Putri Sari Ulfa Sembiring, Muhammad Dekar Nasution

Difficulties Faced by Early Childhood Teachers in Learning Science in Early Childhood

Introduction

Difficulties faced by early childhood teachers in learning science in early childhood. Explore the challenges early childhood (PAUD) teachers face in teaching science, including rigid concepts, limited resources, and irrelevant applications. Improve PAUD teacher competence.

Abstract

Early childhood education (PAUD) as the basis for children's higher education and preparing a generation of learners who have a healthy competitive spirit is very important. This can be done through science learning. This research analyzes the difficulties of PAUD teachers in teaching science to early childhood. The method used was qualitative descriptive with a sample of 20 PAUD teachers in Mangga Village, Medan Tuntungan District, Medan City. The data obtained was analyzed using the informant review technique or feedback from informants by Milles and Hubberman. To ensure the validity of the data collected, triangulation techniques were also used. The results of the research show that PAUD teachers have difficulties in teaching science, understanding science concepts which are still rigid by following reference books, limited tools, materials and time, as well as applying science concepts which do not yet refer to the early childhood environment. Based on the results of this research, it can be concluded that the competence of PAUD teachers must be improved in accordance with the aim of teaching science to early childhood.

Review

This study critically examines the difficulties encountered by early childhood education (PAUD) teachers in delivering science instruction, a topic of considerable importance given the foundational role of early science learning in children's development and future academic success. Employing a qualitative descriptive methodology with a sample of 20 teachers in a specific Indonesian district, the research effectively identifies practical challenges. The abstract clearly outlines the study's objective, methodological approach, and principal findings, presenting a coherent overview of its scope and direct relevance to enhancing pedagogical practices in early childhood science. A key strength of this research lies in its direct engagement with a significant and often overlooked issue in early childhood education. By detailing difficulties such as rigid adherence to reference books for conceptual understanding, constraints in resources (tools, materials, and time), and a failure to contextualize science concepts within the child's immediate environment, the study provides concrete and actionable insights. These findings are particularly valuable for informing teacher professional development programs, curriculum design, and policy initiatives aimed at bolstering science education in PAUD settings. The inclusion of triangulation techniques for data validity further reinforces the credibility of the reported results. While offering valuable initial insights, the relatively small sample size of 20 teachers from a single village limits the broader generalizability of these findings to other geographical or socio-economic contexts. Future research would significantly benefit from expanding the participant pool to encompass a wider range of early childhood educators across different regions, thereby allowing for a more comprehensive understanding of these challenges. Additionally, while the study successfully identifies existing problems, the abstract does not elaborate on potential solutions or intervention strategies. Future work could build upon these findings by exploring and evaluating effective teacher training models, resource development, or pedagogical approaches designed to directly mitigate the identified difficulties, thus transitioning from problem identification to offering evidence-based recommendations for practical improvement.

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