Enhancing Early Childhood Learning through Effective Communication in Beyond Centers and Circle Time Activities

Aims: This study aims to analyze the improvement of early childhood learning through effective communication in Beyond Centers and Circle Time activities on children's cognitive and language development.

Study Design: The research used quantitative research with a quasi-experimental research design.

Place and Duration of Study: The research sample was from children of Khodijah Kindergarten Wonorejo, Wonokromo and Pandegiling Surabaya. This research was conducted between February and March 2024.

Methodology: The study sample consisted of 60 children, 30 children in the experimental group and 30 children in the control group. The 10 children in each group were representative of the three kindergartens used in the study. Data collection used tests to test cognitive development and performance to test children's language development. Data analysis used homogeneity test, normality test, and t test.

Results: The results of the analysis obtained a value of 0.029 <0.050 which indicates a significant increase in effective communication in early childhood in Beyond Centers and Circle Time learning on cognitive development and the results of the analysis obtained a value of 0.003 <0.050 which indicates a significant increase in effective communication in early childhood in Beyond Centers and Circle Time learning on child language development. Structured communication during Beyond Centers and Circle Time activities has improved children's cognitive and language skills for the better. In particular, children were able to show better attention during learning activities, improve peer interactions, and engage themselves in learning activities, all due to the role of effective communication during these learning activities.

Conclusion: It was found that increasing effective communication in early childhood learning in Beyond Centers and Circle Time learning can affect early childhood cognitive and language development. Suggestions for future researchers, the hope is to continue research related to Beyond Centers and Circle Time learning, it could be that this learning could have other benefits in early childhood skills or knowledge. Or it can be applied in early childhood education institutions in other areas because the problems in each educational institution must be different. And it can also be a source of reference or new information for further research that explores this learning or related to effective communication in early childhood learning.