Peer-reviewed article
Implementation of Learning in Early Childhood Education: A Review from the Perspective of Teachers with Non-Early Childhood Education Backgrounds
Citra Faridatul Nur Ilmiah, Senny Weyara Dienda Saputri, Reski Yulina Widiastuti ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how teachers without early childhood education qualifications understand and implement early childhood education (PAUD) in Indonesia. Researchers interviewed and observed 10 teachers at a PAUD institution in Jember Regency. The findings show that teachers focus mainly on teaching tasks and curriculum requirements rather than understanding child development stages, appropriate learning methods, or suitable learning designs. While teachers expressed understanding that PAUD should match children's needs and characteristics, their actual classroom practices did not reflect this understanding.
Key points
- Teachers with non-PAUD backgrounds focused on fulfilling assigned tasks and curriculum burdens rather than child-centered learning
- Teachers could not explain child development stages, learning methods and strategies, varied learning media, or appropriate learning designs
- A gap existed between teachers' stated understanding of PAUD learning (child-focused) and their actual classroom implementation
- Teacher qualifications and background education significantly influenced how PAUD learning was conceptualized and delivered
Limitations
This qualitative study involved only 10 teachers from one PAUD institution in one regency, so findings may not be generalizable to other regions or settings in Indonesia or elsewhere. The study describes perceptions and practices but does not measure child learning outcomes or development impacts.
Abstract
Teachers' perceptions of early childhood education are understood as their views on early childhood education activities, which are formed from personal experiences and other influencing factors. The law on early childhood education standards also explains the qualifications of early childhood teachers. One of the PAUD institutions in Jember Regency has a majority of teachers who are non-PAUD graduates teaching. Therefore, teachers' perceptions of PAUD learning are important to understand in order to see how teachers view PAUD learning. The research was conducted using a qualitative phenomenological approach. The research data sources were 10 teachers. Data collection was carried out using interviews, observation, and documentation techniques. The results of data analysis show that teachers' understanding of PAUD learning tends to focus on teaching aspects and fulfilling tasks assigned by the school as well as the burden of the curriculum. In depth, teachers were unable to explain the stages of development, learning methods and strategies, varied learning media, and learning designs suitable for children. It can therefore be concluded that teachers' perceptions of PAUD learning are learning processes that are in line with the needs and characteristics of children. However, in practice, teachers have not implemented this in accordance with their understanding.