of information. To increase the knowledge of family planning acceptors in conveying information to the community, it is necessary to know the characteristics of the community. When conveying information, they can use assistive media easily understood by the community.

Early age is often referred to as the golden age (Golden Age) during which all aspects of development in children experience very significant development and this is the right time for parents and teachers to lay the foundations of the skills they will develop. To introduce letters hijaiyah to children after early childhood in some PAUD institutions are still applying conventional methods by using the book Iqro '. Introduction of hijaiyah letters can be varied by using hijaiyah letter cards. Learning model in the conventional way. This study wants to see the effectiveness of the use of hijaiyah letters in  improving the ability to read hijaiyah letters in early childhood in PAUD. The research method used in this study is Classroom Action Research (CAR). The results showed that the ability to read hijaiyah letters in B2 class PAUD Arrahma Siak Hulu increased by using hijaiyah letter media development. Evidenced by the results of cycle 1 that 50% complete reading hijaiyah letters while in increased to 93.75%

Kualitas guru Taman Kanak-Kanak (TK) atau Raudhatul Athfal (RA) yang profesional akan menentukan perkembangan anak usia dini. Guru juga harus memiliki kreativitas dan seni yang mendidik sebagai bentuk keahlian dalam mengajar. Belajar yang diharapkan sesuai dengan karakteristik anak usia dini, yaitu belajar melalui bermain atau bermain sambil belajar. Bercerita merupakan salah satu yang termasuk ke dalam kegiatan bermain. Artikel ini berisikan hasil penelitian jenis penelitian kualitatif deskriptif dengan 5 orang responden yang mengungkapkan bahwa teknik berkisah meningkatkan kompetensi guru dalam mengajar. Peningkatan kompetensi khusus lainnya yang diperoleh guru setelah mengikuti pelatihan teknik berkisah adalah peningkatan kompetensi moral dan semakin peka untuk memahami tahap perkembangan anak, khususnya perkembangan bahasa anak. Selain itu, hasil penelitian menunjukkan adanya peningkatan Kompetensi Keislaman pada guru dan anak didik dengan cara guru mengangkat atau memilih kisah-kisah nyata nabi dan rasul dalam memberikan teknik berkisah kepada siswa atau peserta didik anak usia dini. Kata Kunci: Teknik Berkisah, Kompetensi Guru, Pendidikan Islam Anak Usia Dini