Science Learning Quality to Promote Sustainable Development in Early Childhood Education: A Case Study of Teachers in Tasikmalaya
Edi Hendri Mulyana, Dindin Abdul Muiz Lidinillah, Qonita, Ernawulan Syaodih
Available Online 10 August 2020.
- https://doi.org/10.2991/assehr.k.200808.016How to use a DOI?
- Sustainable development, early science, science education, teachers quality
- One of the Sustainable Development Goals (SDG) in the education sector is to ensure children have an access to quality early childhood development, care, and pre-primary education. The government must provide free and compulsory pre-primary education for at least one year with professional educators who can provide learning practices that can stimulate children development and accommodate the needs of sustainable developments. One of the learning practices that meets those criteria is science learning. This paper aims to portray factual conditions associated with achieving the SDG. Four teachers from four different kindergartens in Tasikmalaya were selected to participate in this study. Data were collected by using semi-structured interviews and observations. The finding showed that the quantity of children participating in early childhood education has increased, but availability of human resource has not fulfilled. The teachers that involved in ECE do not have criteria of professionalism. Even the professional teachers face problems in implementing good quality learning, especially in science learning. Additionally, teachers are a critical element for guaranteeing quality education who should be empowered, given equitable training and payment to be professional.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Edi Hendri Mulyana AU - Dindin Abdul Muiz Lidinillah AU - Qonita AU - Ernawulan Syaodih PY - 2020 DA - 2020/08/10 TI - Science Learning Quality to Promote Sustainable Development in Early Childhood Education: A Case Study of Teachers in Tasikmalaya BT - Proceedings of the International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019) PB - Atlantis Press SP - 86 EP - 90 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200808.016 DO - https://doi.org/10.2991/assehr.k.200808.016 ID - Mulyana2020 ER -