Exploring the Impact of Curriculum Design, Socioeconomic Status, Emotional Support, and Technology Integration on Social and Cognitive Development in Early Childhood in Indonesia

Zakiyah Zakiyah; Muhamad Ammar Muhtadi

doi:10.31004/riggs.v4i4.3752

Authors

Zakiyah Zakiyah Universitas Muhammadiyah AR Fachruddin
Muhamad Ammar Muhtadi Universitas Nusa Putra

DOI:

https://doi.org/10.31004/riggs.v4i4.3752

Keywords:

Curriculum Design, Socioeconomic Status, Emotional Support, Technology Integration, Early Childhood Development

Abstract

This study examines the influence of curriculum design, socioeconomic status, emotional support, and technology integration on the social and cognitive development of early childhood learners in Indonesia. Using a quantitative research approach, data were collected from 150 respondents through a structured questionnaire based on a five-point Likert scale. Data analysis was conducted using SPSS version 25, including descriptive statistics, reliability and validity testing, classical assumption tests, and multiple linear regression analysis. The results indicate that all four independent variables—curriculum design, socioeconomic status, emotional support, and technology integration—have significant and positive effects on children’s social and cognitive development. Curriculum design emerges as the strongest predictor, followed by emotional support, technology integration, and socioeconomic status. The model explains 61.1% of the variance in early childhood development, demonstrating the combined importance of educational quality, family background, emotional climate, and digital learning tools in shaping early learning outcomes. These findings highlight the need for early childhood education programs that integrate well-structured curricula, responsive family engagement, and meaningful use of technology to support children’s holistic growth. The study provides practical implications for educators, school leaders, and policymakers in designing inclusive and contextually relevant early childhood education policies and classroom practices. Future research is recommended to include larger and more diverse samples, apply longitudinal designs, and integrate qualitative approaches to capture deeper insights into how these factors interact over time in different regional and cultural settings in Indonesia.

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