Ririn Yuniasih: Transforming Early Childhood Education Through Every Meaningful Connection

Inspired by her own fun and uplifting experiences in kindergarten, Ririn Yuniasih has devoted her career to ensuring that young learners—and their educators—receive the attention and support they deserve.

As a researcher, Ririn is pushing for a fundamental shift in the mindset about early childhood education (ECE), particularly in Indonesia. The foundational level of education requires both expertise and specialised skills, she argues, and is not merely a stepping stone to school.

‘Early childhood educators are the first significant adult figures that children encounter outside their families. They open doors and windows for children to learn and experience many things in fun ways,’ said Ririn, a research fellow based at the University of Melbourne.

‘Contrary to the belief that kindergarten teachers don't need high qualifications, it's essential for them to be knowledgeable, to make children's first experiences outside the home exciting and enriching.’

Broadening Perspectives in Australia

Ririn’s academic journey—spanning two masters degrees, a PhD, and years of fieldwork—reflects her enduring commitment to ensuring that early childhood educators are not only prepared but empowered to shape the future of young learners.

After earning a bachelor’s degree in psychology from the Universitas Gadjah Mada in Yogyakarta in 2001 and beginning her career in a teacher training institution, Ririn pursued a masters degree and PhD in Australia with support from Australia Awards.

‘While Australia is geographically close to Indonesia, as a developed country, it differs significantly in its social, cultural, economic, and political contexts. That’s why I wanted to learn more about its education system, particularly ECE,’ said Ririn.

In Australia, Ririn further developed her research interests on inclusive and play-based pedagogical practices, which form the foundation of the country’s ECE curriculum. Her work in research and advocacy underscores the importance of high-quality education at the earliest stages of a child’s development.

‘In Australia, the idea of learning through play is no longer up for debate. Play is inherently a learning activity for children. That’s the approach I now share with early childhood educators in Indonesia,’ said Ririn, who earned her second Masters of Science in Education from Indiana University Bloomington, United States, in 2011.

However, Ririn noted that implementing play-based learning in Indonesia remains challenging, as kindergarten is often seen as a stepping stone to elementary school.

‘Our education policy does not require kindergarteners to master reading, writing, or counting skills but to develop foundational abilities for learning. However, there’s a strong social expectation that they master these skills before entering elementary school. As a result, children are often drilled to meet those expectations while still in kindergarten, which might overlook the importance of developing non-academic abilities,’ she explained.

In exploring play-based pedagogy in the Indonesian context, Ririn revisited Javanese traditional games from a new materialist perspective—an approach that became the focus of her PhD thesis. Alongside her PhD supervisors, she also co-authored an article on the subject titled ‘Encounters with Stones: Diffracting Traditional Games,’ published in Contemporary Issues in Early Childhood.

‘The article plays an important role in opening up new narratives in viewing children’s games,’ she said.

Childhood Roots: The Joy of Learning

Ririn’s journey into the world of research and teacher training didn’t begin in a classroom, but in a vibrant kindergarten in her hometown of Wonogiri, Central Java—where she first discovered the joy of learning. She recalled her early school days as being filled with encouragement, creativity, and teachers who valued effort over outcomes.

One memory that stays with her is how her teachers supported her love for singing—even though, as Ririn fondly admitted, she often sang off-key. Encouraged by their support, she even took part in singing competitions. She never won, but her teachers always cheered her on.

‘My kindergarten years were full of wonder,’ she reminisced. ‘We were always encouraged to try and explore—even if we made mistakes. In fact, we were allowed to make small mistakes, like wearing the wrong uniform or not wearing shoes, and we were never punished. That freedom stayed with me.’

Now, she’s determined to pass on that same sense of possibility to children across the country. Between researching and teaching, Ririn advocates for fellow educators through the Early Childhood Care & Development - Resource Centre (ECCD-RC), a non-government organisation in Yogyakarta that promotes inclusive practice and local wisdom in ECE.

She also occasionally volunteers at a kindergarten near her home in Depok, West Java, fulfilling a lifelong dream of becoming a kindergarten teacher.

‘I’ve always wanted to be a kindergarten teacher,’ Ririn says. ‘I think it’s really cool to be the person who helps children embrace the world in a fun way.’

Small Actions, Big Impact
While her current research projects examine assessments and supporting the needs of diverse learners, Ririn’s goal is not to make waves in Indonesia’s overall education policies or system. Rather, she will be happy if her efforts make a difference in just one person's life.

‘In my view, success is not about having a career at a certain level that can bring a broad impact, such as in policies nationwide. As I progress, I’ve learned that if I can make a difference even for just one child, that will be deeply meaningful to me,’ Ririn remarked.

Ririn shared how small actions can have a big impact. After returning from her master’s studies in 2008, she volunteered as an observer at a kindergarten in her housing complex. While in the classroom, she noticed a boy who didn’t want to sit in class. Instead of urging him to join, Ririn sat beside him and started a conversation. It turned out he was fascinated by aeroplanes and had been sitting outside to watch them fly. The next day, Ririn brought him a book about aeroplanes.

‘Even now, as a young man, he still remembers me as someone who listened to him and made him feel accepted. So for me, achievements can take the form of creating meaningful connections with the people around me,’ she said.

Reflecting on this experience, Ririn hoped that early childhood educators would listen to children more and become approachable companions for children during these formative years.

‘I hope teachers can support children to explore whatever they want to learn. I hope all Indonesian children get the chance to explore their world. Knowledge is undoubtedly important, but human connection and ingenuity can take us even further,’ she added.