Early Childhood Education Management at the Kindergarten School

Lily Yuntina

College of Teacher Training and Education Pancasakti, Bekasi.

Keywords: Kindergarten school management, learning process, inhibiting

Abstract: Early childhood education was an effort to manage students, teachers and the environment in a school

system to achieve the goals effectively and efficiently. This research aims are to find out and get

information about the application of educational management at the Red rose Kindergarten School in

Bekasi city and the inhibiting factors in the learning processes. This type of research applied a descriptive

method with qualitative approach. The subjects of this research were principal, class teachers, students and

parents. Technique of collecting data from Interview, observation of educationalmanagement activities and

documentation (pictures, data statistic such as graphs of growth and development students). This research

was conducted for one year. Data analysis stages are reduction, selection and display in the form of

presentations, and conclusions (Miles and Huberman 1992). the data validity was based on checking

technique using trusted degree, namely participation, perseverance and triangulation. The result of this

researchisthatthe education using the 2013 curriculum system is based on student development. The stages

of planning and learning process are in accordance with applicable regulations. The functions of internal

and external supervisions are conducted by the principal and Supervisory officers from province. The

inhibiting factors found in the research are that the teachers do not have enough competence. Parents are

less attentive to their children’s activities at school. There were no pantry and school health units. Resources

and media learning were inadequate. The financing management education has a significant effecton school

quality. However, the true fact is not according to the regulations. It affects the principal not

implementingthe educational financing management. According to the statistics, student’s growth indicates

a decline in 9 consecutive year period It may have an impact on implementation of school quality

improvement.

1 INTRODUCTION

Kindergarten school was one form of early

childhood education unit on formal education

pathways that organizes educational programs for

children aged from three to six years.

(Suyadi: 2014) Thisargues juridically thatthe term

early childhood in Indonesia is intended for children

from birth to the age of 6 years old having a golden

period. Bredekamp and Copple (1997) suggest that

early childhood education includes a variety of

programs that serve children from birth to eight

years of age designed to improve children's

intellectual, social emotional and physical language.

Thosechildren can begin the early childhood

education at home or in the family. The development

of children in the first years was very important and

will determine their quality in the future. Therefore,

the efforts of early childhood development should be

done through learning and through play (learning

through games).The Law of the Republic of

Indonesia Number 20 of 2003 concerning the

National Education system in article 1 paragraph 14

confirms that early childhood education is an effort

to guide children from birth to the age of six years

through the provision of educational stimulations to

support growth and physical and spiritual

development so that children have readiness in

entering further education. Education is designed

according to the level of child development

(Aisyiyah, 2007: 1). The children's activities were

playing. With playing, learning activitieswill be a

fun activity for children. Through playing, children

270

Yuntina, L.

Early Childhood Education Management at the Kindergarten School.

DOI: 10.5220/0008997602700277

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 270-277

ISBN: 978-989-758-405-3

will have the opportunity to explore, to find, to

express, to feel and to create.

The Process of development and learning in

children’s early childhood at school requires such a

management system that learning objectives at

school can be carried out effectively and efficiently.

According to Hersey and Blanchard,management

system was the process of working together between

individuals and groups and other resources for

achieving organizational goals. According to

(FariUlfah, 2014: 26) the early childhood education

management is an effort to manage, regulate and

direct the process of educational interaction between

students, teachers and the environment in a planned

and systematized way to achieve the goals of

theearly childhood education institutions effectively

and efficiently.

Learning processes at Red Rose Kindergarten

School in Bekasi City required a professional

management in which management function of

POAC (planning, organizing, actuating and

controlling) can be carried out effectively and

efficientlyreferring to the goals of the institution.In

this research, the authors make observations on

management education at the Red Rose

Kindergarten School.It aimsto find out how much

influence the management of the early childhood

education has on the improvement of the education

quality and the inhibiting factors in learning process

at the Red Rose Kindergarten School in Bekasi

City.

2 RESEARCH METHOD

This research aims to find out and to get information

about the application of educational management at

the Red Rose Kindergarten School in Bekasi City

and the inhibiting factors in the learning

process. The Research siteis at Red Rose

Kindergarten School Jl. Makam, RT3/11, No.78,

Kranji, West Bekasi 17135. The Research time is

from March 5

, 2018 to March 10

, 2019. The

research subject is children aged four to six years old

who still need more attention from parents and

external educators. Anton M. Moeliono (1993: 862)

described the research subject as the person which

was being observed as the research target. Whereas

Moleong (2010: 132) described the subject of the

study as an informant which means people in the

research setting are used to provide information

about the situation and back ground conditions of

the study.

In this study, researchers determined the subject

of research based on the parties' considerations that

could provide information and data needed in this

research. Data sourceswere principal, class teachers,

students, and parents.This type of research applied a

descriptive method with qualitative approach.

According to Nusa Putra (2012), the researcher

described everything that was full in sense and

detailed and in-depth. Qualitative descriptive

research was one of the types of research included in

the type of qualitative research. Descriptive

qualitative research was research that intend to

understand phoneme about what was experienced by

research subjects holistically, and in a descriptive

way in the form of words and language, at a special

natural context and by utilizing various scientific

methods (Bungin, 2008: 68-69).

According to Merriam, quoted by John W.

Creswell, there are six assumptions in a qualitative

approach that need to be considered by researchers,

(Patilma, 2007: 57), namely: 1) Qualitative

researchers emphasized attention to processes, not

on results or products 2). Qualitative researchers are

interested in meaning, how people make life,

experience and structure of life that make sense 3).

Qualitative researchers are the main instruments for

data collection and analysis. Data approach through

human instruments, not through inventory,

questionnaires or other tools. 4) Qualitative research

involved fieldwork. Researchers physically relate to

peoples, background, location or intuition to observe

or record behavior in their natural setting. 5)

Qualitative researcher was descriptive in the sense

that researcher is interested in the process of

meaning and understanding obtained through words

or images. 6) The process of qualitative research was

inductive.

Researchers build abstracts, concepts,

propositions, and theories. The researchers use

qualitative researchmethod because they want to

focus the research on general principles that

underline the existing unit of symptoms and aims to

understand social situations, events, roles,

interactions and groups.The qualitative approachuses

observations and interviews which was very

suitable because it could produce descriptive data

regarding the application of data management. Data

Sources, according to Lofland (1984), the data

sources in qualitative research are words, and the

rest of the action was additional data such as

documents and others. Related to that, in this section

the data typed are divided into words and actions,

typed and written, photos and statistics (in Moleong,

2007: 157). The data needed in this study are

Early Childhood Education Management at the Kindergarten School

271

(Arikunto, 2006: 129): a) Primary data, namely data

obtain from the source are directly observed and

recorded directly, such as interviews, observation,

and documentation. In this study the primary data

obtained is the result of interviews with class

teachers and principals, student guardians and

observations of students. b) Secondary data: data

obtained from those that have already existed and

have a relationship to the problem under study

covering the existing literature and related to the

problem to be studied. In the early childhood

education, it is in order to improve the quality of

learning.The first stagewas observation at Red Rose

Kindergarten School in Bekasi City to get

information about the history of the Red Rose

Kindergarten School in Bekasi City and to get

information on curriculum reports (syllabus,

learning implementation plan, annual program,

semester program, weekly activity plan and daily

activity plan, organizational structure, teachers,

students, participant reports secondary data

(statistical data such as graph of growth and

development of students) and infrastructures.

The techniques for collecting data are from

observations, interviews, and documentations. This

research can use the method of eye sight, hearing,

and touch which are done in the open or closed room

(laboratory). To be able to see the results of this

observations, researcher can use audio-visual

recordings that have been done before. The

researcher needs to make direct notes during the

observation sothat she does not forget the events or

phenomena encountered in the field. It will give

accurate observations (Dariyo, 2007: 53). A) The

Observation used in this research is to collect data

which refer to: 1) educational management of the

early childhood education in order to improve the

quality of learning at the Red Rose Kindergarten

School .2). Verifying data and information that has

been obtained from the principal, class teachers,

students and parents at the Red Rose Kindergarten

School in Bekasi City.

The checklist is a list that contains the names of

the subjects and the inhibiting factors to be

examined. It is guaranteed that the investigator

records every event that has been determined to be

examined. (Rahayu, 2004: 17-18). Data to be

explored in this study are: 1) the management of the

early childhood education in the Kindergarten, data

from principals, teachers and Education Personnel.

2) Learning process conducted by the class teacher.

B) Interview techniques used in this research to

directly explore deep psychological information

from respondents. This means that researchersits

face-to-face with the respondent without being

represented by others. Researcher has tried to ask

things related to the research topic and analyzes the

results of the conversation qualitatively.

(Dariyo, 2007: 56-57) 1) Interview technique

was used as a support with the intention of obtaining

data that cannot be collected using questionnaires

and documentation. The researcher will sit face to

face directly with the respondent or the subject

under study. (Sukardi: 2011: 79-81) There are 4

types of qualitative interviews, namely (Rahayu &

Ardani, 2004: 73): 1) Unstructured interviews.

Interviewers ask questions, but these questions were

completely erratic in direction, except "led" by the

lines of conversation that have been put in place by

the interviewer.2) Structured interviews / guided

interviews. The interviewer asked each person

interviewed with a list of questions that had been

prepared beforehand, with a response limiting

category 3) Focused / semi-structured interviews /

guided free interviews. Interviewers used interview

guides, made in the form of a list of questions, but

not permanent / binding sentences.4) Personal

interviews and group interviews. In terms of the

number of people interviewed, those involved in one

interview, can be divided into personal interviews

(personal interviews) and group interviews. Based

on the description above, the researcher usedsemi-

structured interviews because the questions are

flexible, depending on the target’s conditions.

C) Documentation is document review of assisting

researchers in collecting data or information by

reading letters, announcements meeting and pictures.

This data search was technique is very useful

because it can be done without disturbing the object

or atmosphere of the study. Researchers by studying

these documents can recognize the culture and

values embraced by the object under study. The use

of this method was related to what is called content

analysis.

How to analyze the contents of a document is by

examining documents systematically in document

forms objectively (Sarwono and Jonatan, 2006:

226). In this research, the researcher borrowed notes

and archives (as secondary data) from the Red Rose

Kindergarten School in Bekasi City. Data analysis

techniques, in this research are carried out according

to the procedure or steps as follows

1. Data reduction, at this stage the researcher will

examine all the collected data so that the main things

in the research objects will be found. The data

collected can be the results of interviews,

observation and documentation, using standard

information categories by separating them into

ICELS 2019 - International Conference on Education, Language, and Society

272

several segmentations. Therefore, the authors can

find other subcategories to show the various

possibilities contained in the results of interviews,

observation and documentation ".(Emzir,

2008:211).2.Data display was stage of summarizing

the data that has been set out in a systematic

arrangement to find out the management system

used. The author summarizes the data, so that

complete identification of the results of the study

was found, or temporarily given a possible

hypothesis in this study. (Emzir, 2008:

211).Quoted,the three stages of data analysis are

namely: 1). Data analysis before the field, taken

from informants interviewed: namely the principal,

done before the researchers tried to get the focus of

research. The secondary data that will be used

include the history, the state of teachers, students,

facilities and infrastructures, and documents or other

relevant sources 2). Data analysis in the field. The

researcher analyzed the data at the time of data

collection, which was at the time of interviewing.

After analyzing the answers of the interviewees

and the researcher feels unsatisfied, the researcher

continued the question again until the reliable data

was obtained. The researcher collected as much data

as possible until the data obtained was relevant to

the object under study 3). Data analysis after

completion in the field, the researcher collects data

obtained at school, both data through observation,

interviews, and documentation and then analyzed to

determine the compatibility between the data

obtained. The present data is the process of

presenting a complex set of information in a

complex unity of forms into a unified form that was

simple, selective, and easy to understand the

meaning.

The data obtained by the researcher during the

research are then presented, summarized and

compiled in full so that the meaning was clear. After

analyzing the data, the researcher should conduct an

examination, namely checking the validity of his

findings, so that the results of his research can be

accounted for. The technique of checking the

validity of the data were based on four criteria used,

namely degree, credibility, transferability,

dependence (dependability), 4. confirmability. In

checking the validity of this data, the researcher uses

credibility, along with the steps consisting of: 1.

Technique of extending participation, the researcher

lived in the field of researchers until the saturation of

data collection was reached. In this case the

researcher follows the teaching and learning process

2) The persistence of observation is to search

consistency or interpretations in various ways in

relation to the process of analysis that was constant

or tentative. Building a business depends on various

influences. Looking for what can becalculated and

what can't be calculated.

That was, finding traits and elements in a

situation that was very relevant to the research and

focus on these things in detail.3) Triangulation with

the source that was comparing and checking back

information obtained through time and tools that are

different in qualitative research. by comparing data

from observations with data from interviews and

comparing the results of interviews with the contents

of a related document. (Emzir: 2008: 175).

Triangulation, A technique for checking the validity

of data by comparing data obtained from a source to

another source at different times, to randomize or

compare research data that has been collected. This

data description will depend very much on the

desired question and in the form of narration to be

able to complete the overall picture of what

happened. (Lexi J Moleong, 2006: 327-331). In this

case the researcher reconciled the information

obtained from the informant, researchers’

observations and documents at The Red Rose

Kindergarten School in Bekasi city in order to obtain

the valid data. (Miles & Huberman (1992: 16) 3)

The conclusion was verified during the study.

Verification may be as short as a rethink that crosses

the mind of the analyzer (researcher) as long as he

writes, a review of field notes, or may be very

thorough and exhaustive with a review and exchange

of ideas among colleagues to develop intersubjective

agreements or also extensive efforts to place copies

of finding in another set of data. In short, the

meanings that emerged from other data must be

tested for their validity, strength, and compatibility,

which was their validity. Final conclusions did not

only occur at the time of the data collection process,

but need to be verified so that it can truly be

accounted.

3 DISCUSSION OF RESEARCH

FINDINGS

The result of this research has shown that the

management system of Rose Red Kindergarten

School in Bekasi City is in accordance with the

vision and mission of the institution by applying the

management functions. This includes planning,

organizing, actuating, controlling. Supervising and

guiding, were a) In the planning function the

principal as manager conducts recruitments of

Early Childhood Education Management at the Kindergarten School

273

educators and education staff who have the

knowledge, skills and attitudes in accordance with

their duties and functions. The Principal determined

the resources / teaching staff at the Red Rose

Kindergarten School. There were 4 teachers, in

which each class was consisted of 2 teachers (1 class

teacher and 1 assistant teacher). The teacher as a

manager in the classroom structures planning,

prepares plans and learning activities, starting from

the annual, semester, monthly, weekly to daily

programs. b) Stages organizing is carried out with

vertical coordination where the principal gives

assignments to subordinates in accordance with their

responsibilities and fields, with open

communication, c) Stages Implementation, leaders

in carrying out their duties emphasized perseverance

in work, teamwork, honesty, and high loyalty. Also,

in the Implementation Stage of learning, the

curriculum used 2013 curriculum program is based

on development scientific approach. The aim is how

the children were able to help themselves in all

aspects of life (lifes skill) and instill habits about

learning how to learn. Meanwhile, the learning is

based on the development of children including 1.

Classroom management, 2. Activity procedures, 3.

Assessment.

According to (Milan Rianto (2007: 1) Class

management is very important because class

management is a factor that could create and

maintain the atmosphere and condition of the class

so that it is always effective and efficient. All

activities of teachers and students in the class must

be created and maintained in optimal conditions of

the learning process. The effective and efficient

learning can be proven by the existence of balanced

processes of input, output, and outcome. Theyeven

can be seen in the graph of the growth and

development of students which continues to

increase, so that school efforts in the management of

early childhood education in order to improve the

quality of education can be achieved and was in

accordance with the expectations and goals of the

school organization. According to Fomberg in

(Martininis yamin et al. 2012) playing or not playing

was not a question. The important question was how

to prepare something exemplary through the

imaginary world of early childhood, teachers, and

staffs.

Stages learning in a class room was in 150

minutes. The procedure is divided into three

activities, namely the initial activity of 30 minutes,

the core of 30 minutes, rest 30 minutes, and the end

of 30 minutes. Learning activities are carried out

which was inside and outside the class depending on

the themes that have been determined with existing

facilities and infrastructure such as study rooms each

measured 8 x 9 meter. The learning media or

educational teaching aids are available. Of 38

students, group A is aged 4 to 5 years and the rest

was group B, aged 5 to 6 years. The stages of

Student assessment are as follows: assessment was

carried out by the teacher to see whether the students

have developed growth and are able to get more

potential or not.Stages supervision function was

carried out by the principal with supervision activity,

with the aim that the learning processes is effective

and efficient. Direct supervision was carried out by

the principal. Regular meeting discussions were to

make the performance improvement efforts, with

educators and educational staffs, the competency

which was developed as the implementation of the

next stage of work. The external function

supervision is conducted by the provincial education

officer.

The inhibiting factors of learning in the Red

Rose Kindergarten School in Bekasi City were a)

students do not communicate well with others and

teachers. Therefore, they do not accept the learning

material maximally b) In learning, teachers used

center method. As the result, the students do not get

flexible learning processes c) Teachers need more

trainings in connection with increasing their

competency and professionalism d) Parents were

less cooperative in their children’s activities. They

rarely consult to school about their children

development at home. e) There were no facilities,

such as pantry and school health unit. f) Resources

and media learning used by teachers were

inadequate. The number was not comparable to the

number of students. Besides, the media used are still

old fashioned with a form not attracted the children's

attention). Student growth from 2007 to the present

experienced a setback, such as the quality of

student’s achievement, teacher’s quality, and quality

infrastructure at school. As the result, it would

negatively impact to diminish trust and interest in

parents’ trust and interest to send their children to

school in the following next year. It can be seen on

the graph of student development from year to year

which was decreasing.

ICELS 2019 - International Conference on Education, Language, and Society

274

4 CONCLUSION,

RECOMMENDATION AND

IMPLICATION

The management as the top decision makerin the

organization of Red Rose Kindergarten School in

Bekasi City has worked together to achieve the

goals. The implementation of management such as

planning, organizing, implementing, supervising and

guiding are almost done well.

It should be cooperated in a team, both internal

and external relationships, related to the activities at

the Red Rose Kindergarten School. As part of the

effort to carry out educational management

functions, it is necessary to improve the quality in

order to produce quality learning in a better

educational environment. Specifically, in business:

a) The success of early childhood learning can be

divided into short-term, middle-term, and long-term

programs, with the following criteria. A. Short

Term, a) At least 85% of the contents and principles

of learning can be understood, accepted, and applied

by both students and teachers in the classroom. b) At

least 85% of students felt they were facilitated,

happy and had the willingness to learn well c)

Children participated in the learning processes d)

The material was communicated according to their

needs and they see that it will be very useful for their

future lives.

Ongoing learning can foster continual interests in

learning. B) In middle term, there will be feedback

sessions between the teachers and the children b)

children will become creative people and are able to

deal with various problems they face. c) children do

not receive negative influence from the community

in their environment in any ways.C) Long-term

program, a) There will be an increase in the quality

of education, which the Red Rose Kindergarten

School could achieve with the independence and the

initiative of school principals and with the use of

good management andlearning resources. b)

Increase the efficiency and effectiveness of

management and the use of learning resources, by

sharing clear, transparent and democratic answers.

The increased attention and participation of residents

and the surrounding community are achieved

through joint decision making. d) There was an

increase in the responsibility of the early childhood

education institution to the government, parents, and

the community in general regarding the quality of

services, both intra and extracurricular. The growth

of independence was adaptive and proactive and has

the character and spirit of high entrepreneurship

(resilient, innovative, and risk-taking). e) The

realization of an interactive, motivational, enjoyable,

challenging learning process and provides students

with free space. f) The creation of a safe,

comfortable and orderly school climate so that the

learning processes could be calm and enjoyable.

There was an on going evaluation and improvement

process. The learning management organization

needs to be organized and managed in such a way

that learning could be implemented optimally. There

were at least four things that need to be considered

and related to the organization and learning

management, namely the implementation of

learning, procurement and guidance of experts, the

utilization of the environment as a source of

learning, and development and structuring of

policies.

The TheThe implementation of function learning

should be carried out based on children's needs and

characteristics, as well as basic competencies in

general. Catron and Allen (1999; 59) The role of

early childhood teachers was more as a mentor or

facilitator, and was not merely a knowledge

provider. Science cannot be transferred from the

teacher to the children without the child's own

activeness. In the Learning process, pressure must be

placed on the teacher's thinking. Therefore, it was

important for the teachers to be able to understand

children's thinking and development and appreciate

children's experience, understand how children

overcome a problem, providematerial in accordance

with the level of cognitive development of children

to be more successful and help children think and

shape knowledge using a variety of learning models

which allow children to actively construct their

knowledge.

In reference to their learning styles,we need to

consider the following things a) Integrate learning

with games b) Identify competencies according to

their needs and characteristics of early childhood.c)

developindicators of each competency to be

relevant to the development and needs of early

childhood. d) Organize an organizational structure

and working mechanism and establish cooperation

between teachers and other education personnel in

learning and games. e) recruiteducational staff who

have the knowledge, skills and attitudes in

accordance with their duties and functions. f)

completing adequate learning and play facilities and

infrastructure, such as libraries, the environment as a

source of learning, playground equipment and

administrative equipment and adequate learning

space. g) Asseslearning program regularly and

continuously to see the effectiveness and

Early Childhood Education Management at the Kindergarten School

275

achievement of competencies developed. Besides

that, the assessment was also important to see

whether the learning development has been able to

develop the potential of students or not.

b). Procurement and development of experts. In the

success of learning, it is necessary to procure and

guide experts, attitudes, personal, competencies and

skills related to learning. This was very important

because it was related to the job description that will

be carried out by each education staff. Therefore, it

was desirable that each person has an understanding

and competence that supportthe implementation of

learning in developing the potential of early

childhood optimally.c). Environmental Utilization as

a source of learning for success. Environment needs

to be utilized as an optimal source of learning. For

the benefit of the teachers, the facilitator is required

to utilize the environment, cooperation with related

elements that are seen to be able to support efforts to

develop quality and quality of learning. both

physical and social environment, as well as

cooperating, the importance of School Policy.

Learning needs to be supported by the policies of

the principal, and ease in implementing learning.

There are several relevant policies taken by school

principals in helping smooth the development of

learning for early childhood, namely: a)

programming curriculum changes as an integral part

of the overall school program, b) budgeting

operational costs for operation and non operation -

learning as part of the school budget; c) improve the

quality of teachers, and facilitators to be able to

work professionally (increase teacher

professionalism); d) provide adequate facilities and

infrastructure for the benefit of learning, and

children playing; f) establish good cooperation with

elements related officially in relation to Increasing

the input of new students in the presence of new

students.Based on data input from new students

from year to year, the decline is a big problem for

the development and sustainability of educational

organizations / institutions.2). Problems found in the

inhibiting factors in this research should be

immediately followed up to achieve the success of

joint tasks at the Red Rose Kindergarten School in

Bekasi City,3) Hopefully this research could provide

input for managers, teachers and subsequent

researchers so that it can be done even

better.(Mulyasa, 2012).

The implication of this research is that school

needs more holistic improvement of educational

management as effort to get schoolquality in order to

become better than ever. Data Source from Principal

at Red Rose Kindergarten School on 2017 until

2018.

Graph 1: Growth of Students at Red Rose Kindergarten

School in Bekasi City

Table 1: Data Statistic Growth of Students at Red Rose

Kindergarten School in Bekasi City, Year 2007 Until

2018.

YEAR

BOYS

GIRLS

TOTAL

2007

103

102

205

2008

147

2009

135

2010

152

2011

137

2012

104

2013

2014

2015

2016

2017

2018

TOTAL

679

575

1.254

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