Wiwi Wiwi, Aslamiah Aslamiah, Noorhapizah Noorhapizah

Early Childhood Learning Management: Multi-site Study in Pioneer Kindergarten and Matahari Bunda Kindergarten, Kurun District, Gunung Mas Regency

Introduction

Early childhood learning management: multi-site study in pioneer kindergarten and matahari bunda kindergarten, kurun district, gunung mas regency. Explore early childhood learning management at Perintis & Matahari Bunda Kindergartens, Kurun, Gunung Mas. Covers planning, teacher tasks, implementation (play-based, thematic), and periodic evaluations.

Abstract

This study aims to reveal the management of early childhood learning in Perintis Kindergarten and Matahari Bunda Kindergarten, Kurun District, Gunung Mas Regency. The results of the study indicate that: 1) Learning planning begins with compiling a one-year activity program. 2) In the division of teaching tasks for teachers, it is adjusted to their respective competencies and expertise by holding a coordination meeting first at the beginning of the new school year. 3) The implementation of learning uses classical learning models, play while learning methods, and thematic. 4) Learning evaluations are also carried out periodically, namely every day, every end of the month and every end of the semester.

Review

The study, titled "Early Childhood Learning Management: Multi-site Study in Pioneer Kindergarten and Matahari Bunda Kindergarten, Kurun District, Gunung Mas Regency," addresses a crucial aspect of educational quality: the management of early childhood learning. The abstract effectively conveys the study's aim to reveal these management practices in two specific kindergartens. The multi-site approach, even with its limited scope to two institutions, offers a comparative dimension that can provide valuable insights into local educational contexts, making the topic pertinent for understanding regional early childhood development initiatives and their operational realities. The abstract provides a clear, albeit concise, summary of key findings regarding learning management. It outlines the chronological flow of activities, starting with the annual activity program planning, followed by competency-based teacher task division achieved through coordination meetings. Furthermore, it details the pedagogical approaches employed, including classical models, play-based learning, and thematic instruction, which generally align with established early childhood education principles. The inclusion of periodic evaluation practices—daily, monthly, and semesterly—underscores a structured approach to monitoring learning progress, offering a foundational understanding of the operational elements within these institutions. While the abstract successfully presents the *what* of learning management, its primary limitation lies in the absence of methodological details and a deeper analytical discussion of the *why* or *how effective* these practices are. For instance, information on the research design, data collection methods (e.g., observation, interviews, document analysis), and the theoretical lens guiding the study would significantly strengthen the research's credibility and impact. The full paper would greatly benefit from exploring the challenges faced in implementing these practices, the teachers' perspectives, and the actual outcomes for children's learning and development, thereby moving beyond a purely descriptive account to a more critical and evaluative analysis. This would enhance its contribution to the broader discourse on early childhood education management.

Full Text

Comments

You need to be logged in to post a comment.