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This study aims to determine the effectiveness of using mind mapping method in improving early childhood educator’s skill in mastering the child development assessment. This research is quasi-experimental using a pre-test and post-test design. The population was the entire classes of early childhood education training held by LPK Yayasan Indonesia Mendidik Jaka Sampurna at Cileungsi, Bogor. The participants were 45 early childhood educators. This study used three research methods which are implemented from learning methods in child development assessment was as pre-test and post-test. Data were collected by using two instruments to measure early childhood educators for child development assessment. The data were analysed by using t-test to measures the differences data in pre-test and post-test. The results showed that the use of mind mapping methods can help early childhood educators to improve their mastery of the development assessment concept which averages 51.9 percent. It showed significant results with  ttest value is 18,266 (N = 10, α = 0,0). This capacity building is reinforced by various qualitative findings which arise from early childhood educators’ awareness to change the old learning style into learning by mind mapping method as a learning method that follows how the brain works. This study also found that early childhood educators as adults who are in the stage of formal thinking have shown an understanding that mind mapping method are appropriate, fast, easy and practical in mastering various development assessment concepts. Early childhood educators believe that they can use the method for mastering other material concepts.  Keywords: Assessment, Brain-based teaching, Mind mapping  References Anthony, J. N. (2001). Educational Assesment of Student. New Jersey: Merril Prentice Hall. Armstrong, T. (2009). Multiples Intelligences in the Classroom. Virginia: SCD. Bagnato, S. J. (2007). Authentic Assessment for Early Childhood Intervention. 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Abstrak: Kreativitas anak perlu dikembangkan sejak dini dan banyak cara yang dapat dilakukan oleh orang tua dan guru untuk mengembangkan kreativitas anak usia prasekolah. Salah satunya dengan melakukan kegiatan yang menggunakan metode belajar yang menyenangkan dan sesuai kebutuhan anak. Tulisan ini membahas bagaimana tari kreatif dapat digunakan untuk mengembangkan kreativitas anak. Selama ini banyak orang tua dan guru menganggap belajar menari pada anak usia prasekolah hanya menyalurkan minat anak di bidang seni serta melatih kemampuan motorik saja. Sesungguhnya, dengan proses belajar yang menarik dan pemilihan metode yang tepat, belajar menari dapat mengakomodasi kebutuhan anak usia prasekolah, serta berperan efektif dalam upaya pengembangan kreativitas. Tari kreatif yang menggunakan metode bermain dan bercerita dapat menjadi salah satu kegiatan yang efektif dalam mengembangkan kreativitas anak usia prasekolah karena bukan hanya transfer gerak dan mangutamakan hasil belajar, melainkan juga transfer ilmu dan mengutamakan proses kreatif pembelajaranya.Kata kunci : Kreativitas, tari kreatif, metode bermain dan bercerita DEVELOPING CHILDREN'S CREATIVITY THROUGH CREATIVE DANCE USING GAMES AND STORY TELLING

This IT-based movement evaluation system utilizes technology that is familiar to students and can be used to diagnose students' dancing skills. It is helpful in selecting students' skills in preparing the students for taking the final exam. Qualitative research methodology is used with the focus on IT-based movement evaluation system implemented in Larasati and Gandes Pamantes dance studios. These dance studio have many students, so they often find difficulties in evaluating programmed and systematic learning. An IT-based movement evaluation system is conducted to determine students' development. This evaluation system is needed, considering the fact that the assessment on dancing includes not only the performance but also the observation stage that cannot be done in a short period. Examination activities for the final exam in dance studios are routine activities. These activities are often faced with students who are less prepared because of various factors, such as health, confidence, and not accustomed to face three examiners. The result of the research shows that IT-based movement evaluation system in dance studios can provide ease of finding out students' dancing skills without eliminating the principles of evaluation, such as accurate, measurable, reliable, objective, and transparent. Based on the result, This IT-based movement evaluation system can be used as a diagnostic tool before dance studios carry out the final exams.