THE EDUCATORS' CAPACITY IN THE IMPLEMENTATION OF INTEGRATIVE HOLISTIC EARLY CHILDHOOD DEVELOPMENT (NUTRITION-HEALTH, STIMULATION, CARE, PROTECTION WELFARE)
Keywords:
Teacher, PAUD HI, ECEAbstract
The research purposes are obtain a general overview of the capacity of educators in providing Holistic Integrative Early Childhood Development, namely Pengembangan Anak Usia Dini Holistik Integratif (PAUD HI) and the factors that influence the capacity of educators in PAUD HI. The total number of educators who participated in this study was 117,632 respondents. The total data used for analysis after going through the data cleaning process was 117,616. Respondents came from 34 provinces and 425 districts/cities. The number of respondents is Formal PAUD (TK, RA) 48.6% and Non-Formal PAUD (KB, SPS, TPA, and PAUD) 51.4%. The sampling technique used in the data collection process is Accidental Sampling. Respondents are educators who are willing to be respondents in this study. The total number of items in instrument are 42 items. The results are: a) average capacity of educators in PAUD HI is still relatively low (58.5) with a minimum reference score for passing PAUD HI training being 70.0, b).The capacity of educators in PAUD HI is clearly influenced by Teaching Experience, Personal Development, and Integrative Holistic Principles in PAUD HI. Length of teaching has the greatest influence, followed by self-development (number of training courses attended), and knowledge of PAUD HI principles, c).The PAUD HI capacity of Formal ECE’s educators (60.69) is significantly higher than the capacity of Non-formal ECE’s educators (56.37), d). Collaboration with ECE in implementing PAUD HI is still limited to the following areas: (1) education services (78.2%); (2) health sector (72.4%); (3) the teacher professional organizations (69.4%).
References
Ailwood, J. (2017). Exploring the care in early childhood education and care. Global Studies of Childhood, 7(4), 305–310.
Albuquerque, J., Aguiar, C., & Magalhães, E. (2020). The collaboration between early childhood intervention and child protection systems: The perspectives of professionals. Children and youth services review, 111, 104873.
Anning, A. (2006). Early years education: Mixed messages and conflicts. In K. Derek, E. Mufti, & J. Robinson (Eds.), Education Studies: Issues and Critical Perspectives (pp. 5-17). New York: Open University Press.
Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., . . . Shiffman, J. (2017). Early childhood development coming of age: science through the life course. The Lancet, 389(10064), 77-90.
Britto, P. R., Yoshikawa, H., & Boller, K. (2011). Quality of early childhood development programs in global contexts: Rationale for investment conceptual framework and implications for equity (1075-7031). Retrieved from Washington, DC: https://files.eric.ed.gov/fulltext/ED519240.pdf
Britto, P. R., Yoshikawa, H., van Ravens, J., Ponguta, L. A., Reyes, M., Oh, S., . . . Seder, R. (2014). Strengthening systems for integrated early childhood development services: a cross‐national analysis of governance. Annals of the New York Academy of Sciences, 1308(1), 245-255.
Epstein, A. S. (1999). Pathways to Quality in Head Start, Public School, and Private Nonprofit Early Childhood Programs. Journal of Research in Childhood Education, 13(2), 101-119. doi:10.1080/02568549909594732
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: theory and practice, 8(3/4), 381-391.
Hajati, K. (2018). Pelaksanaan Pendidikan Holistik-Integratif dalam Pelayanan Kebutuhan Dasar Anak Usia Dini di Kabupaten Mamuju Sulawesi-Barat. Indonesian Journal of Educational Science (IJES), 1(1), 17-24.
Hardman, B. K. (2011). Teachers' perception of their principal's leadership style and the effects on student achievement in improving and non-improving schools: University of South Florida.
Ishimine, K., Tayler, C., & Bennett, J. (2010). Quality and early childhood education and care: A policy initiative for the 21st century. International Journal of Child Care and Education Policy, 4(2), 67-80. doi:https://doi.org/10.1007/2288-6729-4-2-67
Kementerian Perencanaan Pembangunan Nasional/Badan Perencanaan Pembangunan Nasional. (2018). Rencana aksi nasional pegembangan anak usia dini holistik-integratif. Jakarta: Kementerian Perencanaan Pembangunan Nasional/Badan Perencanaan Pembangunan Nasional Republik Indonesia
Krogh, S. L., & Slentz, K. L. (2001). The early childhood curriculum. New Jersey, NJ: Lawrence Erlbaum Associates.
Malm, B. (2017). " We Need to Give the Profession Something that No One Else Can": Swedish Student Teachers' Perceptions and Experiences of their Preschool Teacher Training Programme. International Journal of Learning, Teaching and Educational Research, 16(9), 73-87.
McKee, B. E., & Dillenburger, K. (2012). Effectiveness of child protection training for pre-service early childhood educators. International Journal of Educational Research, 53, 348-359.
McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning, assessment and implementation: Cambridge University Press.
Ministry of National Development Planning/National Development Planning Agency. (2013). Early childhood development strategy study in Indonesia. Jakarta: Ministry of National Development Planning/National Development Planning Agency of the Republic of Indonesia.
Ochieng, O. J. (2019). Determinants of Successful Implementation of Early Childhood Development Education by County Governments in Kenya; Implementing Partners Perspective. International Journal of Scientific Research and Management (IJSRM), 6(12).
Pemerintah Kabupaten Brebes. (2019). Peraturan Bupati Brebes Nomor 74 Tahun 2019 tentang Penyelenggaraan Pengembangan Anak Usia Dini Holistik-Integratif. Brebes: Pemerintah Kabupaten Brebes Retrieved from http://jdih.brebeskab.go.id/uploads/hukum/74.pdf
Pemerintah Provinsi Gorontalo. (2021). Peraturan Gubernur Provinsi Gorontalo Nomor 16 Tahun 2021 tentang Penyelenggaraan Pengembangan Anak Usia Dini Holistik-Integratif. Gorontalo: Pemerintah Provinsi Gorontalo Retrieved from https://peraturan.bpk.go.id/Home/Details/169153/pergub-prov-gorontalo-no-16-tahun-2021
Pemerintah Republik Indonesia. (2013). Peraturan Presiden Republik Indonesia Nomor 60 Tahun 2013 tentang pengembangan anak usia dini holistik-integratif. Jakarta: Badan Pembinaan Hukum Nasional.
Profeta, M. (2012). Promoting holistic learning and development in early years: An analysis of quality in early childhood care and education (ECCE) from the Asia-Pacific region. Singapore, ARNEC. https://www. arnec. net/wp-content/uploads/2014/03/MP-Quality-March-2013. pdf.
Putri, F. E. K., Alhumami, A., Vitasari, D., Sularsono, Warman, N. I., Siagian, N., . . . Syahli, R. (2018). Rencana aksi nasional 2020-2024 pengembangan anak usia dini holistik-integratif. Jakarta: Kementerian Koordinator PMK Republik Indonesia
Siagian, N., & Adriany, V. (2020). The Holistic Integrated Approach of Early Childhood Education and Development in Indonesia: Between Issues and Possibilities. Paper presented at the International Conference on Early Childhood Education and Parenting 2009 (ECEP 2019).
Widodo, H. (2017). Pendidikan Karakter Holistik Integratif di PAUD Terpadu ‘Aisyiyah Nur’aini Ngampilan Yogyakarta. Al-Athfal: Jurnal Pendidikan Anak, 3(2), 135-150.
Wijayanti, U. T. (2018). Kendala-Kendala BKB (Bina Keluarga Balita) Holistik Integratif di Provinsi Sulawesi Utara. Jurnal Komunikasi, 10(1), 65-76.
Wong, S., Sumsion, J., & Press, F. (2012). Early childhood professionals and interprofessional work in integrated early childhood services in Australia. Australasian Journal of Early Childhood, 37(1), 81-88.
Wood, E., & Bennett, N. (2000). Changing theories, changing practice: exploring early childhood teachers’ professional learning. Teaching and teacher education, 16(5–6), 635-647. doi:http://dx.doi.org/10.1016/S0742-051X(00)00011-1
Yin, H., To, K. H., Keung, C. P. C., & Tam, W. W. Y. (2019). Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens. Teaching and teacher education, 82, 153-163), 104–115. https://doi.org/Pendid
