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Background: Environmental problems are still unsolved, so it is necessary to strengthen parents’ environmental literacy because they play an active role in modeling behavior for their children, including pro-environmental behavior and awareness.   Purpose: this study investigated parents’ environmental literacy in pro-environmental behavior, including consumption-related behavior (C-RB) and nature protection behavior (NTB), based on environmental knowledge, environmental affect, and environmental self-efficacy (ES-e).   Methodology: The research data collection was done by using a questionnaire in Likert scale format. The study participants were 275 parents. They have early childhood, which determines by accidental sampling from eight provinces in Indonesia. Data analysis begins with descriptive and correlational analysis and continues with structural equation modeling (SEM) analysis to test hypotheses and research models.   Results: This study found that pro-environmental behavior is influenced by environmental knowledge by mediating environmental affect and ES-e. Its path is that environmental knowledge affects environmental affect and ES-e and then has implications for pro-environmental behavior.   Practical implications: The significant direct and indirect effects were confirmed, therefore a new model of the effect of environmental knowledge on pro-environmental behavior mediated by environmental affect and ES-e was found. This model can explain the dynamics parents’ environmental literacy: from environmental knowledge to pro-environmental behavior through the mediating mechanism of environmental affect and ES-e. Therefore, practitioners, academics, and researchers can discuss, adapt, or adopt these findings to develop pro-environmental in the future.

This study aimed to determine the teacher's ability to make lesson plans based on the teacher's pedagogic Knowledge and implement integrative holistic learning. This study used a descriptive method by using a questionnaire on 30 Kindergarten teachers in the city of Serang. Early childhood is the most critical age in children's growth and development. The role of a teacher is needed in order to support the children. Children need stimulation for growing and development. In order to have close interaction and exemplary implementation, a teacher is needed to have great potential, such as the best standard of knowledge quality. Pedagogic Knowledge of teachers is one of support for implementing a holistic and integrative approach in arrangement programs to the early childhood education. The population is selected to be teacher majoring in childhood education who has qualified for the degree. The sample is taken from 30 teachers. The instrument used a collection questionnaire and test that combined with the observation. This research is descriptive. A teacher could discuss stimulation aspects to get the best holistic and integrative.

The creative needs of the digital age have made educators focus on developing creativity early on. Early research has proven the creativity developed in early childhood. The purpose of this study is to look at the effect of Brain Dance on creativity in Early Childhood. This study uses a quasi-experimental method with one-group pretest-posttest design, with paired t-test used to analyze data and test hypotheses. 30 early childhood in this study. This study found the results of sig. 0,000, indicating that the Brain Dance Training Program, can significantly influence creativity in a positive direction. Future research can evaluate the long-term effects of the Brain Dance training program.