Implementation of EoREA’S Model for Child Independence Development:

Abstract

The purpose of this study was to describe the implementation of the Ergonomic of Reggio Emilia Approach (EoREA)'s Model in developing the child independence in the post-covid-19 era. This research is a qualitative descriptive study. Sources of data used in this study are informants (teachers and principals), places/events (preschool institutions), and documents/archives (results of child development assessment). Data collection techniques using observation, interviews, and documents/archives. The informant retrieval technique used was purposive random sampling. For the validity of the data using source triangulation and method triangulation. The data analysis technique uses an interactive analysis model. Based on the results of the study, it was found that not all preschool institutions in the Bantul DI.Yogyakarta (Indonesia) implemented EoREA's model in the development of child independence in the post-covid-19 era. Although the learning models used are varied, there are three learning models commonly used in preschool institutions in the Bantul DI.Yogyakarta (Indonesia) province in the post-covid-19 era, namely the learning model with "area" settings, the learning model with "corner" settings, and the Beyond Center and Circle Time (BCCT). The three learning models implemented did not pay attention to ergonomics as in the Reggio Emilia approach with its atelierista. The development of independence has not utilized ergonomics so that it is not optimal, especially by using the Reggio Emilia Approach. Looking at the results of assessments of child development in preschool institutions and interviews with teachers and principals, it was found that the child independence was not in accordance with the goals to be achieved (not as expected). Thus, it can be concluded that further research needs to be carried out to determine the application of the EoREA's model which develops child independence.