Project Creativity Time and Challenge Board in Informal Education: Opportunities and Impact on Child Development
DOI:
https://doi.org/10.58988/jab.v6i1.822Keywords:
Challenge Board, Child Development, Project Creativity TimeAbstract
This study explores the implementation of Project Creativity Time and Challenge Boards at Bimba Bintang Junior and examines the opportunities and impacts on early childhood development. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation to understand how these learning strategies are applied in daily activities. The data analysis technique uses the Miles and Huberman model, which includes data reduction, data display, and conclusion. The findings indicate that Project Creativity Learning Time aligns with the principles of Project-Based Learning (PjBL), which encourages children to learn through meaningful, exploratory, and problem-solving-oriented project activities. Project Creativity Time enhances creativity, cognitive abilities, language development, motor skills, and social-emotional competencies through hands-on and collaborative projects, while the Challenge Board strengthens motivation, self-regulation, social-emotional, and learning attitudes through structured challenges and gamification elements. The novelty of this study lies in the integration of Project Creativity Time and the Challenge Board as a contextual pedagogical strategy tailored to the developmental characteristics of early childhood in informal educational institution. Pedagogically, these findings imply the strengthening of more flexible, participatory, and child-centered learning designs while also making a tangible contribution to the development of innovative and sustainable early childhood education practices.
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