Development of Early Childhood Education Holistic-Integrative

Basic Concepts of Early Childhood Development

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

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

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

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

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

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

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

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

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

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

by: dr. Awi Muliadi Wijaya, MKM