Introducing Earthquake Preparedness Songs as an Educational

Medium in the Early Childhood Education Curriculum: Disaster

Mitigation Learning Strategies from an Early Age

Indra Yeni

, Desyandri

, Rudi Nofindra

, Alrizka Hairi Dilfa

and Andriana Tanjung

Universitas Negeri Padang, Indonesia

Ikatan Guru Indonesia, Indonesia

Universitas Islam Negeri Imam Bonjol Padang, Indonesia

Keywords: Earthquake Preparedness Song, Earthquake Mitigation, Early Childhood Education, Learning Strategy,

Young Children.

Abstract: This study aims to examine the effectiveness of using an earthquake preparedness song as an educational

medium within the Early Childhood Education (PAUD) curriculum, as well as to explore appropriate disaster

mitigation learning strategies for young children. The study is based on an integrated thematic learning

approach, Piaget’s theory of cognitive development in early childhood, and music-based learning that

emphasizes emotional stimulation and memory retention. This is a qualitative research using a case study

approach. The research subjects consisted of teachers, group B students (aged 5–6 years), and school

principals from two early childhood education institutions located in earthquake-prone areas in West Sumatra

Province. Data collection techniques included observation, interviews, documentation, and analysis of

learning activities using the earthquake preparedness song. The results indicate that the song effectively

improves children's understanding of basic steps during an earthquake, such as "drop, cover, and hold on,"

and strengthens their ability to remain calm. The song also enhances children's emotional engagement,

improves information retention, and serves as a valuable tool for teachers to deliver mitigation materials in a

fun and engaging manner. The study recommends the systematic integration of disaster-related content into

the PAUD curriculum through child-friendly and contextual approaches.

1 INTRODUCTION

Natural disasters, particularly earthquakes, continue

to pose serious threats to human life and

infrastructure across the globe. Indonesia, located on

the Pacific Ring of Fire, is especially vulnerable to

seismic activity. Among its regions, West Sumatra

Province has been repeatedly affected by significant

earthquakes, resulting in considerable loss and

disruption. In such a high-risk area, disaster

preparedness becomes not only a necessity but a

priority for long-term community resilience. One of

the most critical yet often overlooked areas in disaster

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https://orcid.org/0000-0002-5158-4240

https://orcid.org/0000-0001-9238-9954

https://orcid.org/0000-0002-6939-1500

education is the preparedness of young children.

Early Childhood Education (PAUD) holds a unique

position in shaping the attitudes, habits, and

knowledge of children during their formative years.

At this stage, children begin to develop an

understanding of their environment and how to

respond to it (Knott & Thaut, 2018; Salam et al.,

2025).

However, teaching complex and potentially

frightening topics like disaster mitigation to children

aged 5–6 years presents a major challenge.

Conventional teaching methods such as lectures or

textbook-based instructionare often ineffective for

Yeni, I., Desyandri, , Noﬁndra, R., Dilfa, A. H. and Tanjung, A.

Introducing Earthquake Preparedness Songs as an Educational Medium in the Early Childhood Education Curriculum: Disaster Mitigation Learning Strategies from an Early Age.

DOI: 10.5220/0014069600004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 91-96

ISBN: 978-989-758-788-7; ISSN: 3051-7702

this age group, as they do not align with the

developmental needs and learning styles of young

children (Hidayat et al., 2020).

To address this gap, there is a growing need for

innovative, age-appropriate, and engaging learning

strategies that can effectively communicate life-

saving information to young learners. One promising

approach is the use of music based learning

particularly songs as an educational tool. Songs are

not only entertaining but also proven to enhance

memory retention, emotional engagement, and

behavioral imitation, especially among young

children. Through repetitive melodies and simple

lyrics, children can internalize important messages in

a way that feels natural and enjoyable(Miller et al.,

2025).

This study focuses on exploring the effectiveness

of using an earthquake preparedness song as part of

the PAUD curriculum. The objective is twofold: first,

to assess how well a song can convey essential safety

procedures such as the "drop, cover, and hold on"

technique and second, to identify disaster mitigation

learning strategies that are developmentally

appropriate for children aged 5–6 years(Right from

the Start : Supporting the Professionals Who Support

Child Development and Early Learning, 2015).

The research is grounded in an integrated thematic

learning approach, which emphasizes the connection

between different subject areas to create a holistic and

meaningful learning experience. Additionally, the

study draws on Jean Piaget’s theory of cognitive

development, particularly the preoperational stage,

which characterizes the way young children think,

learn, and make sense of the world. By incorporating

these theoretical frameworks, the study ensures that

the learning intervention is not only practical but also

psychologically and pedagogically sound(Graziano et

al., 2007).

Ultimately, this research aims to provide concrete

evidence and practical guidance for educators,

curriculum developers, and policymakers on how to

integrate disaster education into early childhood

programs. By introducing earthquake preparedness

through child-friendly methods, such as music, this

study hopes to contribute to building a culture of

safety and resilience from the earliest stages of life

(Knott & Thaut, 2018).

2 MATERIALS AND METHODS

This research adopts a qualitative approach with a

case study design to gain an in-depth understanding

of the effectiveness of using an earthquake

preparedness song and appropriate disaster mitigation

strategies for young children. The research subjects

consisted of Teachers from two Early Childhood

Education (PAUD) institutions. Group B students

(aged 5–6 years) from these two PAUD institutions.

School principals from these two PAUD institutions.

Both PAUD institutions are located in earthquake-

prone areas in West Sumatra Province, chosen to

ensure the contextual relevance of the study

(Lamberti-Castronuovo et al., 2022).

2.1 Data Collection Techniques

Data was collected using several triangulation

techniques to ensure the validity and reliability of the

findings Observation: Direct observation of learning

activities using the earthquake preparedness song to

assess children's interactions, emotional responses,

and understanding of the material. Interviews In-

depth interviews with teachers, school principals, and

some students to explore their perceptions,

experiences, and views on the effectiveness of the

song and learning strategies.Documentation

Collection of relevant documents related to the

PAUD curriculum, lesson plans, and supporting

materials used in the educational process.

Analysis of Learning Activities Detailed analysis

of recordings or notes from learning activities

involving the earthquake preparedness song, focusing

on how the song facilitated children's understanding

of basic steps during an earthquake (e.g., "drop,

cover, and hold on") and their ability to remain calm.

2.2 Research Design

This research is based on three main theoretical

frameworks Integrated Thematic Learning Approach

Ensuring that disaster mitigation material is

holistically integrated into the PAUD curriculum,

connecting various concepts and subjects. Piaget's

Theory of Cognitive Development Considering the

cognitive developmental stages of early childhood

(ages 5–6 years) to design learning strategies

appropriate for their thinking abilities and

comprehension (Iai & Sinjai, 2019; Smaldino et al.,

2019).

Music-Based Learning Emphasizing the role of

music in stimulating emotions and enhancing

memory retention, making the song an effective

medium for conveying important information in a fun

and engaging way.

ICECE 2025 - The International Conference on Early Childhood Education

3 RESULTS AND DISCUSSION

The qualitative data gathered through observations,

interviews, documentation, and analysis of learning

activities consistently indicates the significant

effectiveness of the earthquake preparedness song as

an educational medium within the PAUD curriculum.

The findings are discussed in detail below,

highlighting the song's impact on children's

understanding, emotional state, and information

retention, as well as its utility for teachers.

Observations of students during and after song-based

learning sessions revealed a marked improvement in

their ability to recall and demonstrate the "drop,

cover, and hold on" procedure.

Children, particularly those in Group B (5–6 years

old), were observed to spontaneously perform these

actions when prompted or during simulated

earthquake drills. Interviews with teachers

corroborated these observations, with many reporting

that children grasped the sequence of actions much

faster and more accurately compared to purely verbal

instructions. One teacher noted, "Before the song,

they would just stand there confused. Now, they

immediately know what to do when we say

“earthquake!". This suggests that the rhythmic and

repetitive nature of the song aids in motor memory

and procedural learning, aligning with the principles

of music-based learning (Salam et al., 2025).

A crucial outcome identified through observations

and teacher interviews was the children's enhanced

ability to remain calm during discussions or

simulations of earthquake scenarios. The song, by

presenting a potentially frightening topic in a familiar

and comforting musical format, appeared to reduce

anxiety. Children were less prone to panic and more

likely to follow instructions. This emotional

regulation is vital for effective disaster response and

underscores the song's role in emotional stimulation,

as theorized in music-based learning (Wa Ode

Karmila Indalestari et al., 2024).

The cheerful melody and simple lyrics seemed to

normalize the concept of an earthquake response,

making it less intimidating.The study found that the

earthquake preparedness song significantly enhanced

children's emotional engagement with the mitigation

material. Children were observed singing along,

actively participating in related activities, and even

initiating discussions about earthquake safety outside

formal learning times. This high level of engagement,

as captured through observational notes and teacher

feedback, directly contributed to improved

information retention. The melodic and lyrical

structure of the song acted as a mnemonic device,

making the safety steps memorable(Knott & Thaut,

2018).

Teachers reported that children could recall the

song's lyrics and associated actions weeks after the

initial introduction, indicating strong long-term

memory formation. This finding strongly supports the

theoretical premise that music aids memory. From the

perspective of teachers and school principals, the

earthquake preparedness song proved to be an

invaluable tool. Interviews highlighted its utility in

delivering complex mitigation materials in a fun,

engaging, and age-appropriate manner. Teachers

found it easier to capture and maintain children's

attention, reducing the need for repetitive verbal

instructions (Ulfah, 2019).

Table 1: The process of research.

The song provided a structured yet flexible

framework for lessons, allowing teachers to integrate

it into various thematic units, consistent with the

integrated thematic learning approach. It also served

as a common reference point for all students, ensuring

consistent messaging across the classroom.Below is a

conceptual diagram illustrating the pathways through

which the earthquake preparedness song contributes

to disaster mitigation learning in PAUD (Right from

the Start : Supporting the Professionals Who Support

Child Development and Early Learning, 2015).

Enhanced Emotional Engagement

(

Reduced Anxiet

Positive Association

)

Earthquake Preparedness Song

Music-Based Learning Principles

(

thm

etition

Melod

Improved Information Retention

(

Mnemonic Device

Lon

-Term

Better Understanding of "Drop,

Cover

Hold On"

(

Procedural Knowled

Increased Child Preparedness &

Teacher Efficacy"

(Systematic Integration

into PAUD Curriculum)

Introducing Earthquake Preparedness Songs as an Educational Medium in the Early Childhood Education Curriculum: Disaster Mitigation

Learning Strategies from an Early Age

The song, leveraging music-based learning

principles, directly enhances emotional engagement

and improves information retention in young

children, aligning with their cognitive development.

This leads to a better understanding of safety

procedures and increased calmness, ultimately

contributing to improved child preparedness and

greater teacher efficacy in delivering mitigation

content (Ulfah, 2019).

3.1 Discussion

The findings of this study consistently demonstrate

the significant effectiveness of the earthquake

preparedness song as an educational medium within

the PAUD curriculum. These results not only confirm

the potential of music as a learning tool but also

provide an in-depth analysis of how the song

facilitates understanding, emotional regulation, and

information retention in early childhood.

Observational data and teacher interviews clearly

indicate that the song dramatically improved

children's ability to recall and demonstrate the "drop,

cover, and hold on" procedure (Riska & Yulianti,

2023). Group B children (5–6 years old), who were

the subjects of this research, showed faster and more

accurate responses in earthquake simulations

compared to purely verbal instructions. This can be

explained through several mechanisms:

1. Procedural Learning Through Rhythmic

Repetition: The rhythmic and repetitive structure

of the song creates a strong motor memory

pathway. Children at the pre-operational stage of

cognitive development (according to Piaget)

learn most effectively through concrete actions

and experiences. The song provides a repeated

concrete experience, allowing for a deep, non-

cognitive internalization of physical procedures.

2. Alignment with Cognitive Developmental Stage:

At this age, children have a limited capacity to

process abstract information. The song

transforms the abstract concept of

"preparedness" into a series of concrete actions

that are easy to follow and remember. As one

teacher noted, "They are no longer confused; the

song gives them a map of actions."

One of the most crucial findings was the children's

enhanced ability to remain calm when facing

discussions or simulations of earthquake scenarios

(Hany Risna Afida & Anik Setyo Wahyuningsih,

2024). Music has a psychologically proven calming

effect. By presenting a potentially frightening topic in

a familiar and comforting musical format, the song

successfully reduced anxiety levels in children.

1. Positive Association and Normalization: The

cheerful melody and simple lyrics helped to

normalize the concept of an earthquake response,

transforming it from an unknown threat into a

manageable part of their routine. This created a

positive association with safety actions, which is

vital for emotional regulation in childhood.

2. Safe Learning Environment: The song fostered a

more relaxed and safe learning atmosphere,

where children felt comfortable participating and

asking questions, rather than feeling stressed or

scared. This ability to remain calm is a crucial

foundation for effective disaster response later in

life.

The study clearly shows that the earthquake

preparedness song significantly enhanced children's

emotional engagement with the mitigation material.

Children were not only observed singing along but

also actively participating in related activities and

even initiating discussions about earthquake safety

outside formal learning times.

1. Multi-Sensory Learning: Music engages

multiple senses auditory, visual (if movements

are involved), and kinesthetic (if actions are

performed). This multi-sensory engagement

creates stronger neural pathways, which in turn

improves long-term information retention. The

song serves as a highly effective mnemonic

device, making the safety steps memorable.

2. Intrinsic Motivation: The enjoyable nature of

music-based learning increases children's

intrinsic motivation to learn. When learning is

fun, children are more likely to engage deeply

and retain the information they have acquired.

Teachers reported that children could recall the

lyrics and associated actions weeks after the

initial introduction, indicating strong long-term

memory formation.

From the perspective of teachers and school

principals, the earthquake preparedness song proved

to be an invaluable tool. Interviews highlighted its

ease of use in delivering complex mitigation materials

in a fun, engaging, and age-appropriate manner.

1. Pedagogical Efficiency: Teachers found it easier

to capture and maintain children's attention,

reducing the need for repetitive verbal

instructions. The song provided a structured yet

flexible framework for lessons, allowing

teachers to integrate it into various thematic

units, consistent with the integrated thematic

learning approach.

2. Consistency of Message: The song served as a

common reference point for all students,

ensuring consistent messaging across the

classroom and facilitating a collective

understanding of safety measures. This reduced

variations in material delivery and ensured that

all children received the same information.

The findings of this study have significant

implications for PAUD curriculum development,

ICECE 2025 - The International Conference on Early Childhood Education

especially in disaster-prone areas. It affirms the

necessity of systematic integration of disaster-related

content into the curriculum, rather than merely as an

ad-hoc topic. Child-centered and contextual

approaches, such as the use of songs, should be at the

core of this strategy. This model can be generalized

to teach about other types of disasters (e.g., floods,

tsunamis) by adapting relevant lyrics and actions,

thereby building a comprehensive foundation for

disaster preparedness from an early age.

3.2 Limitation and Future Research

While these findings are highly promising, it is

important to acknowledge the limitations of this study

as a qualitative case study. Direct generalization to a

broader population may require further research.

Therefore, future research could consider:

1. Quantitative Approaches: Utilizing quantitative

methods to statistically measure the song's

impact on a larger sample group.

2. Comparative Studies: Comparing the song's

effectiveness with other disaster mitigation

teaching methods.

3. Long-Term Evaluation: Assessing the long-term

retention of knowledge and preparedness

behaviors in children over an extended period.

4. Further Contextualization: Exploring the

adaptation of this song and strategy in various

cultural and geographical contexts.

Overall, this research provides strong evidence

that an earthquake preparedness song is an effective

and innovative tool for enhancing disaster awareness

and preparedness in early childhood, paving the way

for more engaging and impactful mitigation

education approaches.

4 CONCLUSIONS

This study conclusively demonstrates the profound

effectiveness of integrating an earthquake

preparedness song into the Early Childhood

Education (PAUD) curriculum, particularly for

children aged 5–6 years in earthquake-prone regions

like West Sumatra.

The findings unequivocally show that this music-

based approach significantly improves children's

understanding of critical safety steps, most notably

the "drop, cover, and hold on" procedure. Beyond

cognitive gains, the song plays a vital role in

strengthening their ability to remain calm during

simulated disaster scenarios, effectively mitigating

anxiety and fostering emotional resilience.The

research highlights how the song's rhythmic and

repetitive nature, coupled with its engaging melodies,

leads to enhanced emotional engagement and

superior information retention(Hidayat et al., 2020).

This aligns seamlessly with Piaget's theory of

cognitive development, which emphasizes concrete

and experiential learning for young children, and

reinforces the power of music-based learning as a

potent mnemonic device. Furthermore, the song

proves to be an invaluable pedagogical tool for

teachers, enabling them to deliver complex disaster

mitigation content in a fun, accessible, and age-

appropriate manner, consistent with an integrated

thematic learning approach.In essence, this study

provides compelling evidence that child-friendly and

contextual educational methods, such as the

earthquake preparedness song, are not merely

supplementary but are essential components for

building foundational disaster preparedness from an

early age. It strongly recommends the systematic and

widespread integration of such innovative content

into PAUD curricula. By doing so, we can empower

the youngest members of our communities with vital

knowledge and skills, contributing significantly to the

creation of more resilient and prepared societies in the

face of natural disasters. Future research should

explore the scalability and long-term impact of such

interventions across diverse contexts.

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