A structured training program has significantly improved how kindergarten teachers observe and document early childhood development, according to a 2026 study by Nurul Alisha Syarifuddin and Fasti Rola from the University of Northern Sumatra. Published in the Indonesian Journal of Education and Psychological Science (IJEPS), the research shows that short, practical training can strengthen teachers’ confidence, accuracy, and consistency in monitoring children’s physical, cognitive, language, and socio-emotional growth—an essential foundation for quality early childhood education.
The study was conducted at RA-X, an early childhood education institution in Indonesia, where teachers previously relied on memory and informal notes to assess children’s progress. After a two-day, hands-on training program, teachers demonstrated markedly better observation skills and more systematic developmental records. The findings matter because accurate observation directly affects lesson planning, early intervention, and how clearly schools communicate children’s progress to parents.
Why Observation Skills Matter in Early Childhood Education
Observation is the backbone of early childhood education. Through daily observation, teachers identify children’s developmental stages, tailor learning activities, and detect early signs of delay or difficulty. Yet in many kindergartens, observation is still informal and inconsistent.
At RA-X, parents had raised concerns that progress reports were too general—often describing children as simply “active” or “quiet”—without explaining what those behaviors meant for learning and development. Teachers themselves acknowledged difficulties in applying developmental theories and using structured tools during busy classroom routines.
This challenge reflects a broader issue in early childhood education systems, particularly in developing contexts: teachers are expected to assess development comprehensively, but often receive limited practical training on how to do it efficiently and objectively.
How the Training Program Was Designed
The researchers introduced a descriptive-intervention training program with a pre-test and post-test design. Rather than focusing on theory-heavy lectures, the program emphasized simple, practical observation instruments that teachers could use immediately in class.
Key features of the training included:
Clear explanations of developmental indicators across four domains: physical, cognitive, language, and socio-emotional development
Hands-on practice using checklists and anecdotal records
Group discussions and reflections based on real classroom situations
Guidance on documenting observations in a consistent and objective way
Data were collected through interviews, classroom observations, focus group discussions, and pre–post assessments of teachers’ observation skills.
Key Findings: Skills and Confidence Improved
The results show a strong and measurable improvement in teachers’ observation abilities after the training.
Before the training:
Teachers lacked standardized observation tools
Developmental notes were brief, general, and based on recall
Confidence in assessing child development was low
Parents reported limited insight from progress reports
After the training:
Teachers used structured checklists and anecdotal records consistently
Observation notes became more specific and developmentally meaningful
Teachers reported greater confidence in documenting children’s progress
Progress reports were better suited for communication with parents
Statistical analysis reinforced these observations. The Wilcoxon signed-rank test showed a significant increase in observation skills, with mean scores rising from 34.85 (pre-test) to 68.00 (post-test). The improvement was statistically significant (p = 0.001), indicating that the changes were not due to chance.
Linking Practice to Developmental Theory
The findings align closely with established child development theories. The training functioned as a form of professional scaffolding, echoing Lev Vygotsky’s concept that learning improves when individuals receive structured support. By breaking down observation into manageable steps and providing practical tools, the program helped teachers move from basic understanding to confident application.
As the authors note, structured guidance enabled teachers to translate abstract developmental concepts into daily classroom practice. In this sense, the training bridged the gap between theory and real-world teaching demands.
Real-World Impact for Schools and Families
The implications extend beyond RA-X. Accurate developmental observation benefits multiple stakeholders:
Children receive learning experiences better aligned with their developmental needs
Teachers gain professional confidence and clearer instructional direction
Parents receive more informative and trustworthy progress reports
Schools can standardize assessment practices and improve accountability
“Structured observation training supports teachers in documenting children’s development objectively and communicating progress more effectively with parents,” explained Nurul Alisha Syarifuddin, a researcher in early childhood education at the University of Northern Sumatra. This, she noted, strengthens trust between schools and families while improving educational quality.
Recommendations for Early Childhood Education Policy
Based on the findings, the researchers recommend that early childhood institutions:
Implement standardized observation instruments on a regular basis
Provide ongoing mentoring to maintain and improve teachers’ skills
Share developmental reports with parents more frequently, such as monthly
Expand similar training programs to cover other areas of child assessment
The study also opens the door for future research comparing online and face-to-face training models or evaluating long-term impacts on classroom learning quality.
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