The Implementation of Holistic Integrative Services in Early Childhood Education (ECE): Perspective on 2013 ECE Curriculum in Indonesian Preschool

DOI

10.2991/icece-16.2017.51How to use a DOI?

Keywords

Holistic-Integrative Services, Early Childhood Education, 2013 ECE Curriculum.

Abstract

The problem in this research is the lack of early childhood education (ECE) institutions that integrate education with the needs of healthcare, nutrition, education and parenting for young children as mandated by Presidential Decree Number 60 Year 2013 on Integrative Holistic early childhood services. On the other hand, the implementation of 2013 ECE Curriculum has been mandated in Permendikbud number 146 of 2014, including a set of integrative holistic early childhood institutions, despite the fact that there are still many early childhood institutions that are not yet ready to implement them. The aim of this study was to determine the model of holistic integrative ECE services in compliance to 2013 ECE Curriculum of Taman Belia on 2013, as it is a flagship early childhood institutions in Central Java Province with the curriculum implemented. This study was held in Taman Belia, focusing the research in the development program of Integrative Holistic services in 2013 early childhood curriculum on group A with age ranging 4-5 years old. Type of research method used was qualitative research using case study approach. Data analysis was using interactive data analysis Miles and Huberman through three stages, namely; data collection, data verification, and conclusion. Data was collected by observation, interview and document analysis. The results showed that Service Implementation of Integrative Holistic ECE in compliance to 2013 curriculum in Taman Belia meets the following components: Educational aspect consisting of stimulation of child development using centres model and the diversity of educational services under one roof. Nutrition and Health Aspect consists of health check-ups and healthy food program. Sustenance Aspect consists of sustainable caretake in child centres, and parenting program at home. Protection Aspect consists of physical and mental protection for the children. Conclusion taken from the research is that holistic integrative model of educational services in accordance to ECE 2013 curriculum in Indonesian ECE centres includes educational services, nutritional services, physical and psychological preservation for the children, followed with continuous nurturance both at school and at home. This is based on the research held in one of the top ECE centres in Indonesia.

Copyright

© 2017, 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  - Wulan Adiarti
AU  - Henny Puji Astuti
AU  - Sri Sularti Dewanti Handayani
PY  - 2016/11
DA  - 2016/11
TI  - The Implementation of Holistic Integrative Services in Early Childhood Education (ECE): Perspective on 2013 ECE Curriculum in Indonesian Preschool
BT  - Proceedings of the 3rd International Conference on Early Childhood Education (ICECE 2016)
PB  - Atlantis Press
SP  - 292
EP  - 300
SN  - 2352-5398
UR  - https://doi.org/10.2991/icece-16.2017.51
DO  - 10.2991/icece-16.2017.51
ID  - Adiarti2016/11
ER  -