Contributions Management of Parenting and Education Program to Strengthen the Service Three Early Childhood Education Center

Abstract

Early age is a “golden moment” which will not be repeated in the period of child development. A rare opportunity must be utilized to provide the best education and care in three centers, namely; school, family and community environment. The purpose of this research is to; 1) Describe the contribution of parenting education management; and 2) Describe the practice of parenting education in three education centers. This research method uses a qualitative approach with a multi-case study design. These informants were teachers, principals, and parents of students from the two Early Childhood Education institutions in the West Nusa Tenggara Province, Indonesia. Data collection is done by in-depth interviews with informants, participatory observation, and documentation review. The results revealed that; 1) a positive contribution to the management of education and parenting in three education centers with the following stages; first, Plan-collaboration in designing the parenting education program; second, Do-collaboration in the parenting education program at school and inactivating it in the family and community environment, and third, Check-control and evaluate program achievements, then make a follow-up plan for the program; 2) Implementation, in; first-family environment strengthens the relationship between mother and child, the growing sense of self-confidence of parents in educating and caring for their children; second kindergartens environment by holding parenting education activities, holding days of child development consultations, building relationships, support and trust in schools; and third-community environment is the application of local wisdom values by community members.

Family-School Partnerships of Indonesian Families Engaged in Postgraduate Study

“…This finding showed a contrast with the study from Hariawan et al (2019) who found that Indonesian families believe that schools are responsible of their children's learning instead of shared responsibility between families and schools. The difference in findings can be due to the different level of education of the parents.…”

“…In the context of Indonesia, a study conducted by Hariawan, et al, (2019) in two early childhood education centers in Indonesia found that Indonesian families believe that schools have the main responsibility to ensure the academic success of their children. Parents' responsibility was paying the educational costs (Hariawan et al, 2019).…”

“…In the context of Indonesia, a study conducted by Hariawan, et al, (2019) in two early childhood education centers in Indonesia found that Indonesian families believe that schools have the main responsibility to ensure the academic success of their children. Parents' responsibility was paying the educational costs (Hariawan et al, 2019). This condition made this research project necessary to find out whether Indonesian postgraduate students' families whose child or children is/are enrolled in early childhood education centers in Australia, also shared different or similar view about the roles between parents and teachers.…”

“…The difference in findings can be due to the different level of education of the parents. Parents in this study were postgraduate students while parents in Hariawan et al (2019) have lower educational level or not undergraduate. When parents have a higher level, they tend to help their children's learning at home (Hariawan et al, 2019).…”

Manajemen Mitigasi Bencana pada Satuan Pendidikan Anak Usia Dini untuk Pengurangan Risiko bencana Gempa Bumi dan Tsunami

“…Anak didik di TK termasuk dalam usia emas perkembangan, pada rentang usia 4 sampai dengan 6 tahun yang sejak lahir memiliki miliaran sel neuron yang harus terhubung dalam otaknya. Synopsis yang terjadi antar sel neuron pada masa golden age anak dapat mencapai perkembangan maksimal jika dilakukan sesuai dengan tahapan perkembangan secara berkesinambungan (Hariawan et al, 2019). Stimulus yang dilakukan melalui proses pengalaman belajar sambil bermain ini menjadi momen yang berharga untuk menanamkan pemahaman tentang mitigasi bencana sejak dini, maka memilih dan menentukan strategi pendidikan anak usia dini dapat mempermudah penyampaian informasi kepada peserta, sebagaimana yang disampaikan Nuraeni (2014) bahwa strategi pendidikan anak usia dini dapat dilakukan secara bersama-sama lingkungan sekolah, lingkungan keluarga, dan lingkungan masyarkat.…”