Redefine the Concept of Play in Early Childhood Education

Dina Kusumanita Nur Alfaeni, Euis Kurniati

Abstract


The concept of play is currently understood by teachers, but the practice of play in ECE is different and emphasizes calistung-oriented (reading, writing, and counting). Therefore, it is necessary to reflect on the concept of play by the teacher so that it can support early childhood play practice. The concept of play This article is aimed to explore the concept of play that ECE teachers understand through play pedagogy. This study uses a qualitative approach with a case study method through interviews and grounded theory analysis. The results of the study show that the teachers have an understanding of playing. However, in its implementation, the teachers consider several factors that cause learning to focus on activities to introduce reading, writing and counting. Factors influencing it include the teacher's academic qualifications and parents' demands. Parents demand that their children be academically successful and have calistung (reading, writing and counting) skills. So the concept of play for teachers is essential to support the calistung skills and early childhood development. Therefore, a teacher guidance program is needed to help teachers understand the implementation of play pedagogy in ECE. And the impact of this research is expected to be able to increase the pedagogical competence of teachers in restoring the nature of early childhood which cannot be separated from their playing activities.

Keywords


Play Pedagogy; Concept of Play; ECE

Full Text:

PDF

References


Ailwood, J. O. (2003). Governing Early Childhood. Contemporary Issues in Early Childhood, 4(3), 286–299. https://doi.org/https://doi.org/10.2304/ciec.2003.4.3.5

Altun, Z. D. (2018). Early Childhood Pre-Service Teachers’ Perspectives on Play and Teachers’ Role. International Education Studies, 11(8), 91–97. https://doi.org/10.5539/ies.v11n8p91

Amiran, S. (2016). Efektifitas Penggunaan Metode Bermain Di Paud Nazareth Oesapa. Jurnal Pendidikan Anak, 5(1), 710–716. https://doi.org/10.21831/jpa.v5i1.12367

Ariyanti, T. (2016). Pentingnya Pendidikan Anak Usia Dini Bagi Tumbuh Kembang Anak. Dinamika: Jurnal Ilmiah Pendidikan Dasar, 8(1), 50–58. https://doi.org/10.30595/dinamika.v8i1.943

Asiah, N. (2018). Pembelajaran Calistung Pendidikan Anak Usia Dini Dan Ujian Masuk Calistung Sekolah Dasar Di Bandar Lampung. Terampil : Jurnal Pendidikan Dan Pembelajaran Dasar, 5(1), 19. https://doi.org/10.24042/terampil.v5i1.2746

Blaise, M., & Ryan, S. (2012). Using Critical Theory to Trouble the Early Childhood Curriculum: Is It Enough? In N. File, J. Mueller, & D. B. Wisneski (Eds.), Curriculum in Early Childhood Education (pp. 80–92). Routledge.

Creswell, J. W. (2013). Qualitative Inquiry Research Design: Choosing Among Five Approaches (London). Sage Publication.

Darmadi, H. (2015). Tugas, Peran, Kompetensi, Dan Tanggung Jawab Menjadi Guru Profesional. Jurnal Edukasi, 13(2), 161–174. https://doi.org/10.31571/edukasi.v13i2.113

Darman, R. A. (2017). Mempersiapkan Generasi Emas Indonesia Tahun 2045 Melalui Pendidikan Berkualitas. Jurnal Edik Informatika, 3(2), 73–87. https://doi.org/10.22202/ei.2017.v3i2.1320

Farikhah, S., & Ariestina, H. (2020). Menelisik Kurikulum PAUD: Kajian Fenomenologis terhadap Kecenderungan Belajar Calistung Anak Usia Dini. Jurnal Perkembangan Dan Pendidikan Anak Usia Dini, 1(20), 77–94. https://doi.org/https://doi.org/10.18860/preschool.v1i2.9058

Fleer, M. (2015). Pedagogical positioning in play – teachers being inside and outside of children’s imaginary play. Early Child Development and Care, 185(11–12), 1801–1814. https://doi.org/10.1080/03004430.2015.1028393

Frost, J. L., Reifel, R. S., & Wortham, S. C. (2008). Play and Child Development. Pearson/Merrill Prentice Hall.

Gillbert, J., Harte, H. A., & Patrick, C. (2011). Purposeful play leads to school readiness. Dimensions of Early Childhood, 39(1), 29–37.

Hadley, E. (2002). Playful Disruptions. International Journal of Phytoremediation, 21(1), 9–17. https://doi.org/10.1080/09575140120111472

Hardiyanti, D. (2021). Bermain: Perspektif Tentang Pengalaman Bermain Guru PAUD dan Praktik Bermain Pada Pembelajaran di PAUD. Sentra Cendekia, 2(2), 38–49. https://doi.org/https://doi.org/10.31331/sencenivet.v2i2.1762

Herlambang, Y. T. (2018). Pedagogik: Telaah Kritis Ilmu Pendidikan dalam Multiperspektif (Y. Abidin & R. A. Kusumaningtiyas (eds.); 1st ed.). Bumi Aksara.

Hewi, L., & Asnawati, L. (2021). Strategi Pendidik Anak Usia Dini Era Covid-19 dalam Menumbuhkan Kemampuan Berfikir Logis. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 158–167. https://doi.org/10.31004/obsesi.v5i1.530

Iskandar, B. (2021). Bermain Sambil Belajar: Konsepsi Guru dalam Mengelola Permainan Anak Usia Dini di PAUD. Jurnal Ilmiah Profesi Pendidikan, 6(3), 461–466. https://doi.org/10.29303/jipp.v6i3.242

Kontos, S. (1999). Preschool teachers’ talk, roles, and activity settings during free play. Early Childhood Research Quarterly, 14(3), 363–382. https://doi.org/10.1016/S0885-2006(99)00016-2

Loizou, E. (2017). Towards play pedagogy: supporting teacher play practices with a teacher guide about socio-dramatic and imaginative play. European Early Childhood Education Research Journal, 25(5), 784–795. https://doi.org/10.1080/1350293X.2017.1356574

Loizou, E., Michaelides, A., & Georgiou, A. (2019). Early childhood teacher involvement in children’s socio-dramatic play: creative drama as a scaffolding tool. Early Child Development and Care, 189(4), 600–612. https://doi.org/10.1080/03004430.2017.1336165

Lynch, M. (2015). More Play, Please: The Perspective of Kindergarten Teachers on Play in the Classroom. American Journal of Play, 7(3), 347–370. https://eric.ed.gov/?id=ej1070249

McArdle, F., Grieshaber, S., & Sumsion, J. (2019). Play meets early childhood teacher education. Australian Educational Researcher, 46(1), 155–175. https://doi.org/10.1007/s13384-018-0293-8

Miller, E., & Almon, J. (2009). Crisis in the Kindergarten. Why children need to to Play in School. In Alliance for childhood. Alliance For Childhood. www.allianceforchildhood.org.

Mulyadi, S., Basuki, A. M. H., & Prabowo, H. (2020). Metode Penelitian Kualitatif dan Mixed Method. Rajawali Pers.

Murtiningsih, D. (2013). Peran Orangtua Dalam Kegiatan Bermain Anak Usia Dini (4-6 Tahun) Di Rumah. Jurnal Pendidikan Luar Sekolah, 9(2), 1–21.

Myck-Wayne, J. (2010). In Defense of Play: Beginning the Dialog About the Power of Play. Young Exceptional Children, 13(4), 14–23. https://doi.org/10.1177/1096250610376616

Pertiwi, D., Syafrudin, U., & Drupadi, R. (2021). Persepsi Orangtua terhadap Pentingnya CALISTUNG untuk Anak Usia 5-6 Tahun. PAUD Lectura: Jurnal Pendidikan Anak Usia Dini, 4(02), 62–69. https://doi.org/10.31849/paud-lectura.v4i02.5875

Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771

Rachman, Y. A. (2019). Mengkaji Ulang Kebijakan Calistung Pada Anak Usia Dini. Jurnal Kajian Dan Pengembangan Umat, 2(1), 14–22. https://doi.org/https://doi.org/10.31869/jkpu.v2i2.1538

Rozalena, R., & Kristiawan, M. (2017). Pengelolaan pembelajaran paud dalam mengembangkan potensi anak usia dini. JMKSP (Jurnal Manajemen, Kepemimpinan, Dan Supervisi Pendidikan), 2.(1), 76–86. https://doi.org/https://doi.org/http://dx.doi.org/10.31851/jmksp.v2i1.1155

Ryan, S., & Northey-Berg, K. (2014). Professional preparation for a pedagogy of play. In E. Brooker, M. Blaise, & S. Edwards (Eds.), The SAGE handbook of play and learning in early childhood (pp. 204–215). SAGE Publications.

Safitri, D., & Lestariningrum, A. (2021). Penerapan Media Loose Part untuk Kreativitas Anak Usia 5-6 Tahun. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 2(1), 40–52. https://doi.org/10.19105/kiddo.v2i1.3645

Saripudin, A. (2019). Kompetensi Guru Pendamping Paud Dalam Memenuhi Standar Layanan Paud Non Formal Di Kabupaten Tasikmalaya. AWLADY : Jurnal Pendidikan Anak, 5(2), 63–77. https://doi.org/10.24235/awlady.v5i2.4848

Susanti, D. A. (2019). Konsep belajar melalui bermain pada anak sejak usia dini. Al-Ibtida’, 7(2), 120–135.

Sya’dullah, A. (2014). Pengaruh Latar Belakang Pendidikan dan Motivasi Guru PAUD terhadap Stres Mengajar ( Penelitian Ekspost Facto di Kota Probolinggo). At-Ta’lim, 2(2), 1–18. https://ejournal.unzah.ac.id/index.php/attalim/article/view/178

Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7(2), 104–112. https://doi.org/10.1111/mbe.12015

White, R. E. (2012). The Power of Play. University of Minnesota.

Wood, E. (2009). Developing a Pedagogy of play. In Children (pp. 27–38). Early childhood education: Society and culture.

Wood, E. A. (2014). Free choice and free play in early childhood education: Troubling the discourse. International Journal of Early Years Education, 22(1), 4–18. https://doi.org/10.1080/09669760.2013.830562

Zaini, A. (2019). Bermain sebagai Metode Pembelajaran bagi Anak Usia Dini. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal, 3(1), 118. https://doi.org/10.21043/thufula.v3i1.4656




DOI: https://doi.org/10.17509/cd.v14i1.51942

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 UPI Kampus Cibiru

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini

Published in collaboration Program Studi PGPAUD UPI Kampus Cibiru, APG PAUD Indonesia, and PPJ PAUD Indonesia

Creative Commons License
Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://ejournal.upi.edu/index.php/cakrawaladini.

View My Stats at

View My Stats