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
Minggu, 14 Agustus 2011
Selasa, 09 Agustus 2011
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.
REFERENCES
Abdiilhak, Isaac. (2002). "Positioning of Early Childhood Education The National Education System". Bulletin Padu Journal of Early Childhood. 03. 54-59.
Cropley. (... ...). Education for Life A Psychological Analysis. New York: National Business.
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MONE. (2002). Message from the Director General Direction PLSP the ECE Program Development Workshop, Jakarta.
MONE. (2003). Socialization Materials Act of the National Education System. Jakarta: Ministry of Education.
Directorate of Technical Manpower. (2003). Growth and Development of Children Ages 0-6 Years. Jakarta: Directorate General PLSP - Ministry of Education.
ECE Directorate. (2001). Information About Early Childhood Education On Line Education Preschool Education Out of School. Jakarta: Directorate of ECE-DG PLSP - Ministry of Education.
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ECE Directorate. (2003). ECE Integrated Models IHC. Jakarta: Directorate ECE - DG PLSP - Ministry of Education.
First rank. (2003). "The policy of the Directorate of Early Childhood Education (ECE)." Papers on the Operator Training Program ECE, Bandung
Hadith, Fawzia Aswin. (2002). "The Socialization Strategies to Empower People". Bulletin Padu Journal of Early Childhood. 03. 25-28.
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Rosadi, Damanhuri. (2002). "Early Childhood Education in the Framework of Regional Autonomy." Padu Bulletin Scientific Journal of Early Childhood. 03. 60-72.
Sudjana, D. (2001). Out of School Education. Insight, History, Falasafah, Supporting Theory, Principle. New York: Publisher Falah Productions.
Supriadi, Dedi. (2002). "Mapping the Back Approach Learning Early Childhood Education". Bulletin Padu Journal of Early Childhood. 03. 36-42.
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Trisnamansyah, Sutaryat. (2003). "Main Course Material Philosophy, Theory, and Basic Concepts of PLS." Canberra: Unpublished paper.
Writer: Rusdiana (Functional at BPPNFI regional V Makassar
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.
REFERENCES
Abdiilhak, Isaac. (2002). "Positioning of Early Childhood Education The National Education System". Bulletin Padu Journal of Early Childhood. 03. 54-59.
Cropley. (... ...). Education for Life A Psychological Analysis. New York: National Business.
MOEC. (1998). Instructions Teaching and Learning Activities Kindergarten. Jakarta: MOEC.
MONE. (2002). Message from the Director General Direction PLSP the ECE Program Development Workshop, Jakarta.
MONE. (2003). Socialization Materials Act of the National Education System. Jakarta: Ministry of Education.
Directorate of Technical Manpower. (2003). Growth and Development of Children Ages 0-6 Years. Jakarta: Directorate General PLSP - Ministry of Education.
ECE Directorate. (2001). Information About Early Childhood Education On Line Education Preschool Education Out of School. Jakarta: Directorate of ECE-DG PLSP - Ministry of Education.
ECE Directorate. (2002). Reference Menu Learning in Early Childhood Education (Generic Learning Menu.) Jakarta: Directorate ECE - DG PLSP - Ministry of Education.
ECE Directorate. (2003). ECE Integrated Models IHC. Jakarta: Directorate ECE - DG PLSP - Ministry of Education.
First rank. (2003). "The policy of the Directorate of Early Childhood Education (ECE)." Papers on the Operator Training Program ECE, Bandung
Hadith, Fawzia Aswin. (2002). "The Socialization Strategies to Empower People". Bulletin Padu Journal of Early Childhood. 03. 25-28.
Jalal, Fasli. (2002). "Increasing awareness of the importance ECE". Bulletin Padu Journal of Early Childhood. 03. 9-18.
Rosadi, Damanhuri. (2002). "Early Childhood Education in the Framework of Regional Autonomy." Padu Bulletin Scientific Journal of Early Childhood. 03. 60-72.
Sudjana, D. (2001). Out of School Education. Insight, History, Falasafah, Supporting Theory, Principle. New York: Publisher Falah Productions.
Supriadi, Dedi. (2002). "Mapping the Back Approach Learning Early Childhood Education". Bulletin Padu Journal of Early Childhood. 03. 36-42.
__________ (2003). "Early Childhood Education in the National Education Law". People's minds.
Trisnamansyah, Sutaryat. (2003). "Main Course Material Philosophy, Theory, and Basic Concepts of PLS." Canberra: Unpublished paper.
Writer: Rusdiana (Functional at BPPNFI regional V Makassar
Minggu, 07 Agustus 2011
ENTREPRENEURSHIP EDUCATION SINCE EARLY AGE
INTRODUCTION
Efforts to improve education quality in Indonesia have long done, even in a government program that is Repelita. Quality education is essential to put in the agenda of the government curriculum, the government made every effort so that the quality of education in Indonesia is not inferior to other states and countries that do not get the nickname the quality of education is low, then the government perform a variety of educational programs and innovations, such as the procurement of books teaching and other reference books, improve the quality of teachers and other education personnel through various training and qualification improvement of education, improvement of education management and supporting facilities pengadakan always done. But until now the quality of education is still far from expectations.
Improving the quality of education is a human resource improvement. However, until now the quality of education in Indonesia is still very low compared with neighboring countries like Malaysia, Singapore, and Brunei Darussalam, thus the quality of human resources in Indonesia is still low. Therefore, Indonesia is now facing two problems in human resources, namely the challenges from within and from abroad. From within the country, the Indonesian economy is becoming increasingly concerned about the situation so much unemployment everywhere. This is one of them caused by many junior high school graduates not continuing into high school, so did not proceed from high school to university, while the stock of their skills are very minimal. While overseas, the challenges are very complex, including the agreement of the AFTA (Asean free Trade Area) and ALFA (Asean Free Labour Area), the consequence is a workforce Indonesia must have good human resources and compete with labor from outside countries in particular ASEAN.
Seeing these conditions, then the education must be able to play an active role to prepare the human resources capable of facing the challenges of life both locally, regionally, nationally and internationally. They do not just enough to master the theories, but also willing and able to apply it in social life and are able to solve various problems encountered in everyday life.
According to the writer's observation, education that is able to overcome the above is most appropriate is education-oriented entrepreneurial spirit, the soul is courageous and able to face the problems of life and living naturally, creative spirit to find solutions and solve the problem, independent spirit and does not depend on others. One of the entrepreneurial spirit that needs to be developed through education in early childhood is a life skills (life skills).
Entrepreneurial-minded education is education that apply the principles and methodology to the formation of life skills (life skills) to students via kurikululm yamg participants developed at the school.
Framework for developing entrepreneurship among educators felt very important, because educators are "Agents Of Change" which is expected to instill traits, the nature and character and spirit of entrepreneurship or the entrepreneurial spirit for the participant students. In addition, the entrepreneurial spirit is also very necessary for an educator, because through this soul, educators will have a more efficient work orientation, creative, innovative, productive and independent.
Regeneration MERCHANDISE
Entrepreneurship (entrepreneurship) can be instilled by parents when their children are still an early age. Entrepreneurship is more directed to mental changes. So, do not be disputed, whether the entrepreneurial skills thanks to the talents or educational outcomes. Mien Uno said that to become entrepreneurs need reliable superior character, which include:
1. The introduction of the self (Self Awareness)
2. Creative
3. Able to think critically
4. Able to solve problems (Problem Solving)
5. Can communicate
6. Able to carry themselves in different environments
7. Appreciate the time (Time Orientation)
8. Empathy
9. Want to share with others
10. Able to cope with stress
11. Able to control emotions
12. Able to make decisions
Character, still according to Mien Uno, will be formed through a long process. In this process, parents need to take the role. Parents need to supervise children with a good example and keep his words with action. In addition, parents participate motivate children, evaluate, and appreciate the achievements of children. Building the entrepreneurial spirit is very important, especially with the increasing number of educated unemployed.
Quoting sociologist, Davit Mc. Celland, a country can be prosperous if it has at least two percent of entrepreneurs (entrepreneurs) of the population. Meanwhile, according to data statisk BPS (2007), Indonesia had 400,000 new entrepreneurs or 0.18 percent of the population. Therefore, Indonesia needs to seriously prepare for the birth of the generation of entrepreneurs to achieve rapid economic progress.
For some people, education can be a motivating factor for entrepreneurial success. A person does not need to be predicated of scholars to become entrepreneurs, but with a background of academic education, means it will open many opportunities, because broader wawasanya in looking at business opportunities that exist. Thus, the main problem in building the spirit of entrepreneurship is the lack of awareness of the importance and urgency to be independent and youth entrepreneurship.
Now there are many educated young people from youth organizations are more oriented to the political movers and power, because they tend to prefer instant way to become famous and powerful politicians, but from the economic aspect of them far behind. Thus, the initial stage should be done in empowering the youth is youth build independent lives and instill the spirit of entrepreneurship alive so easy to build self-reliance. In this context, education should not just to print the generation of high-skilled and competent, but must also be able to print entrepreneurial generation.
The icons that schools are just looking for knowledge, then look for a job, should be changed to seek knowledge and apply it in the field. Thus, national education should be able to bring a generation educated to create jobs. Entrepreneurship education is taught from primary school education can change the type of our national bureaucracy that had already become insecure due solely focused to print a new generation that just to fill the offices alone.
With the fact that the more educated unemployment rate jumped from year to year, is now the type of education bureaucracy is not worth educating allowed to continue. Now it's time since elementary school children are taught to recognize various types of entrepreneurship, as an alternative to face the future beyond the ideals of a civil office. Mental gentry as a consequence of bureaucratic self-conscious, which has been the type of education of our nation, must begin to be removed, because the facts show that job vacancies in the office is always limited, by contrast, employment opportunities outside the office is wide open for all generations.
If the national education bureaucracy left inferior type, it is feared will increase the number of educated unemployment from year to year. Still too many college graduates who minded gentry, so it is not willing to pioneer the small and select idle as he paced in and out of the office offers job application letter that accompanied an undergraduate degree. If the younger generation of left-minded gentry, ultimately many of them will just be a coolie in other countries, thus further strengthen the image of Indonesia as a nation of coolies. This can only be stopped by providing entrepreneurial education to children in elementary school.
Piece of stories / examples of entrepreneurship early on that mengkisahkan a successful entrepreneur in the city of Bandung, wrote his name called Asep Asep time sitting still in elementary school, a habit after every school he was always looking for cardboard boxes used and collected, after collected, the boxes was sold to the shanties. The results from the partial sale of cardboard and saved some for pocket money. After a teenager, it collected a lot of money and finally he decided to expand its waste business by opening up their own stalls, which takes waste cardboard and paper from the collectors. Of tenacity and hard work, finally grown Asep started to develop his new business with jaul buy fabric from the remnants of exports from several factories in the city of Bandung and Jakarta. Of waste paper and cloth business was finally Asep reached the peak of his success and became a businessman who is quite famous in the city and even businesses that now he struggled the more advanced and increasingly corpulent type of business.
MERCHANDISE IS THAT?
In terms of behavior karakteritis, entrepreneurs (entrepreneurs) are those who establish, manage, develop, and institutionalize self-owned companies or businesses. Is their usual entrepreneurship to create jobs for others by empowering them. From the above definition, mengadung assumption that everyone is healthy and reasonable minds can learn about entrepreneurship and can become an entrepreneur.
In doing entrepreneurship, according to Mc. Clallend, there are several main characters that must be owned by an entrepreneur, among others:
1. Encouragement achievers
All successful entrepreneurs have a great activity to achieve a feat.
2. Working hard
Most entrepreneurs work drunk in order to achieve the target to be created.
3. Attention to the quality
Entrepreneurial handle and supervise their own business to get on my feet, before he started his new venture.
4. Very responsible
Entrepreneurship is responsible for their business either morally, legally and mentally.
5. Oriented reward
Entrepreneurial want to excel, hard work and responsibility, and they expect the rewards are worth the effort. Remuneration is not only a form of money, but also recognition and respect.
6. Optimistic
Entrepreneurs live by the doctrine that all the time for both business and everything it can.
7. Results-oriented work that well
Often entrepreneurs want to achieve outstanding success and demand all of the prime (first class).
8. Able to organize
Most entrepreneurs are able to combine parts of its business in an effort to achieve maximum results for their business, they are generally recognized as a successful commander.
9. Oriented on the money
Money being pursued by entrepreneurs is not merely to satisfy personal needs and business development, but also seen as a measure of work performance and success.
There are 10 key characteristics of the majority of successful entrepreneurs succeed in business, namely:
1. Think success
To get the desired success, you need to dream big, every success begins with big dreams. You need to have big dreams for yourself, you want to be rich, famous or wealthy. However, the dream is not enough. You should actively visualize success in your mind so you can feel. How does it feel double your income? And how will life change?
2. Having a passion in what you do
You start a business to change some or all of your life. To make changes, you need to develop or open a personal desire to make changes. The success will come if you love what you do.
3. Focus on your strengths
You will not be everything to everyone, we have advantages and disadvantages. To be effective, you must recognize the strengths and concentrate on it, you'll be successful if you are able to combine efforts with the area you know well.
4. Abstinence fails to consider the possibility
As an entrepreneur, you must fully believe in the goals for what you do. Think about what you do will make a positive contribution to your own environment? You must have strong beliefs on the ideas and abilities of yourself. You have to be sure, behind the shadow of a doubt, you have the ability to recognize and deal with it, the more you develop the confidence to achieve the target, the sooner you mendapatka your beliefs.
5. Plan well
You have a vision and are confident to achieve your vision. So to achieve it, you must have a concrete goal as a springboard for your vision. Do not do something to fantasize. You must plan your actions in order to contribute to achieve the vision. Your ability to set goals and make a plan is a necessary skill for success.
6. Toil
Every successful entrepreneur must work hard, there is no successful people just sit on my hands, like Brain Tracy says, "You work for eight hours a day to survive, after eight hours a day is for success," and a successful businessman bekerta more than sixty hours a week at the beginning of their business. Hard work will be easy if you have a vision, clear goals, and desires in something that you do.
7. Continuously expanding the network
In business, your company's value that you run from the management team, board of directors, and strategic partners. Businesses always need assistance, especially small businesses, it is very important to form alliances with people who can help you and you can help to succeed in business. You must have good networking skills and always keen to see the opportunities offered.
8. Willingness to learn
To successfully run a business, you have much to learn, willing to ask, curious, interested and open up new knowledge. Willingness to learn to be important along with the rapid development of technology and business.
9. Has the toughness and confidence
No one said the road to success is easy. In addition to the intensity and hard work, sometimes you fail. Some successful entrepreneurs suffered kemuduran and defeats, even bankruptcy. But they soon got up to make the calculations. Remember, if you have ketanguhan, nothing can stop you.
10. Personal Discipline
Thomas Huxley said, "Do what you must do, whether you like it or not." Self-discipline is the key to success, a strong will to push yourself to break through the price of success, doing what is not liked by other people, a long journey, fight and be a winner.
CLOSING
Entrepreneurial spirit of a person is not heredity alone, but can be studied scientifically and grown for anyone. What is important and the main thing is the spirit to keep trying and learning from experience, "it usually fails, try to continue it's incredible", maybe that's the picture that should be developed by humans, especially in Indonesia, so that still exist in the battle of the business transparent and open.
REFERENCES
Character, Grace. 1997. "Myths and Theories in Entrepreneurship Development" (Paper in Entrepreneurship Workshop PT). New York: DP3M Higher Education.
RI Department of Manpower. 1999. Work and Employment Situation in Indonesia (A review conducted in 1998). Jakarta
Presidential Instruction No.4. 1995. About the National Movement Promoting Entrepreneurship. Jakarta
Martaja. 2009. Entrepreneurial Early regeneration. http / / www2.ilmci.com /. Access January 2010
Gymnastiar, Abdullah. Secrets of Being Successful Entrepreneurs. Access in January 2010.
written by: Sukristin, SE, MM (STKIP Melawi)
Efforts to improve education quality in Indonesia have long done, even in a government program that is Repelita. Quality education is essential to put in the agenda of the government curriculum, the government made every effort so that the quality of education in Indonesia is not inferior to other states and countries that do not get the nickname the quality of education is low, then the government perform a variety of educational programs and innovations, such as the procurement of books teaching and other reference books, improve the quality of teachers and other education personnel through various training and qualification improvement of education, improvement of education management and supporting facilities pengadakan always done. But until now the quality of education is still far from expectations.
Improving the quality of education is a human resource improvement. However, until now the quality of education in Indonesia is still very low compared with neighboring countries like Malaysia, Singapore, and Brunei Darussalam, thus the quality of human resources in Indonesia is still low. Therefore, Indonesia is now facing two problems in human resources, namely the challenges from within and from abroad. From within the country, the Indonesian economy is becoming increasingly concerned about the situation so much unemployment everywhere. This is one of them caused by many junior high school graduates not continuing into high school, so did not proceed from high school to university, while the stock of their skills are very minimal. While overseas, the challenges are very complex, including the agreement of the AFTA (Asean free Trade Area) and ALFA (Asean Free Labour Area), the consequence is a workforce Indonesia must have good human resources and compete with labor from outside countries in particular ASEAN.
Seeing these conditions, then the education must be able to play an active role to prepare the human resources capable of facing the challenges of life both locally, regionally, nationally and internationally. They do not just enough to master the theories, but also willing and able to apply it in social life and are able to solve various problems encountered in everyday life.
According to the writer's observation, education that is able to overcome the above is most appropriate is education-oriented entrepreneurial spirit, the soul is courageous and able to face the problems of life and living naturally, creative spirit to find solutions and solve the problem, independent spirit and does not depend on others. One of the entrepreneurial spirit that needs to be developed through education in early childhood is a life skills (life skills).
Entrepreneurial-minded education is education that apply the principles and methodology to the formation of life skills (life skills) to students via kurikululm yamg participants developed at the school.
Framework for developing entrepreneurship among educators felt very important, because educators are "Agents Of Change" which is expected to instill traits, the nature and character and spirit of entrepreneurship or the entrepreneurial spirit for the participant students. In addition, the entrepreneurial spirit is also very necessary for an educator, because through this soul, educators will have a more efficient work orientation, creative, innovative, productive and independent.
Regeneration MERCHANDISE
Entrepreneurship (entrepreneurship) can be instilled by parents when their children are still an early age. Entrepreneurship is more directed to mental changes. So, do not be disputed, whether the entrepreneurial skills thanks to the talents or educational outcomes. Mien Uno said that to become entrepreneurs need reliable superior character, which include:
1. The introduction of the self (Self Awareness)
2. Creative
3. Able to think critically
4. Able to solve problems (Problem Solving)
5. Can communicate
6. Able to carry themselves in different environments
7. Appreciate the time (Time Orientation)
8. Empathy
9. Want to share with others
10. Able to cope with stress
11. Able to control emotions
12. Able to make decisions
Character, still according to Mien Uno, will be formed through a long process. In this process, parents need to take the role. Parents need to supervise children with a good example and keep his words with action. In addition, parents participate motivate children, evaluate, and appreciate the achievements of children. Building the entrepreneurial spirit is very important, especially with the increasing number of educated unemployed.
Quoting sociologist, Davit Mc. Celland, a country can be prosperous if it has at least two percent of entrepreneurs (entrepreneurs) of the population. Meanwhile, according to data statisk BPS (2007), Indonesia had 400,000 new entrepreneurs or 0.18 percent of the population. Therefore, Indonesia needs to seriously prepare for the birth of the generation of entrepreneurs to achieve rapid economic progress.
For some people, education can be a motivating factor for entrepreneurial success. A person does not need to be predicated of scholars to become entrepreneurs, but with a background of academic education, means it will open many opportunities, because broader wawasanya in looking at business opportunities that exist. Thus, the main problem in building the spirit of entrepreneurship is the lack of awareness of the importance and urgency to be independent and youth entrepreneurship.
Now there are many educated young people from youth organizations are more oriented to the political movers and power, because they tend to prefer instant way to become famous and powerful politicians, but from the economic aspect of them far behind. Thus, the initial stage should be done in empowering the youth is youth build independent lives and instill the spirit of entrepreneurship alive so easy to build self-reliance. In this context, education should not just to print the generation of high-skilled and competent, but must also be able to print entrepreneurial generation.
The icons that schools are just looking for knowledge, then look for a job, should be changed to seek knowledge and apply it in the field. Thus, national education should be able to bring a generation educated to create jobs. Entrepreneurship education is taught from primary school education can change the type of our national bureaucracy that had already become insecure due solely focused to print a new generation that just to fill the offices alone.
With the fact that the more educated unemployment rate jumped from year to year, is now the type of education bureaucracy is not worth educating allowed to continue. Now it's time since elementary school children are taught to recognize various types of entrepreneurship, as an alternative to face the future beyond the ideals of a civil office. Mental gentry as a consequence of bureaucratic self-conscious, which has been the type of education of our nation, must begin to be removed, because the facts show that job vacancies in the office is always limited, by contrast, employment opportunities outside the office is wide open for all generations.
If the national education bureaucracy left inferior type, it is feared will increase the number of educated unemployment from year to year. Still too many college graduates who minded gentry, so it is not willing to pioneer the small and select idle as he paced in and out of the office offers job application letter that accompanied an undergraduate degree. If the younger generation of left-minded gentry, ultimately many of them will just be a coolie in other countries, thus further strengthen the image of Indonesia as a nation of coolies. This can only be stopped by providing entrepreneurial education to children in elementary school.
Piece of stories / examples of entrepreneurship early on that mengkisahkan a successful entrepreneur in the city of Bandung, wrote his name called Asep Asep time sitting still in elementary school, a habit after every school he was always looking for cardboard boxes used and collected, after collected, the boxes was sold to the shanties. The results from the partial sale of cardboard and saved some for pocket money. After a teenager, it collected a lot of money and finally he decided to expand its waste business by opening up their own stalls, which takes waste cardboard and paper from the collectors. Of tenacity and hard work, finally grown Asep started to develop his new business with jaul buy fabric from the remnants of exports from several factories in the city of Bandung and Jakarta. Of waste paper and cloth business was finally Asep reached the peak of his success and became a businessman who is quite famous in the city and even businesses that now he struggled the more advanced and increasingly corpulent type of business.
MERCHANDISE IS THAT?
In terms of behavior karakteritis, entrepreneurs (entrepreneurs) are those who establish, manage, develop, and institutionalize self-owned companies or businesses. Is their usual entrepreneurship to create jobs for others by empowering them. From the above definition, mengadung assumption that everyone is healthy and reasonable minds can learn about entrepreneurship and can become an entrepreneur.
In doing entrepreneurship, according to Mc. Clallend, there are several main characters that must be owned by an entrepreneur, among others:
1. Encouragement achievers
All successful entrepreneurs have a great activity to achieve a feat.
2. Working hard
Most entrepreneurs work drunk in order to achieve the target to be created.
3. Attention to the quality
Entrepreneurial handle and supervise their own business to get on my feet, before he started his new venture.
4. Very responsible
Entrepreneurship is responsible for their business either morally, legally and mentally.
5. Oriented reward
Entrepreneurial want to excel, hard work and responsibility, and they expect the rewards are worth the effort. Remuneration is not only a form of money, but also recognition and respect.
6. Optimistic
Entrepreneurs live by the doctrine that all the time for both business and everything it can.
7. Results-oriented work that well
Often entrepreneurs want to achieve outstanding success and demand all of the prime (first class).
8. Able to organize
Most entrepreneurs are able to combine parts of its business in an effort to achieve maximum results for their business, they are generally recognized as a successful commander.
9. Oriented on the money
Money being pursued by entrepreneurs is not merely to satisfy personal needs and business development, but also seen as a measure of work performance and success.
There are 10 key characteristics of the majority of successful entrepreneurs succeed in business, namely:
1. Think success
To get the desired success, you need to dream big, every success begins with big dreams. You need to have big dreams for yourself, you want to be rich, famous or wealthy. However, the dream is not enough. You should actively visualize success in your mind so you can feel. How does it feel double your income? And how will life change?
2. Having a passion in what you do
You start a business to change some or all of your life. To make changes, you need to develop or open a personal desire to make changes. The success will come if you love what you do.
3. Focus on your strengths
You will not be everything to everyone, we have advantages and disadvantages. To be effective, you must recognize the strengths and concentrate on it, you'll be successful if you are able to combine efforts with the area you know well.
4. Abstinence fails to consider the possibility
As an entrepreneur, you must fully believe in the goals for what you do. Think about what you do will make a positive contribution to your own environment? You must have strong beliefs on the ideas and abilities of yourself. You have to be sure, behind the shadow of a doubt, you have the ability to recognize and deal with it, the more you develop the confidence to achieve the target, the sooner you mendapatka your beliefs.
5. Plan well
You have a vision and are confident to achieve your vision. So to achieve it, you must have a concrete goal as a springboard for your vision. Do not do something to fantasize. You must plan your actions in order to contribute to achieve the vision. Your ability to set goals and make a plan is a necessary skill for success.
6. Toil
Every successful entrepreneur must work hard, there is no successful people just sit on my hands, like Brain Tracy says, "You work for eight hours a day to survive, after eight hours a day is for success," and a successful businessman bekerta more than sixty hours a week at the beginning of their business. Hard work will be easy if you have a vision, clear goals, and desires in something that you do.
7. Continuously expanding the network
In business, your company's value that you run from the management team, board of directors, and strategic partners. Businesses always need assistance, especially small businesses, it is very important to form alliances with people who can help you and you can help to succeed in business. You must have good networking skills and always keen to see the opportunities offered.
8. Willingness to learn
To successfully run a business, you have much to learn, willing to ask, curious, interested and open up new knowledge. Willingness to learn to be important along with the rapid development of technology and business.
9. Has the toughness and confidence
No one said the road to success is easy. In addition to the intensity and hard work, sometimes you fail. Some successful entrepreneurs suffered kemuduran and defeats, even bankruptcy. But they soon got up to make the calculations. Remember, if you have ketanguhan, nothing can stop you.
10. Personal Discipline
Thomas Huxley said, "Do what you must do, whether you like it or not." Self-discipline is the key to success, a strong will to push yourself to break through the price of success, doing what is not liked by other people, a long journey, fight and be a winner.
CLOSING
Entrepreneurial spirit of a person is not heredity alone, but can be studied scientifically and grown for anyone. What is important and the main thing is the spirit to keep trying and learning from experience, "it usually fails, try to continue it's incredible", maybe that's the picture that should be developed by humans, especially in Indonesia, so that still exist in the battle of the business transparent and open.
REFERENCES
Character, Grace. 1997. "Myths and Theories in Entrepreneurship Development" (Paper in Entrepreneurship Workshop PT). New York: DP3M Higher Education.
RI Department of Manpower. 1999. Work and Employment Situation in Indonesia (A review conducted in 1998). Jakarta
Presidential Instruction No.4. 1995. About the National Movement Promoting Entrepreneurship. Jakarta
Martaja. 2009. Entrepreneurial Early regeneration. http / / www2.ilmci.com /. Access January 2010
Gymnastiar, Abdullah. Secrets of Being Successful Entrepreneurs. Access in January 2010.
written by: Sukristin, SE, MM (STKIP Melawi)
Kamis, 04 Agustus 2011
LEARNING FOR STUDENTS WATCHER
Introduction
An interesting scene at the beginning of each school year, seen a lot of mothers or parents who come to early childhood institutions (kindergarten, preschool, Raudatul Atfal) with his son, they take well to wait until her son came home.
Most of the introduction, while waiting for his son home, they just chatted with a colleague (fellow watchman) on berbaai things that are sometimes less useful for them (just gosif). Approximately two hours, is quite long, and when used for things that are useful, and has a very good economic value. For the gatekeepers students who want to stay together or maintain relationships keakrabatan, in addition to utilizing their leisure time activity that is necessary to contain the value of benefits. One that can be done is for their learning program, which aims to broaden the horizon of science and technology.
Learning Programs
1.Materi learning
To give students a lesson watchman is required study of what is appropriate learning materials to suit their needs. Such as healthy living, guiding children, knowledge and processing of nutritious foods, family planning, the practical skills of homemaking and other productive economic skills.
2.Program Organizers
Organizers are practitioners and institutions / organizations with an interest towards the empowerment of the community or non-formal education
3.Learning Participants
Participants were penungggu learning students, they are the parents of early childhood learners.
4.Learning time
Learning time that is at waiting children (approximately two hours), which is the agreement between the organizers, the early childhood institutions and the gatekeepers protégé. Can take place every day, 2 or 3 a week, depending on the agreement.
5.Learning Place
Learning takes place around early childhood institutions, can occupy a space that is in early childhood institutions or choose a place that is in neighboring early childhood institutions
6.Learning Partnership
To realize the learning program required cooperation / partnership with various agencies / intansi related to both government and private sector and individuals, such as the National Family Planning Board, Department of Industry, PKK, Health Department / Community Health Center, the institute courses / skills, nutritional cadres, and individuals who have expertise / special skills other.
Collaboration or partnership that exists, embodied in a variety of duties and responsibilities as follows
a.early childhood institutions, to prepare a place / space around the institution that can accommodate the watchman students as a place of learning
b.organizer, compiled themes / appropriate learning materials for students gatekeepers. Also facilitate the implementation of learning, by contacting resource persons from institutions / agencies and competent individuals who deliver learning materials that have been established.
c.institutes / agencies and individuals related to his willingness to deliver instructional material requested as required participants.
7.learning costs
To obtain the operational costs of learning programs, taken the following ways
a.Pihak early childhood institutions through contributions / tuition payments are withdrawn from the protégé. Payment of fees includes the cost of learning for students gatekeepers.
b.organizers who set up the program, through perakarsa and fundraising carried out.
Funding is needed, to finance the equipment / materials and resource persons.
Cover
The idea of this learning needs to be studied and tested in a limited scope, which allows these ideas can be held and further disseminated. Learning is believed to be able to expand services in non-formal education programs in the community, within the framework of the nation.
By : M. Latif Ali Amri
PLS faculty, Makassar State University
An interesting scene at the beginning of each school year, seen a lot of mothers or parents who come to early childhood institutions (kindergarten, preschool, Raudatul Atfal) with his son, they take well to wait until her son came home.
Most of the introduction, while waiting for his son home, they just chatted with a colleague (fellow watchman) on berbaai things that are sometimes less useful for them (just gosif). Approximately two hours, is quite long, and when used for things that are useful, and has a very good economic value. For the gatekeepers students who want to stay together or maintain relationships keakrabatan, in addition to utilizing their leisure time activity that is necessary to contain the value of benefits. One that can be done is for their learning program, which aims to broaden the horizon of science and technology.
Learning Programs
1.Materi learning
To give students a lesson watchman is required study of what is appropriate learning materials to suit their needs. Such as healthy living, guiding children, knowledge and processing of nutritious foods, family planning, the practical skills of homemaking and other productive economic skills.
2.Program Organizers
Organizers are practitioners and institutions / organizations with an interest towards the empowerment of the community or non-formal education
3.Learning Participants
Participants were penungggu learning students, they are the parents of early childhood learners.
4.Learning time
Learning time that is at waiting children (approximately two hours), which is the agreement between the organizers, the early childhood institutions and the gatekeepers protégé. Can take place every day, 2 or 3 a week, depending on the agreement.
5.Learning Place
Learning takes place around early childhood institutions, can occupy a space that is in early childhood institutions or choose a place that is in neighboring early childhood institutions
6.Learning Partnership
To realize the learning program required cooperation / partnership with various agencies / intansi related to both government and private sector and individuals, such as the National Family Planning Board, Department of Industry, PKK, Health Department / Community Health Center, the institute courses / skills, nutritional cadres, and individuals who have expertise / special skills other.
Collaboration or partnership that exists, embodied in a variety of duties and responsibilities as follows
a.early childhood institutions, to prepare a place / space around the institution that can accommodate the watchman students as a place of learning
b.organizer, compiled themes / appropriate learning materials for students gatekeepers. Also facilitate the implementation of learning, by contacting resource persons from institutions / agencies and competent individuals who deliver learning materials that have been established.
c.institutes / agencies and individuals related to his willingness to deliver instructional material requested as required participants.
7.learning costs
To obtain the operational costs of learning programs, taken the following ways
a.Pihak early childhood institutions through contributions / tuition payments are withdrawn from the protégé. Payment of fees includes the cost of learning for students gatekeepers.
b.organizers who set up the program, through perakarsa and fundraising carried out.
Funding is needed, to finance the equipment / materials and resource persons.
Cover
The idea of this learning needs to be studied and tested in a limited scope, which allows these ideas can be held and further disseminated. Learning is believed to be able to expand services in non-formal education programs in the community, within the framework of the nation.
By : M. Latif Ali Amri
PLS faculty, Makassar State University
Senin, 01 Agustus 2011
Competency Level Evaluation of Administrators of Community Learning Center (PKBM) In The Province Of Daerah Istimewa Yogyaka
This paper aimed to describe the results of the evaluation of administrators competency level of Community Learning Center (PKBM), so that it can provide an understanding of the PKBM administrators existing competencies level and can be known what they achieve yet and other information relating to it competency. this paper also expected to obtain the benefits of a description of existing condition and then can be used as a reference for program planners of improving competence of PKBM administrators in the Province of Daerah Istimewa Yogyakarta.
The methods used in the research are quantitative descriptive research, the population of this research are includes the administrators of PKBM in the DIY, which consist of four districts and one municipality, including: Sleman Regency, Bantul Regency, Kulonprogo Regency, Gunung Kidul Regency and the City of Yogyakarta, which amounted to 100 people. Dominant instrument data collection in this research is questionnaire and the addition tools such as observation and documentation is used. Data collected through questionnaire later was analyzed by quantitative method. The unit of analysis includes average the basic competency in each of the Average narrowed with each indicator so that the distribution of classification based on the standard relative value or norm-referenced, where the position is someone always connected with other in the group.
The results of study showed that the characteristics of PKBM administrators is a variety ranging from types of work, sex and educational level. The characteristics contribute to the quality of administrators competency. Related to the level of administrators competence, the results showed that the number of administrators with good qualifications is very low when compared with the number of less good qualifications administrators. The impact of this lack of competence can be seen from it underdeveloped condition of PKBM, monotonous activities, always waiting for funding activities stimulus from government projects, implementation programs that are not consistent with the proposal and other. This condition indicates that PKBM administrators task can’t be implemented well by most administrators because of their competency levels are less good.
The methods used in the research are quantitative descriptive research, the population of this research are includes the administrators of PKBM in the DIY, which consist of four districts and one municipality, including: Sleman Regency, Bantul Regency, Kulonprogo Regency, Gunung Kidul Regency and the City of Yogyakarta, which amounted to 100 people. Dominant instrument data collection in this research is questionnaire and the addition tools such as observation and documentation is used. Data collected through questionnaire later was analyzed by quantitative method. The unit of analysis includes average the basic competency in each of the Average narrowed with each indicator so that the distribution of classification based on the standard relative value or norm-referenced, where the position is someone always connected with other in the group.
The results of study showed that the characteristics of PKBM administrators is a variety ranging from types of work, sex and educational level. The characteristics contribute to the quality of administrators competency. Related to the level of administrators competence, the results showed that the number of administrators with good qualifications is very low when compared with the number of less good qualifications administrators. The impact of this lack of competence can be seen from it underdeveloped condition of PKBM, monotonous activities, always waiting for funding activities stimulus from government projects, implementation programs that are not consistent with the proposal and other. This condition indicates that PKBM administrators task can’t be implemented well by most administrators because of their competency levels are less good.
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