Teachers’ Strategies For Increasing The Engagement of Children Aged 4–6 Years in The Learning Process

Abstract

Early childhood involvement in the learning process is an important aspect of creating active learning that aligns with the developmental characteristics of children aged 4–6 years. This article aims to examine teachers’ strategies for increasing children’s involvement through a literature review (library research) using a descriptive qualitative approach. Data were collected by reviewing scientific literature relevant to the topic and analyzed thematically to identify forms of children’s involvement and supporting teaching strategies. The findings indicate that children’s involvement can be observed through attention, enthusiasm, participation, interaction, and active engagement during learning activities. Teachers’ strategies include providing varied activities that match children’s interests and abilities, creating a safe and comfortable learning environment, offering opportunities for exploration, providing appropriate guidance, and giving positive feedback. Teachers also serve as facilitators, motivators, innovators, and guides. Therefore, creative and child-centered learning strategies can effectively support increased children’s involvement in the learning process.