Evaluation of learning outcomes with a literacy patrol model

Literacy learning success is greatly influenced by the form of evaluation used in measuring achievement citizens learn literacy skills. Learning outcomes in literacy education has been seen in a legal form of literacy, which is given Certificate of Literacy Literacy (SUKMA) to the citizens to learn. Knowingly or not, the form of evaluations conducted fairly give effect to the successful attainment of literacy education programs. The fact that there is that the evaluation tool which has been used to measure learning outcomes in literacy education is the dominant means of evaluation with the test format approach, whereas the evaluation form with a non-test approach is often not viewed. Non-test assessment technique means carrying out the assessment by not using the test format. These valuation techniques commonly used to assess a person's personality (people learning / learners) thoroughly covers attitudes, behaviors, traits, social attitudes, speech, life history and others. But the non-test approach can also be used in the evaluation of an educational program, whether it tehadap evaluation of learning and evaluation of learning outcomes.
Patrol script is a form of evaluation tools in literacy learning outcomes by promoting non-test approach in its implementation. Learning measurement results achieved by the citizens in the process of learning script patrol model evaluation is done through a process of observation and free interviews with residents to learn. With this kind of evaluation model, it is possible to see the capabilities of literacy achieved by a citizen of the learning process as a whole up to the level of its application in daily life people learn.
Patrol script is a model of evaluation that can be applied as a model evaluation tool to get SUKMA on literacy education. Model evaluation patrol script focuses on the evaluation process of the observations made by the tutor as evaluator of the residents learned. In the process of direct observation, interviews were conducted with variations in question lightly or demand for citizens to learn that can be used to determine the ability of citizens of literacy learning that is the achievement of learning outcomes that have been done.
The evaluation model is a form of evaluation patrol literacy learning outcomes in which the tutor as evaluator to supervise the progress of learning achieved by the citizens. Supervision is done not only in the classroom or learning place during the learning process, but also carried out outside the place and time of learning. In this evaluation process, tutors are expected to interact more with citizens studying outside the atmosphere of learning. Tutors make home visits or to usual activities where people learn to conduct assessments of literacy skills people learn. Form of a visit by a tutor is an informal visit which appears as an ordinary meeting with a variety of reasons (DI, stop, play etc.)
Models patrol literacy learning outcomes in the evaluation of literacy education is a form of assessment of the achievements of the citizens of literacy learning literacy education using the non-test approach. This model emphasizes the method of observation and interviewing in the implementation.
In the patrol model script, tutor as evaluator conduct a form of participant observation to assess the ability of citizens to learn. In addition tutors also builds an interview that is free interviews with residents to learn. In the interview wherever possible to build an atmosphere of free and familiar interview that it seems that the interview conducted just a regular conversation, not as an evaluation exercise carried out a tutor to assess the ability of citizens to learn. It is important to keep the atmosphere of mysticism residents learn. When they are faced with an evaluation tool learning outcomes of conventional models such as the shape tool in the evaluation of early elementary school and even kindergarten level, then it likely will arise a sense of shame, doubt, anxiety and so on, even so residents will learn to feel demeaned by the application of tools evaluation like this. This could be something that gives them considerable influence on the expression of the ability of citizens to learn literacy. Not to mention the influence of age, the emotional level as well as the existence of citizens studied in the order of society.
The steps in the implementation of the evaluation model patrol script is:
1. Making the assessment format
Although the evaluation model script patrol impression as a form of subjective evaluation in which the tutor as an evaluator in full control and evaluation process emphasizes the measurement of the ability of citizens to learn from observations and interviews, but as in the model evaluation study results using a test format, in the evaluation model of patrol reference letters are also used in the form of performance measurement instruments residents of literacy learning as guidelines in conducting the evaluation process.
2. Conduct the evaluation process
In the implementation of the evaluation model patrol eradication program, the tutors make observations of the ability possessed by the citizens of literacy learning. Observations are made every interaction between tutors and residents learning during the process of program implementation, whether it's interaction during the learning process as well as outside of it, like a tutor to visit home or to where residents learned about their activities. Even when tutors interact via the telephone conversation was the evaluation process can be performed character patrols.
During the interaction process is the tutor can perform measurements by observing the residents learned. Here are examples of the implementation process of the evaluation model of a citizen patrol literacy learning with the identity as follows:


Name of the residents learned: Anto
Age: 36 Years
Gender: male
Occupation: Junior Pedicab
Tutors can conduct a process evaluation of the Anto by observing the ability to read, write and count Anto inside and outside the learning process. In the teaching-learning process, tutor can measure the extent to which the ability to read Anto when learning to read. Is anto has been able to read one sentence or less smoothly smoothly, or new Anto can read fluently one word that consists of a maximum of two to three syllables. Similarly, the measurement of the ability to write and count Anto.
Outside the learning process, tutor can make an assessment of literacy skills with a visit to the house of Anto Anto Anto or to the place where passengers usually wait. At the meeting with Anto, the tutor can evaluate through a simple interview process in the form of visible light conversation, not as an interview, so it does not seem there is a process of observation therein. To assess the ability to read Anto, a tutor can be pretended to ask for something in which to answer that question Anto must do the reading first. Example, the tutor gives a piece of paper that reads an address and ask Anto, whether he knows the address. To assess the ability of numeracy, the tutor can ask about the average income per day from the results obtained Anto pull rickshaws. Then the tutor will ask you again how much the average income per week or per month Anto obtained from the results of such work. Similarly, to assess writing skills.
From the variations proposed demand questions or tutor in a conversation with the citizens to learn, the tutor can measure the achievements of citizens learning of literacy skills. It's just that in an interaction with the citizens learning, tutors do not have to take measurements of all the skills of literacy (reading, writing and arithmetic) residents learn. In one interaction, the tutor may only be able to assess the reading ability of a citizen to learn, the main interactions that occur outside outside class hours. But keep in mind that this script patrol model evaluation is a process of comprehensive evaluation of the residents learned during the process of learning literacy education. So that becomes a benchmark not only on the assessment of learning outcomes, but also achievements of literacy skills at each stage of the learning process. The evaluation model is also a patrol script evaluation exercise which saw the results of literacy learning of literacy skills people learn at the level of literacy ability of citizens learn applications in everyday life.

3. Recording the results of the evaluation process
During the process of learning intraksi with citizens in order to evaluate the learning outcomes with a model patrol script, recording the assessment of literacy skills people learn not to do. Recording is done after the interaction process. Tutors can make notes or complete a form for citizens of literacy skills learning outcomes which have been made / prepared on the terms of the observations (observation) and interview (conversation light) with the residents learned.

Author; Suyuti Zakir, S.S
PLS overseers Palopo City Department of Education

Development of Early Childhood Education Holistic-Integrative

Basic Concepts of Early Childhood Development

Various studies show that the period of 5 (five) first year of life the child is a 'golden period' (golden period) or 'opportunity window' (window opportunity) in laying the foundations of child development. Quality of child development during this period will determine the quality of physical health, mental, emotional, social, learning and behavior throughout his life.
Therefore the Golden period should be used (uncultivated) as well as possible to optimize the development of the child according to their potential. There are two things that need to be parents, educators, and caregivers are:
1. Meet the basic needs of children for optimal growth and development.
2. Doing stimulation, detection and early intervention child development.
Both of the above efforts is known as the Early Childhood Development. Efforts early childhood can be done at home by using the resources available at home and the home environment (so-called informal channels). It would be better if participation in early childhood activities organized institution which organizes 'early childhood one roof' which is available in your neighborhood such as integrated service posts joined BKB and Pos good early childhood education through formal and informal (see Law related Act on National Education System at the bottom).

Background of Early Childhood Development (early childhood) Holistic-Integrative in Indonesia
Forerunner organization of early childhood education efforts in Indonesia have been conducted since the last few decades, both of which have long been known as kindergarten and IHC or not too long to form as early childhood Pos. Each is managed by the Department / Ministries / Institutions, public and business, among others through:
Kindergarten (TK)
Raudatul RA (RA)
Bustanul RA (BA)
Sunday School
Play group (Play Group)
TPA (TPA)
Some kind of early childhood unit (SPS)
Heading PAUD
BKB (BKB)
Integrated Service Post (IHC)
etc.
However, the implementation of early childhood is still facing various problems which cause limited range, types of services and gaps essential needs of children, caused among other things:
* Services are not yet integrated (each institution seems to walk on their own and lack of coordination with other similar institutions).
* Quality management unprofessional.
* The limited number of institutions organizers.
* Distribution Institute organizers less prevalent.
* Distribution and power quality uneven.
* Inadequate service facilities.
* Services do not meet the essential needs of all aspects of the child.
* Understanding the importance of early childhood development of holistic, integrative of the stakeholders (both from policy makers, organizers and the community) is still limited.

Efforts towards the development of early childhood have been developed since 1988 the Ministry of Health through Early Detection of Growth (DDTK) of the Child. At around 1999 established the Directorate of Early Childhood Education (early childhood) at the Ministry of National Education, since early childhood and growing effort to get a positive response from the community. Along with the development of knowledge and research on early childhood, the need for early childhood increasing rapidly, in line with the concept of early childhood began to change. Experts consider the necessary and urgent to conduct Early Childhood Development in a holistic (whole and complete) and integrated cross-sector known as "early childhood Holistic-Integrative".

Is early childhood Holistic-Integrative it?
Early Childhood Development (early childhood)-Integrative Holistic is the development of early childhood, which is based on an understanding to meet the essential needs of children are diverse and interrelated simultaneously and systematically, covering various aspects of physical and non physical development, so that children can grow flowers as healthy children, strong, intelligent, cheerful, and virtuous. Growth and development of early childhood physically, mentally, emotionally, and socially affected by health care, fulfillment nutrition, education, mental stimulation, and psychosocial (Bappenas).

Early childhood in the National Education System
According to Law No. 20/2003 on National Education System, CHAPTER I GENERAL PROVISIONS Article 1, paragraph 14:

"Early childhood education is an effort to coaching is aimed at children from birth until the age of six years conducted through the provision of educational stimulation to assist the growth and development physically and mentally so that children have a readiness in further education".

The same Act, Chapter VI LANE, LEVEL, AND TYPE OF EDUCATION, Part Seven, Early Childhood Education, Article 28 paragraphs 1-6:
(1) early childhood education held prior to basic education.
(2) early childhood education can be organized through formal education, nonformal, and / or informal.
(3) early childhood education in the form of formal education Kindergartens (TK), Raudatul RA (RA), or other forms of equals.
(4) early childhood education in the form of non-formal education channels Play Group (KB), TPA (TPA), or other forms of equals.
(5) early childhood education into education or family education in the form of informal education organized by the environment.
(6) Provisions regarding early childhood education as referred to in paragraph (1), paragraph (2), paragraph (3), and paragraph (4) shall be further stipulated by Government Regulation.

Basic need for early childhood Holistic-Integrative
Things that underlie the need for early childhood Holistic-Integrative are:
1. Meet the essential needs of children fully and thoroughly.
2. Services to children who meet the systematic and planned.
3. Child development is influenced by a complex interaction of systems with different levels of the environment surrounding the so-called 'developmental ecology of early childhood'. Environment would include the micro, meso, exo and macro (discussed in details at the bottom).
4. The existence of the gold (the golden period) on the development of the child, that since the fetus until age 5 or 6 years.
5. Benefits and Holistic-Integrative approach to early childhood education has been scientifically tested
Micro System is an environment that is closest to the child in activities and daily interaction, ie interaction with parents, brothers, sisters, and peers. Interaction with the immediate environment will result directly to the child, at the same time there is also a reciprocal relationship (2 way) that affects the child affects the child's environment and the environment. This environment has the greatest impact on child development and in-depth due to take place in the long term and intensive in early childhood.
Meso System is the interaction between components in a micro system, such as the relationship between families with school. If there is a strong relationship and complement each other between these components, the greater the influence of good for children's development.
Exo System is a larger social system in which the child is not directly play a role in it. Example: parents work environment. Policies and decisions at this level will indirectly affect child development.
Macro System is the outer environment of children such as cultural values, laws, customs, laws and regulations, etc. which is also an indirect effect on child development.
Benefits of Holistic-Integrative approach to early childhood
Benefit socially
Include the development of language skills, intelligence, personality, social behavioral, mental and psychosocial resilience and academic achievement. The study results revealed that the investment is given in the age group will be picked early results on the later stages of its life cycle.
For example: the development of language skills of children is strongly influenced by the intensity of the interaction of parents to talk with the child. The number of words that dominated early child is very influential on their language skills which will further affect cognitive performance of children. The high language skills, intelligence, personality, social behavioral, mental and psychosocial resilience and academic achievement will be picked result when children are able to express and implement his works that is generally when the child has begun to grow up.
Benefit economically
Economically, the early childhood-Integrative Holistic useful for:
* Generate more economic returns and reduce social costs in the future.
* Increase the efficiency of investment in other sectors, eg by intervening nutrition programs, health and education from an early age then it will lower costs resulting from health problems and social problems in the future.
* Achieving equitable socio-economic communities including overcoming gender disparities.
* Breaking the cycle of intergenerational poverty.

Conclusion
Early Childhood Development-Integrative Holistic very necessary considering the whole child is an individual, then pengembangannnya necessary to fully and thoroughly. Required courses include integrated health maintenance, fulfillment of nutrition, education, mental stimulation, and psychosocial services to meet all basic needs of children (physical, mental, emotional, and social) in order to grow and develop optimally according to their potential.

Reference
1. http://id.wikipedia.org/wiki/Pendidikan_anak_usia_dini, accessed February 26, 2010.
2. http://www.diknas.go.id/headline.php?id=2, accessed February 26, 2010.
3. Bappenas material on the 'Meeting of Regional Integration Stimulation Activities I Evaluation, Detection and Early Intervention Growth (SDIDTK), Nutrition, Health and early childhood co-operation with the Ministry of Health Ministry of National Education, New York 23 to 25 February 2010, the General Guidelines for Early Childhood Development-Holistic Integrative.
4.enas-Unicef, Jakarta, 2009, the General Guidelines for Early Childhood Development-Integrative Holistic.

by: dr. Awi Muliadi Wijaya, MKM

DEVELOPING SKILLS THROUGH SELF READY TO WORK WITH NONFORMAL EDUCATION

A graduate school education (formal education), ranging from elementary schools to universities, certainly will not want to be unemployed, but wants to plunge into the world of work. World of work quite different to the world of learning at school. Of learning environments in schools with fewer problems, leading the hunt field work with a number of issues and at all other.
Anxiety and the anxiety that is felt to be factors internal school graduates; greeted with the promotion of a number of educational institutions that offer convenience and expertise to be ready to work as an external factor, then complete the pusher never mind the factors to develop themselves before plunging into the world of work. In such a context, determining the choice of educational institutions for the provision of work is a difficult thing.

SELF READY TO WORK ABILITY
Setting up a fund for self-development capability to be ready to work is the right attitude, but where we are going to be developed and what needs to be developed is a question to be answered, before receiving a helping hand no educational institutions for free just like that.
There are six elements that can make someone able to hunt for jobs and succeed. The sixth element is the value, feelings, skills, creativity, risk, and purpose. The six elements that have been mentioned will be discussed as follows
First, the value of which is defined as all the elements that show how a person has a decision to use her life. Value is determined by two main things, namely past experience and future expectations of riel, will promise the increasingly competitive person.
Secondly, a feeling which is defined as an emotional reaction to a given person at a particular event.
Third, a skill that is defined as any possibility of the most extensive range of attributes that represent the strengths, abilities and characteristics that provide the greatest potential, as the path to successfully face the problems, tasks, and other experiences.
Fourth, creativity, all were thought to be directed to generate more ideas than solve the problem. Always there are more than one solution of a problem, by doing modification, simplification, emphasis, or strengthening, merging with another, rearrangement, inversion, etc..
Fifth, risk-taking that is making one of the many alternatives to realize the responsibilities and risks of options that have been determined. The risk is taken into account after the failure of the minimum, maximum results are achieved, and the likelihood of success.
Sixth, the purpose of determining which is the target to be achieved. In this case there are two types of targets, namely between the target and final target. Between the target while the target is to be dilewai reach the final target.

KNOWN TYPES OF WORK
Know the types of jobs exist, is useful for a person to determine what type of work will be selected and engaged. By type of work is divided into three, namely:
First, the field work. In accordance with its kind, this work is mostly done in the field (outdoors), both on land, sea, or air, even under the ground. Due to the location of the open course air temperature also varies according to its natural state. Therefore, the requirements of field work requires physical stamina and must have sufficient interest in the outside chores. In addition to the different locations will also be in touch with people different also. Therefore, field work should have a good adjustment. Examples of this work: sales reps / salesmen, construction workers, and farm machinery operators.
Second, the production work. This work is mostly done indoors. Environmental conditions for this work is relatively noisy (engine noise). For certain jobs, tempratur space rather hot and noisy because of the influence of the machine. This work is monotonous, so it takes perseverance and skills for workers. Examples of this work: a saw machine operators, carpenters raft hours, and rice milling machine operator.
Third, the administrative work. The working conditions for this work mostly indoors, so the influence of weather is relatively small. Noise factor and the danger of accidents is almost nonexistent. More job sitting behind a desk. The work of this kind requires adequate administrative capacity. For certain positions required power analysis, initiative, and ability to make decisions constantly. Due to the nature of work tends to be repeated and routine it takes perseverance. Examples of this work: the reception, sorting mail interpreters, secretaries, accountants and personnel managers.

NONFORMAL EDUCATION (PNF) AS AN ALTERNATIVE
Nonformal education have a curriculum that is designed to meet the urgent needs of the community, learning programs simpler, and has a short learning time / short, and the results of studies can be used immediately. Additionally PNF program a variety of shapes and types of educational units, such as group learning Package A, Package B, Package C, Chase Enterprises, Apprenticeships, skills courses, and various specialty programs; there are government-run, private, and individuals.
Looking at the characteristics, type and unit of PNF, seems to be an alternative option to develop the ability to be ready to work. All types and units of PNF as already mentioned, there and everywhere there, just choose according to your needs and interests.

CONDITION OF BEING SELECTED NONFORMAL EDUCATION
At least there are five things that need attention in choosing courses PNF, ie review the syllabus (course and time), teachers / instructors, learning tools, and accreditation costs. For details discussed as follows
First, review the syllabus. Starting to learn a brochure that offered PNF institutions. Should be visited and studied more than one place PNF program, consider the pluses and minuses, Do not be easily eaten crap institution PNF program providers. Wear ratio is logical, do not involve emotions, such as a brochure that says 'free', could bear English only three weeks. Is there a business can be free, what could possibly English in just three weeks.
Consider carefully what PNF program objectives, syllabus (learning program), a long time to learn, when to begin and end when the learning program, while learning (morning, afternoon, evening or night). Compare, use the slogan 'customer is king'. If it is not clear ask the organizers of the program PNF.
Second, teachers / instructors. Whatever the name of the PNF program, so detailed silabinya, to note who the teacher / educator, educational background, teaching experience, attitude and acts of its horns when teaching, the award was obtained lattice that need to be observed and examined.
Third, a learning tool. What is the state class for teaching and learning activities, equipment and laboratory or workshop conditions, management (administration). Although the air-conditioned room is cooler, but is it imperative that the equipment required by the study.
For the manifold skills PNF program, need to be observed how the number of tools or machines, how many participants in one class, already tertibkah iterative program. It should also be observed that there was no trained skills without practice (learning by doing).
Fourth, cost considerations. What is the total cost of the program? installment number of times. Consider carefully, because the PNF program that cheap is not necessarily good, but expensive also not a guarantee of quality. PNF programs are cheap and free gift usually in bulk, the ratio of students to teachers or facilities owned by large enough. As a result the learning process is also inefficient. PNF is an expensive program sometimes caused the program facilities sought. Then the service of any kind, which must also be scraped from the pockets of students. Even no less expensive for prestige purposes. More easily, look for programs that cost PNF with a reasonable calculation.
Fifth, accreditation, or approval status of the institution / program PNF. Already diakreditasikah selected educational institutions? Who is issuing accreditation? Institutions that issue such accreditation bonafidkah enough? However the level of accreditation will determine how far kredential (diploma, certificate or letter) from the institution / program PNF valued by society or by the institution and the owner of the work (users graduates)

CLOSING
Person's readiness for work is not limited when graduating from a formal educational institutions (schools). Precisely how far a person's readiness to work determined to have the ability themselves to be ready to work. Elements that can strengthen the ability of self such as: a positive value in making decisions, feeling positive, productive skills of functional, purposeful creativity, the courage to take risks and determination of objectives / targets in the move.
Develop the ability to be ready to work, can be done by identifying the types of jobs that exist, and choosing the relevant PNF program to hone themselves, after considering the conditions of the learning program of choice.

REFERENCES

Brembeck, Cole S., et.all; 1973, New Strategies For Educational Development: The Cross-Cultral Search For Formal Alternatives, Institute For International Studies College of Education, University of Michigan.

RI Department of Manpower, 1992, Classification of Occupation of Indonesia, Jakarta: Directorate General PPTK Project Development and Employment.


By: Ali Latif Amri (PLS majors Lecturer State University of Makassar)

Education Literacy Tutor Approach BalibolaE

The term "BalibolaE" lifted from the roots of local culture Bugis, taking into account the characteristics of a religious society, upholding the value of mutual cooperation, kinship, loyalty, and respect for the ancestral culture.
Morphologically, the word "BalibolaE" comes from the language of the Bugis "Bali bola". The word "bali" usually means "face", "coupled" and "bola" home or place of residence. In writing written separately, and when added the letter "E" on the back, then continued writing. The function of the word "E" on the word in bugis pointed adjectives. "Bali bola" is commonly translated into Indonesian with the meaning of neighbor. In the teachings of the Prophet of Islam teaches that the limits are 40 houses of the neighbors left and right side, front and rear. In fact there is a limit as far as the eye could see neighbors are.
From some of the above definition, the word "balibolaE" all refer to family relationships, kinship and familiarity. Tutor approach "BalibolaE" was appointed as one approach to teaching literacy education, because one characteristic of learning in literacy education is removed from the context and local design.
The implementation of literacy education through tutors approach "balibolaE" is a model of educational services for the citizens who have not been capable of writing, reading, and arithmetic by utilizing local potentials (tutors, cultural, social and resource potential) in the neighborhood residents learned. In its application the concept of tutors' balibolaE "not only the person (tutor) but everything that supports the learning process within / around the house and in an environment where residents are learning it. The hallmark of literacy education through tutors approach "balibolaE" are:
(1) tutors were recruited from neighboring residents to learn,
(2) learning target by each tutor is not pegged to the system group (10 persons), depending on how many people are illiterate neighbor and tutor's own ability,
(3) incentives valued tutor / paid in accordance with the number of residents served learning, and
(4) learning themes and designs lifted from the context in which local residents learned about it was, starting from the smallest neighborhood, home and contents , and around the house and neighbors.

Long road of literacy Bedouin

There is a silver lining when the International Literacy Day on 8 September in each year is held in Cilegon, Banten province. Banten province had received the title of illiteracy barn because the number of people who illiteracy is high, ie 500's of thousands of people. The number is now declining sharply to 150's of thousands of people.
However, an interesting statistic from Bantam is not illiterate people dropped dramatically, but the existence of indigenous groups Bedouin. As is known, some of these indigenous communities to this day still refuses to learn literacy, especially the Latin script. This community consists of Bedouin and Bedouin Outside In. They live in 59 villages in Lebak, Banten province. Now only three villages which still adhered strictly adhered to the tradition of the Bedouin in.

Why is literacy important? According to the opening phrase is defined in the resolution of the General Assembly of the United Nations, "Literacy is important for the acquisition of life skills, both for children, youth, and adults, so that they can overcome the challenges faced in their lives and is a basic step in education base, which is an indispensable factor to be able to participate actively in society and economy of the 21st century. " In other languages, according to Ella Yulaelawati, Director of Community Education Department of Education, literacy is a prerequisite for obtaining a variety of basic skills anyone can learn to seek, obtain, use, and manage information to improve the quality of life.

However, in the context of Bedouin society, it seems that the issue of literacy not only about literacy as a tool, but also literacy as a paradigm. Latin script in this case considered to represent the paradigm of modern science. While the indigenous Bedouin are the indigenous communities who believe have an old tradition of knowledge which they inherited from generation to generation orally from generation to generation. According to Father Murshid, one of the leaders in the indigenous Bedouin, Bedouin communities are descendants of Adam begotten, and there from the beginning of the earth.

Bedouin community outlook towards nature the same as the primitive communities that blend with nature, with the principle of balance. Humans are part of nature, and therefore must live in harmony with nature. This position is contrary to the anthropocentric view of modern society, which views the human being superior in the face of nature and therefore entitled to exploit it. View of this modern society has resulted in proven impact of modern civilization which resulted in acute environmental crisis. Communities earth now haunted by the disastrous result of the so-called environmental crisis of global warming. In this context, the lessons of the Bedouin community regarding natural Bantam find context and momentum.
In environmental science, in fact Bedouin society not only literacy, but also has an old science that can actually be the subject of environmental studies by modern humans. And luckily Bedouin community in Indonesia is still there and not displaced by the political storm that controls Jakarta. Not only still exist, they also managed to maintain sustainability of the surrounding forest as protected forest on Mount Salak, until now. So the existence of Bedouin culture is an anomaly in the midst of a culture of Indonesia entered a period of industrialization. However, that does not mean they are not cultured.

To deal with the Bedouin community, the government should consider re-positioning of the state vis a vis the Bedouin community. First, that the Bedouin community has a culture, and even civilization itself, which is therefore worthy of appreciation from the government of the Republic of Indonesia. Secondly, that the literacy programs of the government it's something that is necessarily, and therefore people should also learn beraksara Bedouin, as offered by the government.

The problem, some Bedouin society refuse to learn the Latin alphabet, with a variety of reasons. So, how does the way out? First, Bedouin communities who refuse to learn literacy only a small part. Foreign Bedouin community, estimated at over 500 families, being open, and about 40 percent of them have literacy. So, they can be subjected to this program.

Second, in the Bedouin community, which only consists of three villages, given the transfer of knowledge by teachers through verbal companion. This is in line with the plan of the Ministry of National Education will adopt the Literacy Initiative for Empowerment (Literacy Initiative for Empowerment), launched by UNESCO. This term will be a script order Indonesianized Empowerment, abbreviated Familiar. Government in this regard will turn first to the empowerment program and then go to literacy programs. So, to get to literacy, Bedouin communities are empowered first.

Or third, Bedouin communities in the literacy program created Hanacaraka, as knowledge transfer efforts through local language translations.
This method is actually not unlike the teaching of Braille for the visually impaired.

Positioning the government was already pointed out correctly by Ella Yulaelawati, who on August 17, 2009 visited the indigenous Bedouin, even though had to walk for four hours into the Bedouin village. In front of the village chief and father Djaro Daenah Murshid, Ella Yulaelawati said that it was willing to learn about the environment to the Bedouin community and willing to work together for the betterment of Bedouin society.
It's certainly a new step towards mutual learning between the two sides.

source: http://epaper.korantempo.com

The role of Mother Language Eradicate Illiteracy

Model of mutual learning between residents pick up literacy education can be done to foster the spirit of learning among the members, for security reasons also the basis for teaching and learning activities are generally conducted at night after the household routine is finished but it is also because most citizens are belajra mothers home the stairs. When the morning they take care of the house and helped work on the farm so that learning time is only available after the sunset prayers.
Learning system is done by discussion, reading, writing, arithmetic provided by the tutors to use the mother tongue the language of instruction. Learning to use the mother tongue, it is helping people learn to adjust to when starting the learning, because people learn the new classes are usually not confident because assessing literacy learning is difficult and scary. Discussions and learning processes are also expected to rely on the local context in the usage of the language of instruction, examples of problems that occur in everyday life all citizens to learn, such as difficulty in obtaining water issues, high price of kerosene and so on, so much, easier and faster to understand than the language not so familiar to the participants learn.
Understanding of agency managers and tutors about the characteristics of the residents learned a great help to accelerate the learning kekasaraan because most rural people only know their mother tongue and not be able to use the Indonesian language properly and correctly
Therefore, eradication of illiteracy becomes effective when the initial learning Indonesian language. The use of mother tongue can be a bridge before the residents learn to understand the reading, writing and arithmetic in the Indonesian language, he said.
Furthermore, to stimulate enthusiasm for learning, given additional skills, such as handicrafts, art by utilizing local potentials that can provide income for residents to learn among other things, serving hoods rattan, baskets, tissue box, to furniture, toys involving the partition of bamboo

Importance of Early Childhood Education in Indonesia

Preliminary

The first years of life span of children is a very important and critical in terms of growth and development of physical, mental, and psychosocial, which runs so fast that the success of the first years to a large extent determine the future of children. Any abnormalities or deviations if not intervened early well in time, and not be detected in real get care that is full of promotive, preventive, and rehabilitative would affect subsequent growth and development of children (Sunarwati, 2007).

Providing education in early childhood in developed countries as a form of long-standing community-based education (community-based education), but the movement to promote education in Indonesia is just emerging in recent years. It is based on the importance of early childhood education to prepare people in Indonesia complete (SWEET), and build the future of children and the Indonesian society (MASIS). But so far the reach of early childhood education is still limited in terms of quantity and accessibility. For example, child care and play groups are still concentrated in the cities. Yet when viewed from the level of need for treatment early, early age children in rural areas and from poor families is much higher in order to compensate for poor intellectual stimulation, social, and moral of the family and parents.

The Government has demonstrated its political will develop their human resources in early. As Mrs. Megawati delivered (vice-president at the time) when I opened the Conference Centre The Association of Consecrated VII Kindergarten Teacher Indonesia. He emphasized the importance of early childhood education in the concept of coaching and development of children attributed the formation of fully human characters. Furthermore he states could no longer deny that the education of children in early childhood is the basis for determining the formation of human character Indonesia in the national life.

This statement states that early childhood education is crucial for the survival of the nation, and need serious attention from the government. Early childhood education is a human resource development strategies should be viewed as a central point since the establishment of the nation's character and reliability determined how the cultivation of human resources since early childhood. The importance of education in this period so it is often called the golden age (the golden age).

2.1 Definition of Early Childhood Education

Early childhood education (early childhood) is the level of education before basic education which is a construction effort that is intended for children from birth until the age of six years conducted through the provision of educational stimulation to assist the growth and development of physical and spiritual readiness in order to have a child entering further education, which was held in formal, nonformal, and informal.

Early childhood education is one form of education that focuses on laying the foundation to the growth and physical development (fine and gross motor coordination), intellect (the intellect, creativity, emotional intelligence, spiritual intelligence), socio-emotional (attitude and behavior as well as religious) language and communication, according to the uniqueness and developmental stages through which early childhood.

Currently the field of educational science, psychology, medicine, psychiatry, growing very rapidly. This situation has opened up new insights to the understanding of children and changing the way child care and education. Every child has many forms of intelligence (Multiple Intelligences) which, according to Howard Gardner there are eight domains of intelligence or intelligence that is common to all people, including children. The eight domains of intelligence that is music, bodily-kinesthetic, logical mathematical, linguistic (verbal), spatial, naturalist, interpersonal and intrapersonal.

Multiple Intelligences grown need to be explored and developed by giving opportunities for children to develop optimally potentials possessed of his own effort (Tientje, 2000).

2.2 Importance of Early Childhood Education in Developing Nations Future

Condition of Indonesia's human resources based on results of a survey conducted by PERC (Political and Economic Risk Consultancy) in March 2002 shows the quality of education in Indonesia is ranked 12th, the lowest in the ASEAN region which is below the level of Vietnam. Kualtias low educational outcomes are low impact on human resource kualtias Indonesia.

In these conditions must be difficult for Indonesia to be able to compete with other nations. Human resource development conducted in developed countries like the United States, Germany, Japan and so on, beginning with early childhood development that includes care, upbringing and education as a whole and implemented programs in an integrated manner. Understanding the importance of early childhood development as a basic step for the development of human resources has also been done by other ASEAN nations such as Thailand, Singapore, South Korea including industrial countries. Even early childhood education services in Singapore belonging to the most advanced when compared to other ASEAN countries.

In Indonesia the implementation of early childhood is still impressed by the new exclusive and reach a small portion of society. Although various treatments and educational programs for early childhood ages (0-6 years) have been implemented in Indonesia since a long time, but until the year 2000 showed children aged 0-6 years who obtain care services and education is still low. Data from 2001 showed that approximately 26.2 jut children aged 0-6 years who have obtained early education services through a variety of new programs about 4.5 million children (17%). The highest contribution through BKB (9.5%), Kindergarten (6.1%), Raudhatul Atfal (1.5%). Meanwhile, through child care and play groups each contribution is very small at around 1% and 0.24%.

The low education and care services for young children at this time partly due to the limited jumla agencies that provide early education services when compared with the number of children aged 0-6 years are supposed to obtain these services. Various programs are either directly (through BKB and IHC), which has been pursued so far has not turned out to provide services as a whole, not synergy between the ministry and not yet integrated aspects of education, health and nutrition. Though these three aspects are will determine the level of intellectuality, of intelligence and child development.

The importance of early childhood education has become the international attention. In a meeting of the World Education Forum in Dakar Senegal in 2000 produced six agreements as a framework of action education for all and one egg is to expand and improve the overall care and early childhood education, especially for children who are particularly vulnerable and disadvantaged, Indonesia as one one member of the forum is bound to implement this commitment.

International attention to the urgency of early childhood education is reinforced by the latest research on the brain. By the time the baby is born of God he is equipped with a complete brain structure, but only reaches maturity after outside the womb. Newborn babies have more than 100 billion neurons and about one trillion glial cells which function as adhesive and synap (branches of neurons) which will form bertrilyun-trillion connections between neurons that exceeded requirements. Synap this will work until the age of 5-6 years. A large number of connections that affect the formation of the brain's ability throughout his life. Growth in the number of brain tissue affected by the child's experience gained in the early years of his life, particularly pleasant experience. In the phase of this development will have tremendous potential in developing language skills, math, thinking skills, emotional stability and formation.

There are four main considerations the importance of early childhood education, namely: (1) to prepare qualified manpower, (2) encourage the acceleration of economic turnaround and low social costs because of high labor productivity and durability, (3) increase equity in public life, ( 4) helping parents and children.

Early childhood education not only serves to provide learning experiences to children, but more importantly serves to optimize brain development. Early childhood education should also cover the entire process of psychosocial stimulation and is not limited to the learning process that occurs in educational institutions. That is, early childhood education can take place anywhere and anytime as well as human interactions that occur within the family, peers, and of social relations in accordance with the conditions and early childhood development.

2.3 Early Childhood Development

Most of society believes that providing early childhood education be conducted by adults who do not require knowledge of early childhood. In addition, they consider early childhood does not require professionalism. Pandangn is wrong.

If early childhood to be done at home by mothers themselves, then the mothers need to learn and gain knowledge about children's learning processes, for example by reading a book, follow the lectures or seminars on early childhood.

In fact more and more mothers work outside the home, therefore it must be someone who replaced the mother's role to understand the process of development of the child.

Learning in early childhood is a learning process which is done through play. There are five essential characteristics of play in relation to early childhood (Hughes, 1999), namely: increased motivation, free choice (without coercion), non-linear, fun and players are actively involved.

When playing one of the criteria are not met a teacher dominates the class by making an example and given to the child so the learning process is no longer through play. Teaching and learning process as it makes the teachers are not sensitive to the level of difficulty experienced by each child.

The lack of difficulty the child's parents may also occur, the main reason put forward is usually due to lack of time because parents work outside the home.

Understanding child development can be done through the interaction and interdependence between parents and teachers who continue to do so extracting the potential intelligence of children can be optimal. Interaction is done by teachers and parents understand child development and basic skills that need to have a child at least, that is musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal and intrapersonal, because in general all people have seven intelligences, of varying levels of scale .

2.4 Role of Parents in Early Childhood Education

Children are the embodiment of loving adults who are ready or not to become parents. Having a child, ready or not, change many things in life, and ultimately want to or not we are required to be ready to be parents should be able to prepare our children to be able to run their future lives as well.

Know, know, understand the world of children is not something easy. The world is colorful, beautiful world that everything, easy, cheerful, loving, full of wonder and full of surprises. World that should be owned by any children yet in kepemilikanya much dependent on the role of parents.

Experts agree that parents are so great role in helping children to be ready to enter the gates of their lives. This means that if the gate to talk about their lives, it will discuss prospects for the coming 20-25 years of their lives. In the year that they enter real life. Go to the full independence, into the world of those who are supposed to be independent full regardless of the parents where the decisions of their lives had to be done alone. This is where the role of parents has been greatly reduced and as a parent, at that point we can only see the fruits of our upbringing now, without being able to make any changes.

Why do parents need to enhance their intellectual development in preparation for school entrance? The answer, the school currently require a fairly high requirements of quality of a student. Still get students who enter elementary school has introduced a wide range of subjects and science early on. Children already have to have high creativity since childhood. Therefore, children who have a high intellect will more easily accept everything that is taught. They will have high confidence, more adaptable, more easily accept new things, or intellectual development can be developed further before they go to school. Conditions like that that puts parents first and foremost as a teacher for their children in informal education programs that occurred in the family environment.

2.5 Problems of Early Childhood Education

Entering the XXI century education in Indonesia faced three major challenges. First, as a result of multiple crises that hit Indonesia since 1997, the education required to maintain the results of educational development has been achieved. Second, in anticipation of the era of globalization, the education required to prepare qualified human resources, so as to compete in the global job market. Third, in line with regional autonomy, there should be changes and adjustments to the national education system, so it can realize a more democratic educational process, taking into account the diversity of potential, local needs, learners, and encourage increased community participation.

The problem is the unpreparedness of the nation's third challenge facing Indonesia at the top, due to the low quality of human resources. To face that challenge, it takes serious effort through early education that is able to lay the foundations of human empowerment in order to have self-awareness of the potential and can develop it for the needs of self, society and nation so as to form a civil society. Early childhood education is the most fundamental thing that done as early as possible and implemented a comprehensive and integrated. Comprehensive, meaning that the services provided to children include education, health and nutrition. Integrated connote not only services provided in early childhood, but also to families and society as a whole service.

Sources:
CHA, Wahyudi and Damayanti, Dwi Retna. 2005. Program For Early Childhood Education in Islamic preschools. New York: Grasindo.
Isjoni. 2007. Time to Revive Our Education. Yogyakarta: Pustaka Student.
Anwar and Ahmad, Arsyad. 2007. Early Childhood Education. New York: Alfabeta.
Tientje, Nurlaila N.Q. May and Iskandar, Yul. 2004. Early Childhood Education To Develop Multiple Intelligence. New York: Dharma Graha Group.
Indrawati, Maya and Nugroho, Wido. 2006. Educating and Raising Children Pre-School Age. Jakarta: Pustaka Publisher Achievement.
Asfandiyar, Andi Yudha. 2009. Why Teachers Should Creative?. Jakarta: Mizan Media Utama.

My mother is my Master (Methods Home Schooling Group, Alternative Models of Early Childhood Education)

Samara family. The results of neurological research and study early childhood education, providing sufficient evidence of the importance of stimulation from an early age in order to optimize the full potential of children in order to realize the next generation of qualified and able to compete in a globalized world arena in this third millennium. In addition, Muhammad SAW said uthlubul'ilma minalmahdi ilal lakhdi which means "Seek knowledge from cradle to grave".

Hadith emphasizes how important a person to learn as early as possible. Certainly awareness of the need to learn from an early age does not appear from the baby who 'can not nothing', but starts from the awareness of parents to provide learning-learning to their children early on. Because basically, when a man has been born into this world, he has completed a variety of devices such as the five senses and the mind to absorb the various sciences.

This is the foundation stone of the importance of early childhood education. Since the early child should be given a variety of science (in the form of various stimulus / stimuli). Educating children at this age is like engraving in stone form which will not be easily lost, it will even imprint forever. That is, education in early childhood will greatly imprint up to adult children. Education at this age was the foundation stone for the next children's education. The success of early childhood education is highly instrumental to the success of children in the later period.

Efforts made by governments and communities in improving access to early childhood education services continue to be done, but the data prove than 28 million children aged 0-6 years, as many as 73 percent, or about 20.4 million children do not get the education service, both formally and non-formal. Special pre-school age children, access to early childhood education services is still low (around 20.0%). This means that as many as 80.0% are unserved in the centers of early childhood education. The gap between rural and urban areas also occur (Jalal 2002). Similar results were also found in studies conducted by Juliana et al. in late 2004 and early 2005 in Java, that most (86.3% in rural areas and 73.2% in urban areas) have access to preschool education programs that exist in both the formal and non formal education.

The cause is because it is still a lack of facilities and infrastructure for early childhood special education. Besides the high cost of education, the more difficult for children to get an opportunity to learn, especially for young children. Society in general is not able to reach them. For example there are schools in Jakarta to withdraw money for the level of preschool enrollment Rp 15 million out of a monthly allowance of Rp 1 million. With the high cost of course only the children of certain circles who had the opportunity to obtain education that "quality".

Whereas continuity of education for early childhood, should not be done by inserting them into educational institutions. Mother, is a human resources has the potential to become a teacher for children of early age. Mom has a strong interaction with the child, because he was the one who first established the interaction; understand and always follow all aspects of child development without being missed. Mother was the first to be a role model for children, as is the person closest to children. Mother who is able to apply learning principles to be applied, because he has the most time with children. Mother is the most ambitious set of pious children, because for him it has become the biggest investment for the hereafter. Finally, it is only mothers who have the greatest opportunity to educate children with full sincerity, compassion and perfect sacrifice.

Opportunities mom became a teacher for children of early age is very huge. Masih many moms in this country do not work and the care of her children directly. If the mother is a teacher so education costs incurred are not great, because my mother in their role as educators do in the house with the time adjusted to the conditions of children and mother. In contrast to incorporate children into school, they are bound by a specific study plan. Mom had to spend the cost of expensive. Making the mother as a teacher and implement the educational process by the method of study groups together at home, that's what my mother run the program with the Teachers We are home schooling group method.

Why do early childhood education at home?

Home is the child's immediate environment and learn the best places for children. At home children can learn to tune with his own. He did not have to sit and wait until the bell rings, do not necessarily have to compete with other children, does not necessarily have to fear the wrong answer in front of the class, and can immediately get an award or if the rectification made a mistake. This is where the mother's role becomes very important, because the main task of the mother is actually a domestic regulators and educators. Inside the house a lot of tools that can be used for children's learning. Children can learn many concepts about objects, colors, shapes and so on while mom cooks in the kitchen.

Children also get to know God's creation through a variety of living things around the house, listen to mom read the prayers, chanting verses of the Qur'an and the stories of the Prophets and friends in a comfortable and enjoyable. Therefore the house is the right environment to provide education in early childhood as it did during the reign of Islam, that education for children under seven years tutored by his parents.

Al-Abdary in the book Madkhalusi syar'i ash-ash-Sharif criticized the parents and guardians who send their children to school at the age of less than seven years. He said: "In the past our ancestors who learned to send sons to Kuttab / school when they reach the age of seven. Since age is required of parents to educate their children to know the prayers and noble spirit. But in this very regrettable that today's children studying at the age that is still prone (4-5) years. Teachers should be careful to teach children this vulnerable age, because it can weaken the body and mind his mind ".

Methods home schooling group can be accessed by all layers of society because of its implementation is dynamic, can vary according to socio-economic situation of parents. The involvement of parents (mothers) in the home schooling group is dominant and mileage of children to groups of home schooled children can be reached on foot (maximum 1 km). It thus makes the advantages of home schooling (cheap, close to the child's mother, and dynamic). Why be in the form of group or groups? It aims to instill the concept of socialization in children, build ukhuwwah Islamiyah in the mother in addition to ease the burden of mothers and community efforts to improve the environment

Curriculum shcooling group home is expected to reflect the personality of activities to build skills and abilities of children of Islamic sciences / tsaqofah (includes materials Aqeedah, Arabic, Quran, Sunnah, fiqh, prophet siroh and history of the Muslims) and building skills capacity sainteks (cognitive, language, gross motor, fine motor, art, social and emotional independence). The activity was carried out by the method of teaching by example while learning to play, hear, say, telling stories and habituation. Learning approach in home schooling group must be oriented to the principles of child development, children's needs, using a thematic approach, creative and innovative, and conducive environment to develop life skills.

The role of mother as educator first and foremost, not only in order to educate their children alone. This is due, the children interact with other people's children in her neighborhood. Our children need friends to learn to socialize and train to be leaders. Our consciousness as a Muslim who care about the condition of its people will foster a sense of responsibility to contribute to educate other children as the next generation race. So Mom is not enough to educate their own children, but also need to educate other children with their mothers in their environment.

Common vision and mission of educating children among parents is needed for continuity of learning activities effective and efficient. Often parents have been fully devolved implementation of children's education (including early childhood) to schools and teachers. Parents should realize that the obligation to educate children is not lost by educating them. Parents also need to relate the learning process in schools with education in the home so that the target can be achieved.

Being a teacher for children of early age, she educates her child does not mean an individual basis, but can be done in groups with the involvement of parents (mother) who is around their environment to be team teaching (teacher). System in the form of group learning groups, in addition to foster togetherness and train the children in foster brotherhood and socialize well as the closeness between the parents making it easier to provide a solution to the problems that arise from these children. Thus an early age children get lessons in the form of the group and will continue their learning at home with their mother. (Www.keluarga-samara.com)

By: Dr. Ir. Yuliana, M.Sc.
Chairman of the Group of Care for Mothers and Generation (el-Diina Center) and Member of Board of Experts ICMI Muda Field Center for Women's Empowerment

Gender Equitable Education Is a National Investment

Declaration of the world's human rights states that education is everyone's right (World Bank 1981). Everyone should have equal opportunity to acquire education, regardless of socioeconomic status and the state of gender. But in reality in the field of education, the gender gap is still a phenomenon that needs serious attention. Women tend to earn less educational opportunities than men and higher levels of education is widening the gap between women and men in access to education. While the gender balance is starting to approach the stability in developed countries, this gender difference is still a particular problem in countries that are developing. Although the Indonesian state has been following international conferences such as: Copenhagen which highlights social development, Cairo on population, Beijing and New York on women, which the Indonesian delegation stated that the main effect of gender is a process that can be grabbed and equality and gender justice, but in reality the application of gender equality is not easily applied in Indonesia because of socio-cultural factors. Effects of gender disparities in developing countries in the near future will be reduced in line with the educational opportunities more evenly between men and women.

written by: Made Agustina

CHARACTER EDUCATION TO BUILD A NATION CIVILITY

Venturing into this paper, we presumably should give "meaning" is more about the major themes raised at the National Education Day event in 2010 that "Character Education to Build the Nation of civility". Because the world of education is expected as a driving force to facilitate the development of character, so that community members have the awareness of national and state a harmonious and democratic with due regard to the joints of the Unitary Republic of Indonesia (NKRI) and social norms in society that has become the collective agreement .
"Where you come from is not important, your body size is not important, important enough Your brain size, the size of your heart that's very important" because the brain (mind) and heart moving the hearts of the most powerful person is "spoken word and act" Listen, study, and ponder to myself whether it has adequate "vehicle" provide learning opportunities for students to multiple intelligences are able to develop attitudes; honesty, integrity, commitment, discipline, visionary, and self-reliance.

History provides a very valuable lesson, what a difference, contradiction, and that's real exchange of ideas that take us to the gates of independence. Through the debate we learned a lot, how tolerance and openness of the Founders of this Republic in the received opinion, and a variety of criticisms at the time. Through the exchange of ideas that we can also look at how strong the desire of the nation's leaders to unite in a single national identity, so that the differences are not an issue for them.

Because of that character education must be excavated from the foundation Pancasila ideal rights, and constitutional basis of the 1945 Constitution. History of Indonesia shows that in 1928, pledges "Youth Pledge" confirms the determination to build Indonesia's national. They vowed to the nation, landed the water, and speaking one of Indonesia. When choosing the form of an independent unitary state. Both of these historical events that indicate a need to reflect the existence of socio-political character of such pluralism. Historical and socio-cultural reality is further strengthened through the symbol means "Bhineka Tunggal Ika" at the state emblem of Indonesia.

From where to start learning character values ​​of the nation, from informal education, and in parallel continue informal and nonformal education. Challenges today and into the future how we are able to put character education as the nation's strength. Therefore, implementation of policies and character-based education becomes very important and strategic in order to build this nation. This course also requires the support of institutions conducive political, social, and cultural nation.

"Character Education to Build a civilized Nation", is the wisdom of keaneragaman cultural values ​​and social life. Wisdom is soon appear, if someone opens themselves to live a life together by looking at the reality of the plural is happening. Therefore, education must be placed in the right position, especially when dealing with conflict based on race, ethnicity and religion. Character education is not just a discourse but a reality of its implementation, not just words but actions and not a symbol or a slogan, but partisanship is smart to build civilized nation Indonesia. Final message of this paper, give the best service to the Teachers and Education Personnel so that the community realized that "civilized" that implements the noble values ​​of the Indonesian nation ........ Habituation to behave courteously and peace is our resolve once refreksi of independence, remains independent.

by: Muktiono Waspodo

Beyond Centre and Circle Time

Playing is a child's world and not just providing a fun, but also has enormous benefits for children. Through positive play activities, children can use a muscle in his body, stimulates penginderaannya, explore the world around him, and recognize the environment in which he lived including recognition of himself.
Physical abilities to the untrained, as well as cognitive abilities and ability to socialize. In simple language, play will hone their intelligence.
Center and the circle method is one method of learning in early childhood education, which puts forward the concept of play for children, so the optimal growth and development. In this method, tools and materials are grouped in several centers around according to need.
Sentra preparation is one of the centers that mengasaha cognitive and fine motor skills in children. Thus, I welcome the presence of these learning materials as a support for early childhood educators in developing a center for further preparation. Playing not just to give pleasure, but also a big benefit for children. Through positive play activities, children can use a muscle in his body, stimulates penginderaannya, explore the world around him, and recognize the environment in which he lived including recognition of himself. Physical abilities to the untrained, as well as cognitive abilities and ability to socialize. In simple language, play him hone his intelligence.
Every child is basically intelligent. However, intelligence is not simply referring to intelligence alone, or better known as IQ. There are also multiple intelligences (multiple intelligences) as linguistic, logical-mathematical, visual spatial, musical, kinesthetic, interpersonal, intrapersonal, natural and moral. Every child has a ninth intelligence albeit with a different level.
Playing is one of the most effective way to develop the potential and the multiple intelligences of children through play activities because it will be easier to absorb information and experience.
With a play, based on existing research studies, the child turned out to be more intelligent, emotion and intelligence of children increased. Children also become more sensitive to the needs and values ​​of others. Playing with friends also provide opportunities for children to adjust their behavior with others. Amazingly, children are also able to appreciate the differences between them.
Play is child's developmental window. Through play activities aspects of child development can be grown in an optimal and maximum. Letting children play pre-school age has been shown to enhance mental development and intelligence of children, even if the child is malnourished.
Lancet Medical Journal recently stated that there are several studies that found a link between intelligence and child's play activities. Program play activities for children from malnutrition in Bangladesh proved to increase their IQ to 9 points (Sally McGregor, 2006) from the Institute of Child Health at University College London. Malnutrition or nutritional deficiency is a problem, but malnutrition without stimulation for mental development is a much bigger problem. Also reported in the journal is that more than 200 million poor children in the world of malnutrition. Approximately 89 million of them were in South Asia and 145 million others are in the countries India, Nigeria, China, Bangladesh, Ethiopia, Pakistan, Congo, Uganda, Tanzania, and Indonesia.
By the researchers concluded that to improve poor children's intelligence can be done with a simple intervention, which encourages children to play a lot at home and of course improve their nutrition levels. During this time the public was too focused to reduce mortality, but they often forget that many children are in danger can not achieve optimal intelligence, after sitting in class 5 or 6 elementary school, their chances are slim to fix it.
Added by Mc. Gregor, 2006, in an area in Jamaica, children from poor families are given assistance toys that can be played alone at home, and their progress monitored until the age of 18 years. Their IQ level is better, both reading ability and rarely drop out of school, besides the mental health of children is also good, they are not depressed and more confident.
It is time when we all, especially the parents realize that play activities are not activities useless and a waste of time. Playing in addition to the rights of children, also needed to improve their skills (Kompas, January 5, 2007).
During this development of children's intelligence seen only in intelligence, but along with the development of science researchers intelligence raises a new theory of multiple intelligence. The theory was the basis for the diversity of learning methods both formal and non formal. Variety of learning methods can be seen from the rise of the school that gave rise to various schools of excellence. Basically the method of learning both formal and non formal education refers to how the child can develop in accordance with the interests and talents. The task of educators and parents were in patronizing the knowledge that already exists in the child so naturally unexplored.
Education for young children should be able to balance the aspects of cognitive, affective and psychomotor as well as providing education in terms of moral and social sensitivity to the problems of children. The games are presented for young children to be more creative again. Along with the development of culture, a game that develops in children has shifted. No one if the child had left the area because of the traditional game culture-based game technology continues to evolve. For that still have to introduce the traditional game, except the child has also to pass on the game varied cultural treasures of immense charm.
To facilitate children to have the opportunity to play a pretty, early childhood education, one of which is developed by using the method and the center circle of the method adopted BCCT (Beyond Center and Circle Time). In this method, the split in the form of learning centers. One of the existing centers are centers of preparation. Sentra is a "workshop" for children in order to optimize the ability of literacy in children from an early age.

By:
Ayu Widya Puspita, SKM., M. Kes

CHILDREN AS A FUTURE LIFE; A study make it happen EFFORTS IN

Preliminary
Recognized or not, the child's parent is a figure of hope, community, and even all mankind. In short, children are the future of life. Condition, philosophically speaking child in question must have a social sensitivity, high-quality intelligence, and various properties of noble bearing. It is, for most parents in our society but they have been known to turn a blind eye toward her to realize the necessity of these conditions. In other words, parents only know that children are the future of life, but do not want to know the demands contained in the knowledge that or what was his duty to deliver the child into a future life.
In this relationship, the indicator can be observed and are found in the reality of life in general now that the parents in our society with a very ambitious trying to "drag" the child to his will to make the future holds and prestigious positions as well as rich without the desire to know and understand the feelings, needs, and the uniqueness of children, but they never become children.
Reality is worthy of regret deeply because the pattern of education received by children not "drag" the child to progress in the sense to develop all its potential, but instead bring the child to the meaning of the far forward on the substance berdelokasi increasingly obscures the identity of the child so the memprihatinkanlah pattern applied to the child's education. Yet according to expert psychiatric / psychologist, a pattern that is applied to the child's education is very influential on the growth and development of the child, even the influence of education is able to defeat the influence of genetics. For example, a child born from the womb of the mother by inheriting a gene that is "bent" is still likely to grow and evolve as a person virtuous, wise if since childhood educated properly and humanely. And vice versa.
Based on the above, the hypothetical can be said that the child's future life as a centralized pattern can be achieved if the child receives education in accordance with the child's own existence. Therefore, the paradigm of parents who had been impressed force the child to the parents' wishes had to be abandoned. In relation thereto, there are at least three aspects that need to be considered and assessed, namely: 1) what, who, and why children need to be educated, 2) how should children be educated, and 3) who is responsible for the education of children.

What, Who and Why Children Need Educated
Children are the future of life. That is true in children there is a hidden potential that will be valuable in this life. Furthermore, children are God's creatures composed of body and soul, meaning not only the body which is owned by the child but also the feelings and spiritual potential, so that not only the health of the child's body that must be considered but the feelings and spritual potential should also be guided and developed in the way of perfection .
The common thread that can be drawn from these two things is we need to realize that children are born with the innate nature to bring the child's potential as human beings who must be humanized. Therefore, children need to be educated and this should be started since the period of childhood in children are given the ability to capture and follow the accepted knowledge and sensitivity that is still very strong in the period of childhood. Expert psychiatric / psychologist in this connection the opinion that:
a) The age of childhood is the age of the most important stage of human development, because this age is the period laid the basis of personality structure that was built for a lifetime. Thus the need of education and appropriate services.
b) the age of childhood is a critical period for children, where the development is obtained in this period were extremely influential on subsequent developments in the period up to adulthood. This period comes only once and can not be postponed presence, so that when missed chances means finished.
c) The age of childhood is a golden opportunity for children to learn and gain experience, because the curiosity of children at this age are at the top and there is no age beyond which stores a curiosity than an early age. therefore this opportunity should be utilized as possible in the process of child development.
d) Judging from the aspect of development, the physical and mental development in childhood experience incredible speed.
Based on the above description, it can be said that since early childhood education has contributed greatly to the development of the child and determine the subsequent history of child development and can serve as a mirror to see how the child's success in the future as future generations. Therefore, childhood should not be left without an education.

How Should Children Educated
Early childhood is a golden opportunity for parents to guide and educate children, but to note is intended to educate rather than to pursue educational achievement but in terms of facilitating growth and development of children to be able to develop the potential of the optimally both mentally and physically.
As commonly understood, the child has a distinctive character. Therefore, the pattern of education which need to be tailored to the specific applied owned by the child's identity so as not remove the child. In addition, appropriate education and in accordance with the character of children will be able to facilitate the development of different potentials and abilities of children optimally.
Accordingly, the first should be a way to educate children, child-centered. That is, how to educate applied in the most need and the child's condition, rather than based on the wishes of parents. So the parents who must adjust to the needs of children, not the other way children adapt to the desires of parents. Thus, children have the opportunity to be actively involved both physically and mentally. Second, flexible. That is, how to educate the dynamic principles applied to unstructured and adapted to the conditions and learning that is unstructured because the child's condition is likely to change so that children will often switch from one activity to another activity. Therefore, let the children learn in a way that he likes, the task of directing and guiding the child's parents on the child's choice set.
Apart from the concept-oriented cultivation of science above, there is one simple concept that must be invested in educating children as human humanize the process so that children grow and develop like "nature" of man himself as the caliph of God is by planting the seeds of its glory and faith in the early days of child growth and development.
This last concept is a powerful wings that can fly humans summit of humanity. Where the science of human progress and move towards perfection, and with faith and noble qualities creates a good environment. In other words, the formation of faith and charity without coupled science will only alienate the child from the path of perfection and progress, knowledge of the truth will go away in such a child's body. And under such circumstances, the child will never work up the progress in science and technology. Similarly, if the science develops, but is not accompanied by an increase in the quality of faith and charity so that seems to surface is sheer selfishness and cruelty. Children will master this kind of greed and gluttony, as well as easy to fall in the seizure of the rights of others. In sum, if intelligence (science) is not accompanied by faith and charity, it will be very dangerous. Intelligence is not just dragging people towards materialism alone, but also toward the animalistic traits.
The concept of faith and charity can be instilled in children by making him feel the existence of a Creator, and have faith in Him through simple language and easy to digest. This is important because, in every human mind in its natural disposition there is a need for faith in God. Therefore, sensory reasoning when the child begins active work, and his curiosity began to squirm, the child will ask for the causes and sources of all things. His soul is pure and not contaminated it is ready to receive the faith (belief) against the creator of the universe.
Parents should take advantage of the potential of this nature and gives understanding to the child that the creator of all beings and giver of sustenance is God. Surely God watching our actions at all times, as well as rewards for good deeds and reward us with the punishment for our bad deeds. This was of course very easy to understand children. Yes, the child will have faith and believe God's existence for some time. Through this method, we can also foster a feeling of love to the rules and implement them in the child's self.

Who is Responsible for Child Education
In fact, the first school for the education of children is the family while the child's first educators are parents, for parents through the educational environment within the family is first received by the child, as well as a foundation for personal development of children, even parents are the key to success because of parents' first child times the children understand as someone who has the uncanny ability outside of himself and of the child first orangtuanyalah know the world. Through their children to develop all aspects of his personality.
Humans are happiest are the people who grow and thrive under the right education and noble qualities since childhood. While growing up, those traits would appear to him without coercion. Thus, parents play an important role and this task is a heavy responsibility that must be borne both.
Understanding the importance of the role and weight of responsibility that must be borne parents for their children's education, learning for parents is absolutely necessary. By continuing to learn the parents will be able to carry out their roles and responsibilities well and is able to portray themselves as a parent in the eyes of a child to emulate.

Conclusion
Children are the future of life. In an effort to prepare children to become future life, the parent plays a very decisive in forming the foundation of the child's personality. At that time, they have a golden opportunity to give their children the basic colors for undisturbed and influenced other factors. Parents have full power to provide the best for their children.

Literature
MONE. 2000. Childhood Education, Family Education Module Series. New York:. DG Diklusepora Affairs Ministry.
Elliot, Stephen N. et al. 2000. Educational Psychology: Effective Teaching, Effective Learning. Third Edition. Boston: McGraw-Hill.
Falsafi, Mohammad Taqi. 2002. Children, between Power Gen and Education. Bogor: Light.
Harefa, Andrias. 2000. Learner Human Being. Jakarta: PT. Kompas Media Nusantara.
Salkind, Neil J. 1987. Child Development. Fith Edition. New York: CBS College Publishing.

by : Suardi, S.Pd, M.Pd.
Forum administrators PAUD South Sulawesi

Non-formal education ROLE IN CHILDREN AGES EARLY EDUCATION

Abstract:
This study aims to try to raise the role of scholastic education in early childhood education, as well as obstacles encountered in the context of providing guidance and socialization of early childhood education in the community. And specifically the study aims to (1) Discussing issues regarding children is still a lack of early childhood education who obtain services, especially in formal education (TK / RA) so that the role of education outside school (PLS) is indispensable. Also reveal the purpose of writing papers, (2) Describe the theories that are relevant to the topic discussed in this paper a definition and history of PLS, the principle of lifelong education which is one of the principle of PLS, the notion of early childhood, understanding child growth and development, growth and development children, and developmental aspects of children's intelligence or potential, (3) explores the discussion concerning the importance of early childhood, learning to suit the ability of children is through play, and the role of PLS ​​in early childhood contained in the community.

Keywords: Non-formal Education, Early Childhood Education


BACKGROUND
Importance of early childhood education has become an international concern. In a meeting of the World Education Forum 2000 in Dakar, Senegal, has produced six educational action as a framework agreement for all (The Dakar Frame Work for Action Education for All) that one egg stated: "expand and improve the overall care and early childhood education (early childhood), especially for children who are particularly vulnerable and disadvantaged.
The notion that education can only begin after the primary school age is the age of seven years, it was not true. Even education that began at the age of kindergarten (4-6 years) was actually already too late. According to the results of research in neurology such as those conducted by Dr. Benjamin S. Bloom, an education expert from the University of Chicago, United States, suggests that the cell growth of brain tissue in children aged 0-4 years to reach 50% (Cropley, 94). That is when at the age of the child's brain is not getting the maximum stimulation of the brain then the child will not develop optimally.
Results of research at Baylor College of Medicine states that the environment provides a very large role in shaping attitudes, personality, and the child's optimal development capabilities. Children who do not get a good environment to stimulate brain growth, such as rarely touched, rarely played, is rarely invited to communicate, then it will be smaller brain development 20-30% of normal size age (Ministry of Education, 2003:1).
Overall up to the age of eight years, 80% capacity of the human intellect has been formed, meaning the capacity of the intelligence of children only increased 30% after four years of age until they reach the age of eight. Furthermore, the child's intelligence capacity will reach 100% after about 18 years (Abdiilhak, 2002). Therefore childhood from age 0-8 years is called the golden (Golden Age), which only occurs one time in the development of human life so it is important to stimulate brain growth of children through child health care, provision of adequate nutrition, and education services .
According to research based on developmental psychology and neurology of brain growth, early childhood includes children aged 0-8 years. In this case, early childhood education is the concept of early treatment of children who are in preschool or school age are in the early grades of elementary school (grades 1, 2 and 3) (Supriadi, Mind).
But in this case the discussion on early childhood from the age restricted 0-6 years as embodied in the Act of National Education System of 2003 article 1 paragraph 14 and Article 28 paragraph 1 that early childhood education, held prior to basic education.
THEOLOGICAL PROBLEMS
Early childhood education services in Indonesia still has a very alarming. Based on the results of the 2000 population census, of the entire population of Indonesia, amounting to 203.09 million, 26.09 million of whom are young children (0-6 years). Of these those aged 0-3 years and there are 13.5 million children aged 4-6 years there were 12.6 million.
Of the 13.5 million children aged 0-3 years, which has received preschool education services through BKB and the like just about 2.5 million (18.74%). Meanwhile, from 12.6 million children aged 4-6 years, who already obtain educational services there are only 4.6 million (36.54%). It should be noted that the kindergarten and RA Raudhatul only serve about 2 (two) million from 12.6 million children aged 4-6 years there.
Noting the fact that it can be said that early childhood education services in line to get formal education was minimal so that still there are so many children of early preschool age today who has not been touched by early education, where the life of this nation's future course in the hands them later. Therefore the role of education outside school (PLS) in addressing these issues are very important and urgent.

STUDY theoretical
1. Out of School Education In Optimizing Growth
National Education Act of 2003 Article 28 states that early childhood education can be organized through formal education (kindergarten, Raudatul RA, or other equivalent form), non-formal education channels (Play Group, TPA, or other forms its equivalent), and / or pathways in the form of informal education or family education organized by environmental education.
In connection with the fact previously mentioned, the children who are touched, held early education through formal education is very limited in number. With regard to the above it is reasonable when the role of the Education Out of School - which includes non-formal education and informal - in providing early education services to children who do not receive education in formal education is very important and urgent.
Before discussing the role of scholastic education in early childhood education, it is necessary to discuss the theories that are relevant to the theme.
2. Education Out of School
2.1. Understanding Special Education School
National education, as one system of supra-national development system, has three subsystems of education - as listed in the National Education Act of 2003 - namely formal education, non-formal education and informal education. Formal education is also called non-formal education and informal education while covered in a special education school.
According to the understanding of the National Education Act of 2003 article 1, paragraph 12 "non-formal education is the path of education outside the formal education that can be implemented in a structured and tiered" while verse 13 states "Informal education is the path of family education and the environment".
As is known with that education outside the school includes a non-formal education and informal education so that it can be explained that outside of school education is education which was held outside the education track that can be implemented in a structured and hierarchical in both families, neighborhoods and communities.
Coombs (Trisnamansyah, 2003: 19) defines non-formal education (formal education or special education schools) as any organized educational activity outside the established school system either done separately or as part of a larger activity, done deliberately to serve certain learners to achieve learning goals.
2.2 History of Education Out of School
As noted Sudjana (2001: 63) out of school education has been present in the world is as old as the human presence that interact with the environment on earth where the situation arises in the life education and community groups. Educational activities in groups and communities have been carried out by mankind long before school was born in people's lives.
At the beginning of its presence, outside of school education is affected by informal education, ie activities that mainly take place in families where there is interaction in which the transmission of knowledge, skills, attitudes, values, and habits. Basically, the activity becomes the root for the growth of educating deeds known today.
In subsequent developments, the groups consisting of families to adopt the pattern of transmission into the lives of a group such as farming skills. Membelajarkan learning activities are undertaken to preserve and pass down from generation to generation cultures that fall into the category of traditional education which later becomes the root growth outside of school education.
Since the beginning of its presence in this world, outside of school education has been rooted in the traditions and customs embraced by the community that encourages residents to learn, try, and cooperate on the basis of cultural values ​​and morals held by the community. It is usually found in the proverbial and advise the parents that essentially encourages a person to engage in learning, trying, and working in the community.
The presence of religion in public life over again underlies the development of education outside the school. Learning to read the scriptures, the rules of religion, prayer is the procedure for teaching and learning activities that underlie educational situations outside of school. Religion provides the motivation to get people to learn it is the duty of every religion and learning activities carried on in his life and the environment.
2.3. Principle Education Throughout Life
Outside of school education based on four principles namely the principle of necessity, the principle of lifelong education, the principle of relevance to community development, and the principle of insight into the future. In this case more attention devoted to the principle of lifelong education that is relevant to the topic being discussed.
R.H. Dave (in Hawes, HWR in Trisnamansyah, 2003: 7) argued twenty characteristics of lifelong education, but here only discuss the characteristics that match the topics of writing:
a. Lifelong education is not just limited to adult education but includes as well as bringing together all levels of education - preschool, elementary, junior and so on. This is an overall view of education.
Based on the characteristics of preschool education has been recognized as part of lifelong education. The same is also expressed by Worth, W.H. (Cropley, AJ, 43) who argued that education should not be refused to children under six years old and encourage children's early education which he called "Early Ed". He put forward three main objectives "Early Ed", which includes stimulation equipment, help the understanding of identity, and creating the proper socialization experiences. Worth recommendation is the most important aspect of early childhood education as the first phase of the system of lifelong education. He suggested that the goal should include the development of skills to utilize information and symbols, increasing appreciation of the various modes of self-expression, nurturing the desire and ability to think, every child instill confidence about his ability to learn, help the feeling of self-esteem, and ultimately, improve the ability to live with others. Worth seeing early childhood education involves a complex variable in the field of cognitive, motivational and socio affektif which if developed correctly will be the basis for self-fulfillment in life. Thus, Worth recognizes the importance of education children preschool education as one phase of life.
b. The house holds the first role, a sharp and important in initiating the process of lifelong learning that continues throughout the lives of individuals through the process of family learning.
Children in the family first got together with the known learning experience that the family is a place to learn outside of school. In the life of this family interactions, in which the transmission of knowledge, skills, attitudes, values, and habits. Basically, the activity becomes the root for the growth of the act known educate today (Sudjana, 2001:63).
3. Early Childhood Education
3.1. Understanding Early Childhood Education
Understanding early childhood education as embodied in the National Education Act of 2003 article 1 paragraph 14 states that:
Early childhood education is a development effort aimed at children from birth to age six years through provision of educational stimulation to assist the growth and development of physical and spiritual readiness in order to have a child entering further education.
Another limitation of the early age in children based on developmental psychology that is between the ages of 0-8 years.
Besides the term early childhood education, there is also the terminology of early childhood development is the efforts made by the public and or government to help young children develop their potential in a holistic manner in both aspects of education, nutrition and health (ECE Directorate, 2002:3).
3.2. Understanding Growth and Development of Children
The word growth is often associated with the development so that no term growth and development. There are opinions that say that growth is part of the development. But the actual growth and development are two different things.
Growth is change the size and shape of the body or limb, for example, gained weight, increased height, increased the circle of the head, increased arm circumference, grow milk teeth, and changes in the body that other so-called physical growth.
Growth can be easily observed through the weighing or measuring height. Child growth monitoring is done continuously and regularly.
The development is the mental change that took place gradually and in a certain time, from the simple ability to be a more difficult skills, such as intelligence, attitude, behavior, and so on. This mental process of change as well through the first stages of maturation. When the moment has not arrived then the child's maturity should not be forced to rise to the next stage such as the ability to sit or stand.
Growth and development of each child is different, there is rapid and there is a slow, depending on the talent factor (genetic), environmental (nutrition and health care the way), and convergence (the combination of talent and the environment). Therefore the treatment of the child can not be generalized, preferably taking into account the level of growth and development of children (Diktentis Diklusepa, 2003:8).
3.3. Growth
Developmental psychology is a theory which studies human development from birth to adulthood or old. Developmental psychology is also a systematic change in a person starting from conception (egg cell with sperm meeting) until death. While the psychology of child development (Early Childhood Development) only study human development from birth until the age of eight years (Diktentis Diklusepa, 2003: 9).
According to various studies in neurology proven that 50% of the capacity of the intelligence of children formed on the first four years since his birth. By the time the child reaches the age of eight years of the child's brain development has reached 80% until the age of 18 to 100%. Ages 0-8 years is a golden period for 80% of child development brain development is at that age range.
By the time the child was born he was god given with a complete brain structure, but only reached maturity at once outside the womb. Newborn baby has 100 billion neurons and trillions of connections between neurons. Through natural competition finally the connections that do not or rarely used will atrophy.
Strengthening the connection occurs when neurons get information that could produce a burst of power-pop. The burst of stimulating increased production of myelin produced by glial adhesive substance. Increasing number of substances produced myelin, the more dendrites that grow, so will the more Synapse, which means more neurons are fused to form units. The quality of the brain's ability to absorb and process information depending on the number of neurons that make up the units.
The human brain is a hologram that can be recorded, to absorb, store, reproduce and reconstruct the information. The ability of the brain that are affected by neuronal activity is not spontaneous, but is influenced by the quality and frequency of stimulation received by the senses. Stimulation in the first years of a child's life greatly affect the physical structure of the child's brain, and it is difficult to repair in times of later life. The implication is that children who do not get such psychosocial stimulation rarely touched or rarely played will experience a variety of behavioral aberrations. Such deviations in the form of loss of self-image resulting in low self-esteem, very timid, and not independent, or otherwise become children who do not have a sense of shame and too aggressive.
Psychosocial stimulation to stimulate the growth of children will not give meaning to children's future if the degree of health and nutrition are not profitable. Child's brain growth is determined by how the care and feeding as well as the stimulation of children at an early age is often referred to this critical period. Nutritional imbalance and malnutrition and low health status of children will inhibit the growth of the brain, and in turn will reduce the ability of the brain in the notes, absorb, reproduce and reconstruct the information. In addition, the low level of health and nutrition will hamper the child's physical growth and motor that also took place very rapidly in the first years of life of children. Disorders that occur in physical growth and motor skills of children, difficult to repair in the next period, it can even lead to permanent disability (DG Diklusepa, Ministry of Education: 2002).
Above concept requires the integration of aspects psiko-sosial/pendidikan, nutrition and health in the process of development of the child or in other words, children get basic services in a holistic manner.
In child development, at certain moments can occur stagnation developmental tasks (discontinuity), for example because of illness, but after this period there passed the task of development that could be pursued, and some are not pursued at all.
3.4. Aspects Developments
Broadly speaking, the aspects of child development can be grouped into two namely:
a. The formation behaviors include aspects: moral, faith, and piety (intellingence spiritual), social and emotional (interpersonal and intra-personal intellingence intellingence).
b. The development of basic skills include aspects: the development of language (linguistic intellingence), the power of thought (Logico-mathematical intellingence), skills and arts (visual-spatial intellingence, intellingence naturalist, and musical / rythmic intellingence), as well as physical health (bodily / kinesthetic intellingence) (DG Diktentis Diklusepa, 2003:11).
3.5. Children's intelligence or potential
Further present a new theory of Multiple Intelligence which states that every child has some potential intelligence. Early childhood education activities shall observe the 9 kinds of intelligence or potential in the child when the child is learning about their world. Each intelligence can be stimulated in different ways (Directorate of ECE, 2002; Diktentis, 2003). The nine intelligences are:
a. Verbal intelligence (linguistic intelligence) is the ability to effectively manipulate language to express yourself rhetorical or poetic. Language is also used as a means to remember information. This ability can be stimulated through listening, speaking, reading, writing, discussion, and storytelling.
b. Logical-mathematical intelligence (Logico-mathematical intelligence) is the ability to detect patterns, reasoned deduction, and logical thinking. This intelligence is generally associated with scientific and mathematical thinking. This ability can be stimulated through activity count, distinguish shapes, analyze data, and playing with objects.
c. Visual-spatial intelligence (visual-spatial intelligence) is the ability to resolve the problem by manipulating and creating through mental imagery. This ability can be stimulated through play of colorful paper, blocks, geometric forms, puzzles, draw, paint, and imagination.
d. Musical intelligence (musical / rhytmic intelligence) is the ability to recognize and compose umtuk rhythm, time signatures, and rhythm of music. This ability can be stimulated through rhythm, tone, time signatures various sounds, and clapping.
e. Kinesthetic intelligence (bodily / kinesthetic intelligence) is the ability to use one of the mental ability to coordinate body movements. This ability can be stimulated through body movement, dance, and sports.
f. Intelligence loves the beauty of nature (naturalist intelligence) is the ability to capture the information through the beauty of nature. This ability can be stimulated through the observation of the environment, farming, animal care, including observing natural phenomena such as rain, wind, flood, rainbow, night and day, hot-cold, moon-stars, and sun.
g. Befriended intelligence (interpersonal intelligence) is the ability to conduct human relationships (making friends) that can be stimulated by playing with friends, work, role playing, problem solving, and resolve conflicts.
h. Intelligence to know oneself (intrapersonal intelligence) is the ability to understand oneself that can be stimulated through the development of self concept, self-esteem, self-knowledge, confidence, including self-control, and discipline.
i. Spiritual intelligence (spiritual intelligence) is the ability to know and love God's creation. This ability can be stimulated through the cultivation of moral values ​​and religion.

DISCUSSION
It is a fact that all this attention to early childhood education is still very low when compared with other countries, especially developed countries. And learn from the experience of developed countries, the concept of human resource development (HRD) actually started since early childhood. Early childhood development that includes aspects of nutrition, health, and education carried out intensively and intact since the child was born.
In Singapore and Korea for example, almost all early childhood early childhood have been underserved. In Malaysia, early childhood services covering 70% of children. Even in Singapore the problem completing two languages, namely Chinese and English, have been resolved at the kindergarten level. This is evident by the third ranked country in terms of human resource quality is much better than our country is ranked 110 (Singapore, South Korea and Malaysia respectively ranked at 25, 27 and 59).
1. The importance of early childhood
Various studies suggest that early childhood is a golden period for development of the child's development of intelligence which 50% occurred at age 0-4 years, 30% next year until the age of eight. This golden period at the same time is a critical period for children where development gained in this period is very influential on subsequent developments in the period up to adulthood. This period comes only once and can not be postponed presence, so that when missed chances means finished. It seems that this is still a lot of wasted by most people. Consequently, the impact on the readiness of children entering school level.
At this critical period of children require different intake mainly covering aspects of nutrition, health, and education are the main pillars of early childhood development, considering these three aspects are very large influence on the quality of children in the future.
Public awareness of the importance of nutrition and health for children is higher than the awareness of the importance of education. And handling the problem of nutrition and health are not enough, but must also be equipped with the handling of education as a unified whole and integrated. For example, malnutrition prevention programs and basic health care is very necessary for survival, but at what is the meaning of survival when basic intellectual skills and low psychosocial, of the future will only be a burden others not?
Therefore it was time to incorporate aspects of education in early childhood programs so that all three into one unified whole intervention, although not yet able to reach all children. For example, the program's success in service improvement posyandu nutrition and basic health care, will more fully when added to the stimulation of education services for the toddler. As for a more intensive package, nutrition and health care programs can be integrated with the program Play Group, TPA, or TK / RA. It is expected all activities that involve young children need to touch all three aspects.
2. Learning Through Play
Early age children can be given subject matter, taught reading, writing, and arithmetic. In fact not only that, they could be taught about the history, geography, and others. Jerome Bruner states, any material can be taught to every age group in a manner appropriate to its development (Supriadi, 2002: 40). The key is in the game or play. Game or play is the key word in early childhood education. He as well as the substance of media education itself. Child's world is a world of play, and learn to be done with or while playing that involves all the senses of children.
Bruner and Donalson of his study found that the most important lesson in life from childhood the earliest, and learning is largely derived from the play. Unfortunately, according to Samples play as the idea that learning was associated with less appreciated in different cultural environments (Supriadi, 2002: 40).
Playing for children is a serious but fun activities. According to Conny R. Semiawan (Jalal, 2002: 16) play is an activity chosen by children for fun, not for reward or praise. Through play, all aspects of child development can be improved. With the children can play freely express and explore to strengthen the things that are already known and find new things. Through play, children can also develop all the potential optimally, both physically and mentally potential intellectually and spiritually. Therefore, playground for young children is a bridge for the development of all aspects.
Criticism directed toward a number of kindergartens is not because they teach math, reading, and writing it the wrong way as if to make kindergarten as a miniature SD. Whereas early childhood was something else with the psychological and pedagogical foundation is different. Quantum Learning from De Porter & Hernacki and learning revolution brought by Dryden & Vos (Supriadi, 2002: 41) put the emphasis on "pendinian" learning in children by choosing an appropriate way, not pengakademikan learn at an early age - two things a very big difference.
Learning in early childhood can be implemented using several methods (ECE Directorate, 2001; MOEC, 1998), among which:
a. Tell
Storytelling is told or read stories that contain the values ​​of education. Through the story of a child's imagination can be improved. Storytelling can be accompanied by drawings or in other forms such as puppet shows. The story should be given in an interesting and open up opportunities for children to ask questions and provide feedback after the completion of the story. The story would be more beneficial if implemented in accordance with their interests, abilities and needs of children.
b. Sing
Singing is an activity in singing the messages that contain elements of education. With the singing children can carry over to emotional situations such as sadness and joy. Singing can also foster a sense of aesthetics.
c. Trip
Excursion is a visit directly to the objects that correspond to the material activities that are being discussed within the child's life. These activities are conducted outdoors, especially to see, hear, feel, experience first-hand a variety of circumstances or events in their environment. This can be achieved among others through the excursion to the market, rice fields, beaches, gardens, and others.
d. Playing the role
Role playing game is made to portray the characters, objects, and the particular roles around the child. Playing the role of an activity mimicked acts of others around him. By playing roles, habits and preferences of children to imitate will be channeled and can develop the imagination (imagination) and the appreciation of the material activities that are carried out.
e. Demonstration / Demonstration
Demonstration / demonstration is an activity in which educators / tutors give an example first, and then imitated the children. Demonstration / demonstration is suitable for practicing the skills and methods that require the correct example.
f. Giving Task
Giving the task is a method that provides opportunities for children to carry out duties under the direct guidance that has been prepared so that children can experience a real and thoroughly implement the tasks. Tasks can be given in groups or individually.
g. Exercise
Exercise is an activity to train children to master the psychomotor skills that demands especially coordination between the muscles of the eyes and brain. Exercise given in accordance with the steps in sequence.
3. Role of Education Out of School
Based on the 2000 population census data shows that of the total 26.09 million children aged 0-6 years, most (approximately 17, 99 million children or 68.9%) have not served in preschool education. Kindergarten and Raudhatul RA only serve about 2 (two) million from 12.6 million children aged 4-6 years there.
With regard to the above it is reasonable when the role of the Education Out of School - which includes non-formal education and informal - in providing early education services to children who do not receive education in formal education is very important and urgent.
Early Childhood Education (early childhood) held outside of school education in the form of play groups, park child care and early childhood education units are similar.
Playgroups are one form of early childhood services for children ages three - six years, which serves to lay the foundations to the development of attitudes, knowledge, and skills necessary for young children in adjusting to their environment and for growth and further development, so it is ready to enter elementary education.
TPA is a vehicle for fostering education and welfare of children who serve as surrogate families for a period of time for parents unable or do not have enough time in menagsuh child because of work or other reasons.
Early childhood is a similar unit forms of other early childhood services that are not organized in the form of garden or nursery play group. The unit can form a kind of early childhood: early childhood in the family and various other educational services, both specific and general organized for early childhood.
ECE Integrated IHC or Pospadu is the development of similar units of ECE, which is an effort for early childhood education is implemented by integrating education with posyandu program, so that children acquire basic services in a holistic / comprehensive services that include nutrition, health, and education.
3.1. Role and Empowerment
The fact that many early childhood education service that has not received can not be denied, especially for lower-class society which is most of the population residing in rural Indonesia. This was caused partly public awareness of the importance of education for early childhood is still very low.
Public awareness of the importance of nutrition and health to improve the quality of children, it seems far better than the awareness of the importance of education. State Minister of Women Empowerment results in 2001 in Jakarta and surrounding areas as reported by Kita and Fruit Heart Foundation (Jalal, 2002: 13) mentions that in general people do not need to look at education given to young children. It is quite reasonable considering that people's understanding of the importance of early childhood is still very low and generally they are of the view that education is identical with the school, so for early childhood education is deemed not necessary.
Furthermore Hadith (2002: 25) suggests there are several factors that made the cause of the low public awareness in the field of early childhood education, such as ignorance, poverty, less educated, the idea of ​​parents about child development are still very traditional, less willing to change, is still very concrete in their thinking, motivation is low because that is still very basic needs (for survival), and is still heavily influenced by local culture is narrow.
The low participation rate of children following the preschool education can also be influenced by a few other things such as: (1) is still limited and unequal institutions that exist in early childhood services, especially in rural communities. For example the growth of TK, KB / RA, and TPA is more rapid in urban than in rural areas, (2) Low government support in the organization of early childhood education. The evidence suggests (Rosadi, 2002) of 41 317 pieces kindergarten throughout Indonesia, 41,092 units (99.46%) was established by private parties while the government has only set up 225 pieces (0.54%). The number of kindergarten is not balanced by the number of children who should have followed the early education.
Indeed the success of early childhood is the responsibility of government and society, especially family, which is a major responsibility in the optimization of the development of the child. The role of government is to facilitate communities to enable them to optimize the development of the child.
Government efforts to facilitate community, among others, through standardized curriculum to help the community control of education in order not to harm the students or the community, professional and academic capacity building for staff, improved functioning of the family as the basis for children's education, learning and management development which includes the development of learning methodologies , development of facilities and learning materials including reading children, game development and games as well as the development of evaluation tools development of the child.
In order to give special attention to early childhood that are not served at a formal institution (TK / RA) will be established within the Ministry of Education ECE Directorate. The presence of the directorate is mainly to provide services, guidance and technical assistance educative or appropriate for all early childhood services (outside of TK and RA) that exist in society.
Community itself also needs to increase active participation in the implementation, development, and institutionalization of child development. For that the government needs to empower the participation of society as an effort to foster and develop community capacity, by developing the potential of all communities possess their own capabilities in determining the choices and decisions. In these circumstances, the synergy between government and society is needed. It should also be remembered that most early childhood programs are still running on their own, there is no synergy between the programs that exist in society.
Synergy of various elements with an interest in coaching the child is the key to the success of coaching children. The government should expand the partnership network. Network partnership is the key to efficiency and effectiveness of education programs, during which these overlapping programs include built it, was a mistake as a result of the passage is not a partnership network including coordination as one of its components. Besides the existence of an extensive network of partnerships at all levels of public institutions, ranging from central to grass-root, is the answer to the sustainability of a program in the community.
Program that has a partnership network has characteristics such as the high commitment of all the elements involved and the high sense of community ownership of an existing program. Both of these traits is an important component to ensure the sustainability of a program which in turn leads to the institutionalization of programs in the community. Expansion of network partnerships to be effective should be directed at creating a situation conducive to cultivate commitment and ownership by all elements of society against a program.
3.2. Role of the Family and the Environment
For early childhood, parents are the most important teacher and the household is the primary learning environment. It must be remembered that the function of early childhood is not just to provide a range of knowledge to children but is no less important is to invite children to think, explore, socialize, expression, imagination about the various things that can stimulate the growth of new synapses and strengthening existing as well as balance the functioning of both hemispheres brain (Jalal, 2002: 15). Therefore, a good environment for early childhood is an environment that supports the child do the activity. During this time it was thought that a good environment is a white-walled room, clean, and quiet. A mistaken assumption that because the room without such stimulation, which inhibits the development of children.
It is true that innate factors also affect a person's intellect but also the environmental impact is no less important factor. If a congenital factor is exemplified as the basis for the environmental factor is the development. Without enriched by the environment, capital requirement will not develop even be shrinking.
If the parents for one reason or another did not perform its function as an educator, this function can be transferred (in part) to the caregiver, educational institutions / child care, the environment or anyone who is able to act as a substitute. The role of this replacement can be done either within the family (caretakers) or outside the family (family planning, early childhood Landfill & similar institutions).
Creating an environment conducive to the development of children is very important. Setting an environment that makes children can move freely and safely to explore the excellent conditions for child development, children can increase the power of imagination and creativity as well as obtaining new experiences.
CONCLUSION
Early Childhood Education (early childhood) is very important and fundamental because it is upstream in the development of human resources. Period of gold (Golden Period) in the development of the child occurs only once in human life which begins from birth to age eight years. Research in the field of neurology intelligence reveals that the development of the child 50% occurred in the first four years and then reached 80% until the age of eight years and finally 100% at age 18.
Children who are at an early age range who obtain education intake is still very minimal. Children aged 0-6 years will amount to 26.09 million in early childhood but who served in the formal education (TK / RA) had approximately two million children out of school so that education's role in helping to resolve the issue is very important and urgent.
Lack of early childhood education who get the service due to several factors, including: (1) lack of public awareness of the importance of education in early childhood, (2) is still limited and unequal institutions that exist in early childhood services, especially in rural communities. For example the growth of TK, KB / RA, and TPA is more rapid in urban than in rural areas, (3) lack of government support in the organization of early childhood education. There are 41,317 pieces kindergartens throughout Indonesia, only 225 pieces (0.54%) kindergarten set up by the government, the rest was built by the private sector.

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Writer: Rusdiana (Functional at BPPNFI regional V Makassar