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Teacher Mentoring Transforms Active Learning and Child Development in Rural Early Education
A mentoring program for early childhood teachers in Peley Village, Central Sulawesi, has significantly improved classroom learning quality and children’s development, according to a 2026 study by Hasna Koba’a, Artika Sri Devi Bungalim, and Rani Julianti Solodi from Universitas Muhammadiyah Luwuk Banggai. Published in the Indonesian Journal of Society Development, the study shows that structured teacher guidance can turn passive classrooms into active, engaging learning environments while strengthening children’s creativity, literacy, and character.
The findings highlight a critical issue in early childhood education: many teachers still struggle to implement active, child-centered learning despite growing policy emphasis on innovative teaching. In rural areas, limited training and resources often lead to conventional teaching methods that reduce student engagement and limit developmental outcomes.
Why Active Learning Matters in Early Education
Active and enjoyable learning has become a key priority in early childhood education globally. It encourages children to explore, interact, and learn through play—an approach proven to improve cognitive, social, and emotional development.
However, applying these principles in real classrooms requires more than theoretical knowledge. Teachers need continuous support, practical examples, and feedback. This is where mentoring plays a central role.
In Peley Village, the research team from Universitas Muhammadiyah Luwuk Banggai observed that teachers initially faced challenges in aligning play activities with learning goals. Many lesson plans focused on entertainment without clearly supporting children’s skill development.
A Hands-On Mentoring Approach
The study used a descriptive qualitative design, combining classroom observation, in-depth teacher interviews, and analysis of teaching documents. This approach allowed the researchers to capture real teaching practices and track changes over time.
The mentoring program followed a structured cycle:
- Planning: Identifying teacher needs and preparing active learning materials
- Implementation: Conducting classroom simulations, play-based activities, and literacy integration
- Reflection: Evaluating teaching practices and providing feedback
Teachers worked closely with mentors through coaching sessions, classroom observations, and collaborative discussions. The process emphasized practical learning, not just theory.
Mentors also encouraged teachers to integrate early literacy into daily activities using simple tools such as flashcards, storytelling, and interactive games. This ensured that children developed reading and writing skills alongside active participation.
Clear Improvements in Teaching and Learning
The mentoring program produced measurable improvements in both teacher performance and student engagement.
Key outcomes for teachers:
- Increased confidence in designing lesson plans
- Improved ability to manage classrooms effectively
- Stronger skills in adapting activities to children’s needs
- Greater professionalism and reflective teaching practices
Key outcomes for children:
- Higher participation and enthusiasm during lessons
- Improved literacy skills through interactive activities
- Increased independence and confidence
- Stronger social skills, including cooperation and empathy
Children began to show initiative, such as reading simple words, telling stories, and participating actively without constant instruction. This shift indicates a move from passive learning to self-driven engagement.
Hasna Koba’a from Universitas Muhammadiyah Luwuk Banggai explains that mentoring helps teachers connect play with learning outcomes. She emphasizes that “structured guidance enables teachers to design meaningful activities where children learn actively while enjoying the process.”
Creativity as a Core Driver
One of the most notable findings is the role of teacher creativity in shaping learning experiences.
Through mentoring, teachers learned to design activities using games, music, art, and movement. These creative approaches made lessons more engaging and helped children develop multiple skills at once.
For example:
- Letter recognition was combined with songs and physical movement
- Storytelling activities encouraged imagination and communication
- Group games fostered teamwork and social interaction
This integration of creativity and literacy created a dynamic classroom environment where children learned by doing, not just listening.
Impact Beyond Academics
The benefits of the mentoring program extend beyond literacy and academic skills.
Children showed noticeable improvements in character development, including:
- Responsibility and discipline
- Cooperation and teamwork
- Self-confidence and independence
- Empathy and respect for others
These outcomes are particularly important in early childhood education, where social and emotional development is as critical as cognitive growth.
The program also influenced learning beyond the classroom. Children began practicing literacy skills at home, reading simple materials and sharing stories with family members. This suggests that active learning can create lasting habits that support lifelong education.
Challenges and Opportunities
Despite its success, the mentoring program faced several challenges.
Teachers initially struggled to balance play and learning objectives. Some needed time to understand that play can be structured and purposeful. Additionally, adapting activities to different ability levels required extra effort and creativity.
However, these challenges also highlight opportunities for improvement.
The study suggests that mentoring programs should be expanded and institutionalized, especially in rural areas. Continuous support, rather than one-time training, is essential for lasting change.
The researchers also recommend integrating mentoring into education policy to ensure that teachers receive ongoing professional development aligned with classroom realities.
Implications for Education Policy and Practice
The findings offer practical insights for improving early childhood education systems:
- For schools: Implement structured mentoring programs to support teachers
- For policymakers: Invest in continuous teacher development, especially in rural areas
- For educators: Adopt creative, play-based approaches to enhance engagement
- For communities: Encourage family involvement in children’s learning
The study confirms that improving teacher quality directly impacts student outcomes. When teachers are confident, creative, and supported, children benefit from more meaningful learning experiences.
Author Profile
Hasna Koba’a is an early childhood education researcher at Universitas Muhammadiyah Luwuk Banggai, specializing in teacher mentoring and active learning strategies. She collaborated with Artika Sri Devi Bungalim and Rani Julianti Solodi, both academics from the same university with expertise in education, teacher development, and child-centered learning.
Source
DOI : https://doi.org/10.55927/ijsd.v5i2.13
URL : https://journalijsd.my.id/index.php/ijsd/index
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