The purpose of this study was to determine the differences in the effectiveness of the computer-based “color mixing maze games” to stimulate symbolic thinking for the development of learning science in early childhood in the new era of industry 4.0. 23 samples in one kindergarten in Surabaya were used for this study consisted of 13 children (TK A1) for the experimental group and 10 children (TK A2) for the control group. This research was a type of quantitative experimental research using the Quasi-experiment method and the Non-equivalent Control Group Design. The Independent Sample T-Test was used for the data analysis technique and N-Gain with SPSS 21 was used for the effectiveness test. The results of the effectiveness test depicted a result of the Sig≤0.05 value and thus Ho was rejected and Ha was accepted, which means that there were significant differences in effectiveness computer-based “color mixing maze games” compared with paper-based games to stimulate symbolic thinking in the development of learning science in early childhood. Computer-based games are stated to be able to provide the right understanding in the learning process including science learning in recognizing mixing colors.

This study aims (1) to analyze the need to stimulate geometry abilities in children aged 5-6 years, (2) to determine the level of feasibility and effectiveness of the SAVI (Somatic, Auditory, Visual, Intellectual) learning model to stimulate geometric abilities in children aged 5-6 years. This research is development research that refers to the ADDIE development model (analysis, design, development, implementation, and evaluation). The test subjects in this study consisted of 101 children aged 5-6 years in Pancung Sol District, Pesisir Selatan. Collecting data with interviews, questionnaires and observation. The research results obtained were (1) in stimulating the geometric abilities of children aged 5-6 years they needed the SAVI learning model, (2) the SAVI learning model was declared feasible and effective for stimulating geometric abilities in children aged 5-6 years based on the results of the N-Gain test with a value of 0.81 or 81% which is included in the high and effective category. Recommendations for future researchers to conduct similar research by developing other learning models, so that there are many learning models that can be used to stimulate the geometry abilities of children aged 5-6 years.

The purpose of this study is to stimulate the naturalist intelligence of early childhood through the introduction of the surrounding environment. The sample in this study was 10 children aged 5-6 years in group B in a kindergarten in Padang. This research uses a quantitative approach with a pre-experimental type and the design used is one group pretest-posttest. Data collection was obtained from observation and documentation, then the data was processed using paired sample t-test analysis techniques. The results showed that the introduction of the surrounding environment can stimulate the naturalist intelligence of children aged 5-6 years. This is known from the results of the paired sample t-test obtained, where the significance value of 0.025 is smaller than the error level of 0.05 (0.025 <0.05). Based on these results it can be stated that Ho is rejected and Ha is accepted which means the child’s naturalist intelligence increases with the introduction of the surrounding environment.