Fostering Cognitive Ability Through Game-Based Aquatic Learning in Early Childhood

Abstract

This study aims to determine the effect of providing aquatic learning on cognitive abilities in early childhood. Ten children from UPI Pilot Laboratory Kindergarten, Tasikmalaya Campus, Indonesia, aged 5-6 years, were involved in this study. The instruments used in this study were structured observation, field notes and documentation regarding children's cognitive abilities in aquatic learning. The cognitive abilities that were analyzed comprised of class procedures, pool rules, play rules, instructional language, and movement mechanics. The results showed that cognitive abilities of early childhood increased after giving aquatic learning with a gain score of 13. This study concluded that aquatic learning has a positive impact on early childhood. Through this learning, children are very enthusiastic and enjoy playing activities, because this aquatic activity is a new experience for young children. Game-based aquatic learning can be an alternative choice of learning models for teachers in order to develop children's potential.