Peer-reviewed article
Building the Future of Early Childhood: Optimizing Basic Services through the Holistic Integrative Early Childhood Development Model
Aip Saripudin, Herman Beni ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This qualitative study looks at how early childhood education institutions in West Java Province, Indonesia, deliver holistic integrative services. It draws on 50 schools and 12 key informants who manage early childhood education institutions. The institutions offer five types of service: education, parenting, health, protection and welfare. They work with partners such as community organisations, health units, professional organisations, government agencies and religious organisations. The authors conclude that the programme should keep being promoted so that children can learn in a fun, safe and joyful environment.
Key points
- Early childhood education institutions have made efforts to implement holistic integrative early childhood education.
- Five types of service were identified: education, parenting, health, protection and welfare.
- Partners include community organisations, health units, professional organisations, government agencies and religious organisations.
- The programme needs to be continuously promoted so children can learn in a fun, safe and joyful environment.
- Collaboration and support from partners must be continuously pursued.
Limitations
The study is a descriptive qualitative study limited to West Java, so it does not measure effects on children's outcomes and may not apply elsewhere. The abstract gives no detail on how schools were chosen or on the quality of services.
Abstract
Holistic Integrative Early Childhood Development is a comprehensive and integrated service aimed at ensuring children possess the necessary abilities and receive their rights as children. This study aims to describe the model of Holistic Integrative Early Childhood Education (HI-ECE) services and the collaborative efforts between ECE institutions and relevant partners. The research adopts a qualitative phenomenological approach and was conducted in West Java Province, involving 50 schools and 12 key informants with experience in managing ECE institutions. Data collection techniques included structured interviews, observations, and documentation. Data analysis followed a qualitative process consisting of data collection, data reduction, data analysis, data display, and drawing conclusions. The results indicate that ECE institutions have made efforts to implement HI-ECE through five types of services: education, parenting, health, protection, and welfare. Partners involved in the development of holistic integrative early childhood programs include community organizations, health units, professional organizations, government agencies, and religious organizations. Therefore, the HI-ECE program needs to be continuously promoted so that children can enjoy their right to learn in a fun, safe, and joyful environment. Collaboration and support from relevant partners must be continuously pursued through programs that prioritize the needs and rights of young children.