The affect of early childhood teachers from Jakarta, Bogor, Depok, Tangerang and Bekasi in learning mastery and factors that affected it in 2014/2015

Nurfadilah and Fidesrinur and Fitria, Nila (2015) The affect of early childhood teachers from Jakarta, Bogor, Depok, Tangerang and Bekasi in learning mastery and factors that affected it in 2014/2015. In: Proceeding of The 3rd International Conference of Early Childhood Education (ICECE) 2015: Early Childhood Holistic and Integrative. Faculty of Education, State University of Padang, Padang. ISBN 978-602-17125-9-7

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Abstract

Based on observation and experience in working with early childhood education (ECE) teacher, most of the teachers used inconsistent and incomprehensive learning approaches, as the result of weak basic paradigm in mastering learning approaches. Nowadays, the behavior of early childhood education (PAUD) teachers is formed by market’s demand and focus on accommodating the interests of policy makers, parents and elementary school. Meanwhile curriculum that was developed and abstract and does not consider the child’s developmental level. Therefore, we do a research that related to “Early Childhood Teachers from Jakarta, Bogor, Depok, Tangerang and Bekasi in Learning Mastery and Factors that Affected it in 2014/2015 and the problems are (1) How is the description of teacher in learning mastery? (2) what factors that can influenced early childhood teacher in learning mastery? (3) what have caused the teacher differences in learning mastery for early childhood education context? This is a descriptive analytic research which using descriptive statistics to describe data then interpreted it in depth based on the EMIC’s perspective. Collected data was gathered through series of observation and interview with some officials and early childhood teachers, parents and the community surround the school. There are 21 early childhood institution which was involved in this study. Result of the study are: first, there is 86% of learning approach is done with classical context, second, there are several factors that influenced early childhood teachers in mastering ECE learning, which are: (1) land/ area does not meet the standards (2) incompetence educator who less explored the potential of the child (3) tuition fees that competitive with other early childhood institutions and (4) lack of infrastructure. Therefore, we suggest that government (1) improving supervision and provide a clear guidance about implementation of in community (2) provide further knowledge to school administrator, teachers and parents about how lack of knowledge in implementing ECE will affected child’s future.

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