Towards a New Vision of Quality Early Childhood Education

DOI

10.2991/assehr.k.200808.007How to use a DOI?

Keywords

Developmental knowledge, Indonesia, policy analysis, quality

Abstract

In this paper, I demonstrate the insufficiency of developmental knowledge as the framework of early childhood education quality. For this purpose, I analyse two documents that currently govern the practice of Indonesian early childhood education, the early childhood education standard and early childhood education Curriculum 2013 (the latest Indonesian curriculum), focusing on their sections on developmental indicators and learning outcomes. Drawing on critical policy analysis scholarship, I argue that an over-reliance on developmental knowledge to frame the notion of quality is insufficient and problematic. Its presence has led to the absence of learning contents and outcomes that represent Indonesia’s national identity, disconnected the policy notion of quality early childhood education from the transformative vision of education in general, as well as obscured the vision of technological advance that supposedly is a core ingredient of the notion of quality early childhood education.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Ali Formen
PY  - 2020
DA  - 2020/08/10
TI  - Towards a New Vision of Quality Early Childhood Education
BT  - Proceedings of the International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019)
PB  - Atlantis Press
SP  - 36
EP  - 42
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200808.007
DO  - 10.2991/assehr.k.200808.007
ID  - Formen2020
ER  -