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The 3d International Conference of Early Childhood Education (ICECE) 2015

Early Childhood Education Department Faculty of Education, State University of Padang

EARLY CHILDHOOD HOLISTIC AND INTEGRATIVE

Engku Syafe'i Roc Padang, Indonesii

ISBN: 978-602-17125-9-7

Katalog Dalam Terbitan Proceding, The 3rJ International Conference of t:arly Childhood Education (ICECE) 2015, EARLY CHILDHOOD FIOLISTIC A N D INTEGRATIVE. Faculty of Education, State University of Padang.

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ISBN: 978-602- 17 125-9-7

Editors: Dr. Alwen Eentri, M.Pd (Dean Faculty of Education, State University of Padang) Dr Ann Cheryl Armstrong (University of Western Sydney, Australia) Sumolnit Kranoodwong (Shrinakharinwirot University Thailand)

Commitee/Lay OW: Elise Muryanti , Syahrul Ismet Rismareni Pransiska Saridewi Nur Hazizah Prima Aulia

Publisher Faculty of Education State University of Padang Hamka Street Complex Air Tawar PADANG Phone (075 1) 44687 1

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PREFACE:

Dr. Alwen Bentri, M.Pd. Dean Faculty of Education and Sainw

State University of Padang

We appreciate the implementation of the 3d International Conference n : ~ -ly Childhood Education by the Committee of Early Childhood Edur- Ion Department, Faculty of Education, State University of Padang. T h ~ s conft: Ice has become an important agenda every two years of the Early Chi!,' 3od Department. This activitiy supports the vision and mission of State Univerc of Padang, and Faculty of Education will be an excellence ~nstitution in in Southeast Asia. . Early Childhood Education Conference is very useful for many people, esp-. ?lly for child educators, academics, researchers and students. In this conferer :;ill be discussed various issues related to early ch~ldhood education under th!: . me of holistic and integrative which is the issilz today and future. These isski. till develop awareness in education department, schools and social. Throughol.: this conference supports the interaction and comlnunication between obsenLi ; of early childhood education from vzrious regions. national anci international.

Y e expect from this conference wili p r o d ~ l ~ e a variety of studies o : - ,~r ly childhood education and recommendations for the competent stakeholders. 3, it will -support synergy : relationship between universities, stakeliolder:: and communities in building and developing early childhood education, betrcr snd more development in the future.

Congratulations for conferences committee.

Dean Faculty of Education State University of Padang,

Dr. Alwen Bentri, RI.Pd. NIP. 196 10722 198602 1002

CONTENTS

Page

Clobal/Local Childhoods: Re-Weaving T e \.+'h2rikT1n Early Childhood Settings In Aotearoa New Zcaland For 'Two Decades

........................................................................................ (Marek Tesar) 1

Communication Keys; Understanding the Importance of The Early Childhood Teacher's Role in Children's Language and Literacy Development Within a Holistic, Integrative Approach to Child Development. (Sarah Ohi) ....................................................................... 14

Development Processes T o Enhance Caregivers' Preschool Child-Rearing Ability Based O n Communities Of Practice Approach: Participatory Action Research. (Rungrong Sommitr ) .............................. 24

Chi!d Rights And Child Protection in Thailand : Situation And Trends For Education Approach I n tisean 2015.

.............................................................................. (Gump~nat Boriboon) 3 1

Holistic and integrated Early Childhood Education in Malaysia (Associate Prof Dr.Azlina Mohd Losnir. ) ............................................... 45

............ Religious Education of Early Childhood. (Anayanti Kahmawati) 55

Managerial Combetence Supervision in Elementary School Bukittinggi (Anisah) ................................................................................ 65

Learning and Development of Writing Skills in Children Kindergarten: a Critical Analysis (Abdul Azis) ............................................................. 73

Integrating Language Skills Through Children's Literature (Isage In Kindergarten (Barokah Widuroyekti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 1

Introduction Of Science Through Cooking Class .Activity In Early I . , , 1 1 ChiIdtioo(1 ( C ~ ~ I S ~ I L I ~ I I Kild..!: !'\,., . . ~ ; i . ..&iuL , , i L i L , , ~ i ~ ~ . , 9i I

Conipetence Develol)ment of Eal-ly Chiidhood Ed rrc:ttion Teachers Basetl On -1-ecl~nical O r i c n ~ a tioil i)ada11 S u r aria J... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

lise of \'itleo Etlrrcation for I .c:~~.ning in 1.:arl! ('liil(lhood (Eldnrrii). . . . 1 14

Improving The Ability of \.oung \lother to Stin1uI;lte t;arly Childhoocl Developn~ent in Poor I;arnil? 'rbrougll i l o n ~ e Visit Program

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Elis Komalasari) 122

........ Teacher Reflection of Trial BKBB Learning 'Model (Euis Kurniati) 13 1

Sense of Children in Drawing in Indonesia kindergarten (Farida Mayar) ........................................................................................ 138

* T h e Role of Parents Educational Level Within Talent Development of

............ Children in T K Darul Atsar (Farny Sutrianv .lafar; Syamsuddin) 144

T h e Development of 'Traditional Game into Educative Game for Stimulating the Early Childhood Development in West Nusa Tenggara

. (Nyoman Suarta, Dwi Istati Kahayu, Moh. Irawan Zain) ............................ 15 1

T h e Importance of Informal Education Before Entering Early Childhood Education Institution: Lesson Learn from O u r Culture

.............................................................................................. (Fidesrinur) 166

The Implementation of Movement and Song Development Strategy to Improve Cognitive Ability in Recognizing Geometric Shapes to Young

....................... Learners (Hanggara Budi Utomo, I Devi Ayu Novita Szri) 174

T h e Increase of Early Childhod's Language Developrne~tt with Thematic Approach (Hendra Sofyan) ...................................................................... 180

T h e Effectiveness of Contextual Teaching Learning hIodel in Environmental Education In Kindergarten (Heny Djoehaeni,

........................................................................... Asep Deni Gustiana) 194

Parents' Attention ~nf iuence The Mind Of Toddlers Development ............................................................................................... (Herwina) 20 1

T h e Descriptive Study of Vocabulary Development in Implelementation of Early Chilhood Education (Indra Jaya) ........................................ 2 13

T h e Effect Of Carton Movies on Storytelling Ability for Prt-School Students in Kindergarten (lndra Yeni) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

,911 pc~.\.isors' .icadcrnic crr!jcr\.icinn Corn nctcnce i t Elcmcntary Schools . . 7 1 0 in Buk~ t t~ngg i (Irsjxi) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . --

' l ' l~c Inl~)or-t;~rice of JIcrlt;~! Stir~iirli~tio~i for !:.!TI?. C 'h i l~ l l~oot l l ; t l~~c:~t ion (Izati) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336

Physical Stamina and Strength fiintlergartcn 'Teachers I'erception in Papua Province (Sonni Siahaan) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343

Character Building: Islamic Parenting (Kartika Rinakit Adhe, Wulan .................................................................................. Patria Saroinsong) 25 1

Creativity and Aesthetic Development: Improving Nurture Parents to Developing Creativity and Aesthetic Rased on Mul t z l e Intelligences far Early Childhood Aged 4-5 Years. (Luluk Asmaivati) ........................ 260

Formation of Character Through Early Childhood Education Cultural .............................................................................. Values (Mega Iswari) 272

Improving Gross Motor Skills Through South Sulawesi's Traditional Games, Action Research In Group B Children At Al Abrar Islamic Kindergarter. Makassar, 2014. (Muhammad Akil Musi, Bonita Mahmud

...................................................................................... and Syamsuardi) 278

Introducing Saito Kirniko'S Physical Activities For Stimulating Early Brain And Motor Development Of Children (Murni Ramli, Yudianto

.............................................................. Sujana, Suciati, Riezky Maya P) 288

The Influence Of T h e Media Flash Card Against tbe Introductioc of Speaking in English to Children (Nenny Mahyuddin, h4011i Marsela) .... 298

Transactional Analysis Ccunseling Model To Rcduce Aggressive Behavior Of Children Prinrary S c h o ~ l in Padang Citv. (Netratvati) ...... 306

Learning-By-Playing Activities For The Development Of Preschool Children. (Neviyaqi S) .......................................................................... 3 15

Model Problem Based Learning Application to Improve Mathematical Logical Intelligence for Early Childhood. (Nina Kurniah) ..................... 323

Study About The Implementation Of Character Building In Education Character At Paud Harapan nunda, Kampar District- Riau Province

...................................................................................... (Nini Arya~ii) 33 1

Information Comunication And Technology (ICT) In Education Early ( ' ~ l i ~ ( ~ ~ l ~ o ! ~ ' , ' ' ) I , \ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 3 S

Collaborative Counseling \Vith Behavioral .4ppro;ich To Improve Socii~l Skills OSCl~iltlr-cn \ \ ' i t11 iltlcrltior~ I)ciic! I-llyl~cractivity Disortler (ADIID) ( N U T Faizah Romadona) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352

Child De\,elopn~cnt Eniotional ii~telligence Through Outbound clcti\*ities in Kintlergartcn Rlutiara .Inanda Patlang (Nur Hazizah) 36 1

The Affect of Early Childhood Teachers From Jakarta , Bogor, Depok, Tangerang and Bekasi in Learning Mastery And Factors That Affected it in 201412015. (Nurfadilah,Fidesrinur, Nila Fitria) ................................ 368

The Development of Naturalistic Intelligence in Early Mildhood (Nurhafizah) ........................................................................................ 39 1

Environmental Education Through Project Approachin Early Childhood Education (Ocih Setiasih, Leli Kurniawati) .............................................. 401

Early Detection Efforts Through Children Pre-Participation Health Assessment in Sport Involvement (Pudia M. Indika, Endang Sepdanius) ... 4 12

The Effectiveness Of Parenting Training In Early Childhood Development (Radhiya Bustan, Nurfadilah, Nila Fitria) ................................................. 420

T h e Development of children's Attitude in Cooperation Toward Playing Water And Sand (Radhiyatul Fithri) ...................................................... 428

Characteristics Of Investment Moral And Religious Values For Toddlers in Pekanbaru Riau (Rahmah) ................................................................ 436

An Analysis Of The Receptivity Of Tempe P u d d i ~ ~ g For Toddlers In .............................. Padang Nanggalo Health Center (Rahrni Lisdeni) 445

Influence Of Singing Activities Toward Child's Arithmetic Of Kindergarten Negeri 4 Padang (Rakimahwati) ...................................... 453

Exploring how a Child's History Rleets the Education System .............................. in Remote Areas Within Indonesia (Kina Windiarti) 459

The Development of Outdoor-Based Science Learning >lode1 For . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lower Class In Elementary School (Risda Amini) 472

Invol\~ing Parents in The Activities of Assessment Earl! childhootl ..................................................................................... (Riska Ahmad) 4 80

PI-ornot~ng I11e Liinguagc Lleveloprnent ot 1 ourig Chilciren . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Ris~narerli Pransiska) 488

The Relationship Between Emotional Intelligence and Pr-oblem-Solving :4hilitics hl;tt h Story Prol)lerns, Survey on Childhood Elclrnentary

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class 111 i n .J:\kal-fa (Rohi ta ) 393

r-\pl)lication of Playing Clay in Fine Motoric Dcvclopmcnt of Children aged 5-6 years in Kinilel-garten of Srijaya Palembang

(RuI;i>.aIi. Sapta LVahyuningsih) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 503

T h e Use of Games and Educative Aids in Teaching English ,!: Kindergartens in Karanganyar Central Java ( R u l ~ Hafidal;! 513

T h e Effect Of TPR Method Towards The Students' Englis', ' I . ' ~ 1 ~ ' .-- .4ge 5-6 Years Old t i t Kindergarten Assyifa Padan'i (Saridci.: ! 1 - 523

' E M F (Traditional Game Of Modification Fortress) O n Sl p i : '

Emotional Ability (Saroinsong Wulan Patria) ............. ........ . . . 532

Education Peace For Early Childhood (Serli Marlinn) . . . 540

T h e Methods Of Development Children's Speaking Ability !;: ' . , :': ' T

Kindergarten, Tabing - Padang (Sri Hartati) ...... . . ... .. . ... .. . . . . . . 548

T h e Role Of Edccators In Introduce Technology In Earl: Through Science Activities (Sri Sumami) .... ... ........ .. . .. . .. .. . . . . . 554

T h e Quality Assurance Of Preschool Education By Meal.. '

Accreditatiou (Sufyarma M) ..... .. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . 563

Improving Geometri Ability of Children Through T b e o r . .-

Learning Process a t Undergrden B Srijaya Negara Pal~:.-.: (Syafdaningsih) ....... ... . . ....... .. .. . ......... . . . . . . . . . . . . . . . . . . . . . . . 5 74

Teacher's Role to Develop Emotional Intelligence of Kir : Children (Syahniar) ............................................................... 58 1

Parents Orientation Program in Early Childhood Education pa. .

Social Learning Approach (Tina Hayati Dahlan) ............... . . . . . . . 588

Development Of Early Childhood Creativity Through PI:, : (Tuwewa Pangaribuan) .................... .. ........... ....... . . . ....... ... . . . . . 592

FVonlen's Role 'l'owards Early Age Children: Study on a '.'lr

I-Iousewifc (Titik S e ~ o w a t i ) ....................... . . . . . . . . . . . . . . . 599

The Project Al)1)1-oach In Education Of Flash Flood Ilisaster 1'. nt:,.':;::tion 1,'01. I-:;I 1 . 1 (.:IiiItlllootI I.;tl uca tion ( Wal i u I )yali L a h s ~ i ~ ~ N'al-dhan; ! . . . 622

. . Ikginning %lath Ilpgrstles Through Cooking Fun !lctivitic~~ . r ' - 'j

(:hiItlhootl (Windi D~viAndika) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 3

Eco log~ Hasetl Science Learning For Early Chiltihood (Yn.:..;. . . . . 643

viii

The Application of Word Media in Reading Activity of Early ................................................................... Childhood (Yulsyofriend) 650

The Development of Learning through Play Module in Enhancing Children's Understanding of Number Concept (Zak iWohamad Ashari, Azlina Mohd. Kosnin, Yeo Kee Jiar) ................................................... 657

Pakem (Participative, Active, Creative, Effective, And Fun) Model in Learning Of Pre-School Children (Zulminiati) ...................................... 666

Teachers' Perceptbn of Sex Education on Early Childhood in Riau (Rahmah, Susi Herlina) ........................................................................... 673

T h e Child's Self-Protection and the Different Parenting Style (Rizqa Nur Fajar, Rusnla Apriliana, Ryzka Nxdianti, MroroAyu Wigati) ... 68 1

Computer Learning for Young Children Stimulation (Syahrul Isrnet) ... 692

The 3rd International Conference on Early Childhood Educat~on ' Proceeding State University of Padang, September 20th-21st. 2015

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COMPETENCE DEVELOPMENT OF EARLY CHILDHOOD EDUCATION TEACHERS BASED ON TECHNICAL ORIENTATION

Dadan Suryana

Universitas Negeri Padang, Knmpus Air Tawar, Padang .E

dadan.suryana@,yahoo.com

Abstract

Pei : fo ln~i~g oile 1,illrigc irr ca1-117 chilt/lrood cdirct-1tior7 institiitiorr is iirrdci. Edircatio~7 illrthor-ities o f ' West Sumatra PI-olincc. Tlris policy is llei:y positive becai.rse it carz pro~f ide opportiiniiics for childl-er? to get an eedcatior~, but it does cause problenzs, ilarnely the lack of resolrrces tlzcrt teciclzers have the pedagogical, personalip, social, arrd p-ofessioncil. \Vest Sunzatra Provincinl Edzic.ation Departmelrt crs air institiitior.1 tliat lzas the a~rrhorit)) to pro~vide eh.lccrtiorr and training is re@onsible.for improving the qzlalitj. of teac1rei-s in the oren. To in~pro1.e teaclzers ' qualih9 of e~n*ljl clrildhood edzrcation pro,or-anz is prol-ided the technical orientation of teachers of early clri/dhood edlrcation. Holt.cver, the i-eali(~- in tlzcv ,fielrl o f techr~icul oi.icrrtcition pi-ogr-ailr has not becrr ab/c to i~?rilie a sig~rj/iccii~r coirti.il~ir/ion. TCL'I~II~CCII 01.ic17tntiorr ilcecls to be i7lade as ci model qf ' sti.lrct~ir.cd pr.o,~r.artr o f tcclrniccrl oricirtcrtioi? ~ r r l r l nlat~rinls I I ( ' c ~ ~ c / I 01-dci to t/el*e/op pcdagogic.rll, ~,crsonirli~., socicrl, anti' pi.of?ssioi~nl. Tlrc I-csear-cl; rnctlrotls lrscd iir this t.cseai.ch is I-esccii.c!~ arrd de\.elopitrcrrt (R and 11). Rc.riilts of ' the. first stnge c?f'

this I-csccirch is cr i ~ o d e l o f technicnl or-ier;.tntioiz o f cai-11) chilc/ilood edirccitiorr te'ncli?rs are eqiiippcd ~v i th reachin? matel-ials u.ell- str.~rctured, so it is c?flecti~~e in in?pro~'ing tirt. qlrfl/ih.' o f early childlzood edlication teachers in West Sz.imatr*a.

West Sumatra is one of the pr-ovinccs are conccl-necl abou~ C L I I . I ~ cllil~li~oocl scr.\.ic:es. nianagement of institutions of early cliildliood education and care to i 1 ; 1 1 ) 1 . ~ 1 \ c 1 . 1 1 ~ qii;~li~! 01. [ L Y I C I I C I - ccI i~c;~t io~~ of ~ l i i l ~ l ~ ~ c ~ i 01. L.;II.I!, ~ ~ l ~ i l ~ l l ~ o o c l L ~ ~ L I C : I I ~ ~ I I .

I t \\.as \\:it11 the introduction of the ellipse of the institutions of early cliildlioocl education. One \.illage an early c:liildlioocl eclucation insti:utinns \ \ r i l l he nic31-c early ~lli!~llioocl dc\,elopment needs of underser\.ed i n scr\.ice. health CLII-e, t111cl

alyxopri;~te care gi\..en by pai-ents to tlicir children. as \\.ell as educ:~tio~i i n accordance with the stage ot' development i)f the chilti ' age. The program 01' tlic ellipse of the early childhood education institutions. announced by the

The 3rd lnternat~onal Conff rence on Early CI lldhood Educabon. Proceeding State Un~vers~ty of Padang. Septernt)er 20th-21st 201 5

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government of West Sumatra fo~in one institution with progralns for early cliildhood edl~cation pilot in each district 1 city. Early Cliildliood Educat~on Tliis pilot will be selected by the government of West Sumatra with tlie criteria of early childhood education has been establishecl, at least 1ii:ve learlii~ig laboratory of early childliood education, have adequate lriealis of pre facilit~es. mini~nal educational background Bachelor of Early Childhood Education. Tliis pilot institute will be a concrete example in all respects by all early cliildliood education in the districtlcity. The early childhood educa&on should also be able to receive tlie teachers around him to do all internship (education and training). Teachers in early cliildliood education pilot will he a tutor for peers. I t is expected a significa~it iiiiprovement in the quality of early cliildliood education in the districtlcity.

Standard Inlplementation of Early Childhood Education

In Act No. 20 of 2003 on National Education System states that non- formal education serves as a complement (complement). replacement (substitute), and adder (supplement) formal education. C'arious prop-ams Iiave been de\.eloped in tlie path of non-formal education today include: prograln literacy, equality (package a equivalent elementary school, package B equivalent to junior high schools, and package C equivalent of high school), education courses, education life skills, and education early childhood. Each program described above requires teachers and eclucation personnel ~ l i o 1iar.e competeiic~e in accordance n.ith tlie ~x-ograin cle\.eloped.

Go\w-nment Replati011 No. 10 of 2005 on National Education Standards elaborateel that eclucation personnel are requireel con~petence n.liicll i~iclutles pedagogical competence, personality, social and proikssional. Conipeteiice is expected to be possessed by all ~iianagement personnel of school eclucation institutions. includjng the program manager of early childliood education. Business tliat meets the competencies expected to ~neet tlie legal qualifications as a management employee education programs for early cl~ildhood professionals.

Tlius the majority of the personnel manager of carly childliood education that is yet to get training and education support pro+essional duties. Another reality on tlie ground that the manager of eal-ly cliildliood eclucation has an educational background, \vo1-k expel-ience. and education is \/el.). di\~erse. Tlius, not all managel-s of early childhood ecli~c.ation. thcsc meets tlic standards 01' coiiipetcncc slxcifiecl in go\;crnme~it ~ - e g u l a t ~ o ~ ~ ah01 e.

The i~iiplications of tlie abo1.e ccjntlitions and the management of earl\./ ~ . l i i l t l l ~ o o t l ( * l i ~ ~ c . ; ~ i i r i ~ i ,cI.\.~cc: to 1 1 1 ~ I ; I I . ~ L ~ ~ ~ . i ~ l l ~ i o l I ~ L . 1 . 1 1 1 1 111 ; I C ~ C . O I - ( ~ ; I I I C ~ . \ \ i l l ) 1 I i ~ '

provision of early cliildliood education ser\.ices. Tliis is hecause until nour there is n o cl>nilwtc~lc!. .;tnlitlarcls for ertrl~. cli i l t l l io~~~~ eduCaticln iiian;~gei~ient stantlnrcl. 111

this reg;!l-ct i t is important to immediately prcpare per>oi~llcl co~lipctcncy :;tanclarcls institute 01- the business of carly cliildlioc~ei cclucation.

Pel-sonncl competency stanclal-ds Il~stitutc 01- I3usincss ca~-l>. cl~ilclliuocl cducat~on slio~~ld be forniulated jointly by tlie various elements wliicli include: tlic ~lisectorate 01' casly cliildl~ood education, e:u-ly cliilclhood eclucatnrs .\swciation.

The 3rd lnternat~onal Conference on Early C ~ I dhood Educat~on Proceeding State Un~verslty of Padang. September 20th-21st, 2015

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business, academics, and stakeholders. The formulation that has been generated by these elements feed into educational standards bodies to be used as standards.

Early Childhood Education Standards

The implementation of early cliilclhood education should be able to provide optimum and n~axi~nuln service for child devebpment. The standard of early childhood education is an integsal part of the National Education Standards as mandated b l ~ the Government Regulation No. 19 Year 2005 on National Education Standards are fonnulated taking into account the cliaracteristics of tlie organization of early childhood education. Early cliildliood education standards consist of four groups. nalnely: (1) a standal-d Iclel of achie\.ernent of development; (2) Teachers and education personnel: (3) Standard content, process, and assessment; and (4) Standard means and infiastructure, management, and financing. The standard level of achievement of development contains the rules of the gowth and development of young children from birth to the age of six. The level of development reached the actualization of the potential of all aspects of developme;it that are expected to be achie\~c.d at each stage of child development, not an achievement level of scademic .;kills. Standard teachers (teachers, assistant teachers, and caregivers) and education personnel load the required qualifications and competencies. Content standards, processes, including planning and assessment, implementation. and c~.aluation of' programs implemented in integrated ' unlfied 111 accordance lvith ille needs of cl~ildren. Standard facilities and infrastructure, management. and tinancing I-equirements of tlie facility set up. management. and financing i n orde~- to organize early cl~ilclhood education properly.

Early Childhood Education Teachers

Law of the Republic of Indonesia Number 14 of 2005 on Teachers and Lecturers, hinted that thc teacher is a professional teachel- with the primary task of educating, teaching, guiding, directing, train, assess, and evaluate students on early childhood education, formal education, basic education and secondary education. Professionalism in education needs to be unclerstond that tlie teacher slioulcl be someone who has the insticct as a teacher. to know :~nd unclerstancl learners. Teachers must master in depth of at least one tieid of science. Tezcliel-s must !la\,e the crttitude 01' pl-ofessiona! integrity. T!1e position of teachel-s as prof3ssionals as defined in At-ticle 2 paragraph ( I ) servcz to enhance tlie dignity :I I IL \ 1.01c 0 1 ' 1 1 1 ~ ~ C ; I C ~ C ~ ;IS ;I 1c;is1111ig L I ~ L , I ~ ~ se~.\cs to I I I ~ ~ I - ~ . I ~ ~ c 1 1 1 ~ ~ l i i : ~ l i l \ . \ \ ! '

national education. What is meant by tlie teacher as an agent of leal-ning (lealiling agent) is tlie role of teachel-s. alllong other..; 3s a f;lcilit;~t~>r. moti\.ator. boostel-s. cn2i1lce1.s Icarning ,:ancl i~lspil;~tioilal Ical-ning li,r Ic;~nicrs. 1 c;~clic~. C O I ~ I ~ C ~ C I I C ~ 'I>

referred to in At-ticle 8 of the Law of thc Republic of Ii~donesia number I4 of 3005 includes peclagogic:il competence, persona! compc.tt.lice. sc>ci:~l coliipetence. ant1 171-ofessional competence acquit-ed tli~-ou~!i ~~t-clfi'ssioli:~l ed~~cntic-)n

Tlie above fourth co~npetence is linlistic ant! integ-3tii.e in tezclicr 1x1-formance. Therefore. tlie full figu1-c of teacher co~iioetence include (a) the

The 3rd International Conference on Early Shildhood Education. Proceeding State University of Padang. September 20th-21 st, 201 5

introduction of lear~lers in depth: (b) mastery of both fields, of study disciplines (disciplinary content) as well as teaching material in school curricululn (pedagogical content); (c) implementation of educational learning which includes planning and implementation of learning, evaluation processes and learning outcomes, as lrrell as follow-up to the improvenient i111d enrichment: and (d) the develop~nent of personality and professionalism 011 an ongoing basis.

Professional occupation or activity carried out by a person's life and a source o f illcome that requires expertise. skills. or s k n s that meet certain quality standards or nonns and require a professional education. Teachers as prgfessionals implies that the teacher's job can only bc. done by someone who has the academic qualifications, competence. and a teacher's certificate in accordance with the requirements for each type and level of education. In carrying out the duties professionalism. teachers are obliged: learning plan, implement quality learning process, as well as assessing and e\.aluating learning outcomes; improving and developing academic qualifications and competence on an ongoing basis in line with developments in science, technology, and art; act objectively and do not discriminate on the basis of gender, I-eligion, ethnicity, race, and certain physical conditions. or family background. and socioeconomic status of students in learning; upholding the legislation, legal, ancl ethical codes of teachers, as well as religious values and ethics; and maintain ancl foster national unity.

Teacher professionalism of early childhood education in Padang

Prelin~inary research has been done on the 131-oil.ssionalism of tenclless and the organization of early childhood education in the city of Padang b y researchers in that study concluded teachers in Koto Tangall West Sumatra concluded fall into the category of a teacher who has pedagogics!. liersc)n.~l. social culcl professional. (Sui-yana: 2012 ). However, there is a separate secortl ti)r tencl1e1-s in Koto Tnngnh West Sumatra, in the range of 2009-201 1 has alnray?; been a suh.ject of research and community services majoring in early chilcii~ood. .;o there they inclisectly get additional insight:and knowledge of lecturers of' e:!~-ly childhood conclucting research and community service.

Other areas beyond the reach of the Department of Teacher Education Early Childhood Education they are not easy to get infbrmation about science to early childhood cducation. Sub-districts in the city of Padang alone tlier-e is inequality of y-ofessionalism of teachers of earl?^ child!iood education. especially in the city/district far fro13 thc reach of infonn:lt~on ahout enrl!. cl~iltll~ootl educatin~i from institutions such as the Stare Uni \ er-sit! o f Padnns.

The logical consequence of globalization inlpact ~ \ f i l i o r st: It competition het\~'ee!i countr-ics. Each counts>. \ \ - i l l 111:,!. : i:I'l;)~.li 1 , ) \ I i l l flit. # ! ! , I > 7 1

competition anci existence will be ~nainta~ned. 1 licrc~orc. cltl\'clol~lng ccountl-ICS including Indonesia begin to clcan tliemscl\,es \\'it11 ~?ositi\.e steps to pl-epirl-c ~ l ~ l l l l ~ l l l rCSOLlSCC t ~ C \ ' ~ ~ O ~ ? l l l ~ l l ~ Of. 1 1 1 ~ \ ' ~ i l ~ l O l l ~ L l S l ) ~ , ~ ' l h I L , ! . i l ~ ~ l !O ( 1 1~~ ii 1I:ii '~'i~ I ' , L . ~ L

globalizati3n era. Human Resources compctellcics prcp;~t-c cat-ly is \'ct->' ncccssas>. to be able to compete to win and compete for crnpln>i:lcnt o ~ l x ~ ~ - t u l ~ i t i c ' s opc11 111

\:arious occupations and professions. \:c~-y rapid t l ~ t \ clolment totla!. rt'cluirc'.; I-eadiness of qualified Iiuman resources that I-ccjui rc prepal-nt ion is also accompanied with a better i~:frastructure ant1 reasonable t'ces.

The 3rd International Conference on Early Ctr~ldhood Education. Proceeding 1

State Unlverslty of Padang September 20th-21st. 201 5 I-...

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stn One aspect that is very important and strategic includes preparing work stel

competence Standards to be used as a reference in the de\.elop~nent and D e. preparation of qualified and competent human resources and recognized by all 19: stakeholders (stakeholders) and nationally applicable in the territory of the Republic of Indonesia. Under Law No. 13 of' 2003 on Labor emphasized tliat vocational training programs should refer to job competence standards. Furthennore, Government Regulation No. 3 1 Ye% 2006 on the National Vocational Training System reiterated tliat training and certification of labor should refer to the National Competence Indonesia, International Labor Standards and the Standards of Competence Special Competence. Public anrareness of the higher will need the National Competence Indonesia for all sectors of industry and business field as a reference in impro\.ing the quality of human resources. is a chaiienge that is not easy and needs to be realized in order to meet the needs of the industry 1 business. Preparation of Standard Skills in the past has been initiated by the respective departments / sectors and business field, but at that time not well coordinated, so that each sector enforces skill standards fe~r the sector. I t is difficult for us to know which standard is actually a national consensus and recognized nationally. .

The enactment of new laws and a manifestation of the desire of all parties, to improve the quality and productivity of Indonesian Iiuman resources, it is time for Indonesia to have Indonesian National WorL Competence Standards applicable and recognized nationaliy and i11ternatio1inll\~. In connection \\.it11 these two guidelines procec!ures for preparation of tlie National Competence Indonesia is complete and follow up the implementation of tlie Regulation of tlie hlinistcr of Manpo~ver and Trans~nigr~tion Republic of I~itloncsia Nutilher 21 o f 2007 and thereafter to be used by various stakeholders in desi%ning anel preparing \ \~n~-k competency standards in accordance with the neetl? of cle~,elop~nent 14utna11 Resources in each sector.

s 1

Research hlethodology

The metl~odology chosen for this research is Research and Development, 1 Research and Development is a method of choice because it has a more complex I

process in the stage-the stage that can accnmmoclate di\.erse interests of this study ,

(Borg 1989: 784-785). The program de\.elopecl a p~- t~Iuc t nssociotcd \\;it11 the training of teaching techn~logy tliat req~il-es jilstitication in the Iear~liny pruce.;. Consequently researcher takes a lo11.g time to seat1 m:lil! books a~lcl tl1col.i~~. \.i.si[s and conduct focus group cliscussion to tlie \.arioas pal-ties :~ncl get inic~ tlie

4 , c i ~ ~ s s ~ ~ o o ~ i i to prc~\~icIc l c c l ~ ~ i i c ~ ~ l O I - ~ ~ I I ~ ~ I ~ I O I I 111 L ~ I - ~ I c I . L t 8 ;:XI L t ~ i ~ l ;I,,.: i < .,., .:a.L..

I and circumstances of delivery and response prngu-am technical orientation I education ieacher cliildl-en early age. P.iIc~thods : ~ t ' licscarcli ant1 Dc\.clol~~ilc~~il I

requ!res a process and rec;uircs a strolls spil-it. J > C I . - - I ~ ~ C I ~ L C , L ICCI ) , I I I L ~ C I ~ I ~ I ~ ~ I ;

observations, as well as long patience in 171-ocluci~ig \.;lsicty of cre;lti;.c ~ ~ I C L I S .

Program technical orielitatiori of ~i.;icliers of'c:~~-l>. cliilcllloc~tl c ~ l ~ ~ ~ ; ~ r i o ~ l i l l

the Department of 'Xest Sumatra provincc is one o t' clcsign tcaclii~lg ~ ~ i l \ ~ l o l c ~ ~ > . that requires an appl-opriate metliodolog!. as a \.cliiclc (\~c.liiclc) ti)[- ;I ~.c..;c;~~-~li interest holistic \ -v . i t l~ a set-ies of processes tliat niiist be untlcst;tkc~l \ \ i r l i a

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State University of Padang. Septeenber 20th-21st. 2015 --*---.., -.. -..--.,..--

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structured, planlied and controlled , I t is then detennined for the region and the steps of this research work into ten stages. guided by the Research and Development developed Borg and Gall with the translation as follows (Borg 1989: 775).

Figure. l Research ancl De\.clopmcnt Steps

Steps of Research and Developl'uent

Research 8r Infonnatioli Collect~Tg

Planning

Develop ~reliminarT form of Product

Field testing & Procluct Re\risinn

Final Product Revision

Disseinination & Implementation

The steps of research and developnient. Esp1;ination of each stage is as follows:

The first phase, gather information (research a n d collecting iiiforn1atiol7). In this research study related technical information about the orientation program

I of early childhood education teacher who has been I:eld by the Office of West Sumatra province.

The second phase. the planning (planning). \f.hicIi in this stucly col~tlucted a series of literature review and theory (L,iterature). :I tliscussion \\.it11 tlic Head of Education West Sumatra. Head of earl!. cliiltlliootl ::ducation. ~~litli.r-takin~ tlie program, Head of early childhood educatioii in tlic official C' i t ) . scgencies in West Su~natra. Tllen get the t idings. co~~scnsus, pl-olvwitions. ant1 gencrnlizatioli to understand of the materials program tucIiniz;~l o~.ic~ltatioti of teacliers of early

j childhood education that is suitab!e gi\.en tc) teacliCl-s and managers of early childhood educatih, focus group discussions with tlie head of the field of early childhood education Provincial Office, the head ot' tlie field of early cliildhood education, City 1 County, principals and tcacliers of early childhood education.

I The third stage, to develop a program (develop a prelin~inasy fbrm of tlie product) in this research is tlie design of tlie ~ ? ~ ' n ~ ~ ' a ~ i i associatecl with tlie preparation of the technical orientation concerning tht. matel-iitis. ~>l.occsscs ;111cl

k evaluation by socializing in the ti>sn~ ot'n eliscussion \\ . l t l i tlir pro\,incial cclucation I

F department and the head of the tield o:' e'rrly cllil~lll~~od eclucat~o~i. tlic IX'O\ 111cc the head tlie tield of early cl;ildliood t.cluc;~tin~i. cit! cxtant).

, ' 1 1 I . I 1 . I . . . , T i ~ c 1L~1rtl1 >ttig,c3 i i ' i d ~ ~ I L - ~ I L I ~ I ~ ~ ~ . o c L l i ~ ~ ~ l , . l u ~ L L L l l l l , i ~ ~ L L l LL.,L. < ; i i i L I

t I developed a measuring instrument i n ac.corclnnce \ \ i t 1 1 thc ol.ic'~~t:~tion pl.ogrnrn

I teclinicall! clc\-clopecl. c;tlih~.;~tc[l :111(1 1 1 1 I ! ~ c ' I , . - ,!I.,, l i : i i ; t ~ , ! i l l ~ l i c l i ~ ~ ~ ( l (preliniinary field testing) to justify pl-og~.;ill~s ~lc\-clol~ecl in this s r l ~ t l ~ uc~nlbincd with actiol? research method using t1vc1 ~ . o ~ ~ n t l s of t l i c c ~ c l c . numcl~. tIir.ougli !lie

I initial pli:~se (initiation). tlic clisco\.er>. ~,ll;~sc ( t l c t c c ~ ~ ~ ~ l ) . ~ 1 1 1 c l rli~. ~ > l i a \ ~ s 01' tlle Y decision (judgnlent). (Schmuck 1000: 50-57 j

The 3rd International Conference on Early Chllilhocrd Educat~on Proceeding State University of Padang. September 20th-21st. 2015

_._- ___ _ I _. _ . 1 I r The fifth stage, on stage to five revisions (main pr.oduct re\lisicln) do focus

g o u p interviews consisting of the head of the field o l ' c ~ r l y cliildliood education, technical orientation progra~n instructor test site. After the final progralii effectiveness trial conducted technical orientation prc~~t-arn for ex-ly cliildliood education teacher one round in the Office of West Suni:lt~.a pso\,ince.

The sixth stage, a broad diffusion in this study at :lie macro socialization is not done because o f limited f u ~ ~ d s , time, ant1 the team. *

While Borg and Gall i n Semiawan tlcvelopinp Rcseasch and De~celopinent into three cycles, namely ( I ) cycle studics. (2 ) eLaluation c\.cle. alid (3) the

i development cycle through the six stages of the appt.opr-iate metliocls of rereal-cli and development througli regio~ial mapping and c~l>errltiolinl measures as

I contained in the follo\ving chart (Scmiai\'an 7007: 1 S 1 - 1 S7).

I I

Figurc.2. Cycle of Research and De\rel(.qxnent !

Cycle I Preliminary cycle

-,,-,I?

c>,.T\ 90 13 > I

I

E~.al:iat ion Stucly De\.cltq>~ilent

-- 1

Step I. Theory and data Step 111 17 Stel? 1' \

Collecting

Step I1 Description ~f the technical study ' orientation program for early childhood education teacher Provincial Office of West Sumatra The fi~icli~igs. consellsils.

Technical Orie~~tntiil~l Teache;-s earl! childhnotl cducation

Step IV

Linuted Disse~ninatiorl to consu~nmation

orani Pro,

l L propositions and

hilotlel Technical Osicutatinn -l'eaclier prngra;ii for early cliildhood education that was revised after the final tested

Step \!I

Wicle diffi~sioii (not

, /

\ , i

I 1 I

gcne1-nli7nl ion \, I - - .-

\ I

tlol:c iri t h i s ;!11d!.)

The 3rd lnternatlonal Cocference on Early Childhood Educa'i, ' ?r 1-cding State Unlvers~ty of Padang September 20th-21st. 2r1

As for tlie details as follows:

First the first cycle of the tluee cycles of Rc.;carcli and Dc\ c.lc , . . ,c ,~l t \vill be conducted a series of studies wliich consists of tv o phases.

The first phase of col lect i~~g inforniatio~l (rescarcli and i!it;l~-~nation collection), related to tlie study of literatul-e cancel-ning tlie thenretic;.! . .-: ,<mm of technical orielltation of teachers of earl!- chilclhood eclucation arlcl otlici- current issues in tlie field o f the training program. Of t h e ~ r y and the stui - :::' other cutting-edge issues have fonned the technicai cvientat~on of the stuclq , - 'gn such as the following figure below:

Figure.3. Study Teclinical 01-ie~itation Design

Stud~, of tec11n;cal t.lrientn~ion ric:ign

n . .b

P~.ofcssio~~,~lis~n nf technical

orient:lr ion

Teacllers

Teacher Col1ipc~alce

1 . Pcda~egical Compctcncc

3. Professi- I I - Technical Competence of l l a r l ~ ( 'iiidhood

Eclucation 1-eacher blcidel

The second phase, the planning (planning), \\~liicli in this stu(L .i>nducted a series of studies on Standal-ds of Early Cliilcllic~ocl Educatioli. . npetence manager o f early cliilclliood education. coliipetencc 01' reacllcrs of earl. . I~ilclhoocl

- . education, insight into early cl~ilcllloocl C ~ ! L I C ; I ~ ~ ~ I I . \\llicli tllc~l get 1. . 1111cl11lgs. consensus . propositions. and g t . ~ i e ~ - a l i z ~ ~ t i ~ ) ~ l t ~ ) ~111dc.l - t a r ~ ~ l tIiroi1g1~ O L >cl.\.;~;io~i.

interviews, ctiscussions. and focus group iliscussio~i.

The third pliase, a clcvt.loprnt.~lr co~~c.cl,t ~iiappirlg I)royralil niatcl-ial I . ' ~ ~ p p ~ i c c ~ ill tlic li11.111 ~ C C ~ I I > I ' : . I ! .!:.i:: , :i ' i : . \:,I, i : i < ~ . l \ . . ,!:.. : : \ I , > . ,! . I . i l l

~x-"gram of tecl~nical ori'3ntation of teac1ic1.s of c;~rl! cl~ilclliood c~tlucar~on slid tlie results of t11c stild; each stage.

The 3rd lnternat~onal Confeirnce on Early Ch ldhood Education Proceeding 1 State Unlvers~ty of Padang, September 20117-21st. 201 5 - --, r --"-As.. 7 - G . ., -,.. . +>r - . . P' - !

Figure.4. Technical Orientation Program I

Tisig~>ts ens!! cllildhood education

Child de\elopment The cle\.e!opnient of Learning and Education concept 1.earning early childhood education Integl-ati1.e Ilolistic Parenting prograln ECE Character Educatiotl Early cliildhood education cun-iculu~n ITnrl>f chili!hood eclucation !>olicy

Early Childl~ood Education Standard

Institutions standards for early childhood education The cun-iculum standards for early chilcll~ood educatiolz Teacher Standards for early childhood education Infrastructure Stanclards for early childhood eclucation

The concept of technical orientation ~>rogr:~-n for earl!. cliilclhood education teacher stucly results is I-eady to l>e de\.elopetl syllabus and Technical Teachers Matter Orientation early childhood eclucntiot~

1

v Teacher Competence earl?, childhoc~.! education

Petlagogic competence Professiotial Competence Social competence Personal competence

The fourth st'age, Developing Instrunlents measured, calibrated and tested ! a limited field prelimi inn^-y fielcl testing) to look at the huitnbility of tlie material '

in the field, especially observing the ktlon*ledge of teachers of early childhood education oil early chilclliood education, teacher competence early childhood I education, standard of education of cl~ililren e a r l age and insights early i childhood education in this stucly combined \\.it11 tlie ~ncthotl of r:ction rcsearcli in order to justify a progl-aln tlc-\-elopccl to bet. II:I \ \ . 1111- the signiticance of' tlic I program \\.it11 the technic;~l osit.~lt:~tion oI'tc,.~cl~c~-i: of i.:11.1:. cl~iltllloocl c ~ l u c ~ t i o ~ ~ h j '

I using one cycle rouncl the caul-sc. throa::!~ a v:l-ie.; 01 ' pllases. na~;:ely pi:ase l ~ c y i ~ ; ~ ~ i ~ l ~ (i l~it i : l t iol~). l l l L > ~ l : : l ~ , ~ . 8 ~ ~ . \ !,\>.!. , ( I,:? , . : t ; , l ~ , \ ~ ~ ! ~ , ~ t \ l , ~ I > I I ~ ~ K , ~ < of t\.!c

decision (Judgment). I his ~nctl~cicl 1s \cry I~clptc~l I ~ ; I ~ I I I > ; a c l ~ u s t n l c ~ ~ l ~ as s v o ~ ~ as possible in tlie event of :I cllnngc ill thc ol>.jcc.~ L I ~ C ~ C I - stucl! . 1

I

C'ycle 111 is a d e \ . c l o l ~ ~ i i c l ~ ~ c.tln>l~tlilg 0 1 !\\.o st;~ycs: C The fifth stage. i~npro\.c~ncli[ anti ~.cfi~lc~llcnt ot' I7rngl-ams t I i ~ 1 1 ll;l\.c bce~i

testecl on :I limitecl baais. Ancl i ~ i i p ~ . o \ . c ~ n ~ ~ ~ l t 01 ' tl:is ; ) ~ - o g ~ - ; ~ ~ i i \ \ i l l ~ I X I ~ I L I C C ;I Ixogran1 as a pilot stud!. that is i - ~ i ~ d \ to I>c tlc\clopctl a~itl I-cl,licatctl. 7'hc sixth stage, a progsaln ready to trans fcs.

I

The 3rd lnternatlonal Coiference on ear'^ 'Childhood Educal~on, Proceeding State Un~vers~ty of Padang. Septejnber 20th-21st. 2015

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The first phase is gathering i~iforniatio~i (research and collecting infonnation). In this research study rclatecl technical infotmation about the orientation program of early childhood cducation teacliel- who lias been Iield by the Off-ice of West Sumatra province. In tlic proccss of technical 01-ientation conducted by observation of material given to tlic participa~lts related to the information policy, the basic concept, child developlnent, physical developlnent and child nutrition, early childhood education 7!I1rriculum. Basically tlie implementation of technical orientation in tenns ot'mnterial is sufficient, but tlie material is not tiered and sustainable. Then, there \\,:IS no ongoing training and orientation stages. It is an obstacle in the field. from the \,isitation to tlie area of the Sungai Rumbai Dhannasraya gets feedback anil ir~forn~ation. tliat the training will be calried out not announced publicly ancl o n l ~ a fe\\. schools a1-e getting infonnation, so getting the oppol-tunit), to follow tlie orientation of the ollly teachers of certain and so~net i~nes that is familiar ant1 dose to tlie distnct offices. Sijunjung area, Sawahlunto, Solok. Solok Selatan. r'adang Panjang. Pariaman, Agam, lubuk sikaping, Pasaman, Payaku~nbuh ancl Fifty Cities can be the same infonnation that the implementatio~~ of tlie trainilig el-ynized by tlie Department of Education of West Sulnatra is uneven and is not tiered. This suggests that the absence of a system of programnled orientation and \ ~ c s l l structured.

Data related to tlie implementation of technical orielitation prove tliat the material gi\'en to the participants .i\ 110 fi)llo\ried 110 mater-ials. ancl even if carsicd out fscquentl~ recussing moterial This makc\ thc ability of participants technical orientation docs riot appear to pl-c~gresh. bcc;~lr>c the ni:lter-ial provided is the same in each period.

The second phase. the planning. \\.ilicIi in this ..7ti~ciy conducted 11 series of literature review and theory (Litel-ature). a tliscussic~n (\it11 the Head of Education Sumatra \Yest, Head of cat-ly childhood cclucatinil. ~ ~ ~ i ~ l c ~ t a l i i n g the program, Head of erirly cliildliood-educatinn in the official Cityst-gcncies in West Sulnatra. Then. Obtaining, the findings, consensus, propositions. anel generalization to understand of the materials progsa~ii technical orientation of' tc.';lchers of cal-Iy childlioocl education that is suitable given to teachers and Inclnagers of early childhood education, focus group discussions with the head of the field of early childhood education Provincial Office, the head of the ficlcl 01' early childliood eciuc~tion, City!County. principals ancl tcaciiers ol' easly cliili.llisod eclucation. Results Discussion wit11 policy I I I L I ~ C I - S . espcciail~, tltc Ilc;~cl 01 ' tlic c';lsly cliilcI1;o~cI educdtic\l? field I~otll i;l tlic ci[. C O L I I ~ ~ ! . . ~ I I C I IIC:ICI o!. #::II.I> cliil~ll~oo~l ~ ~ I ~ i ~ ~ l t i ~ j i l . Education 3cpart11ient of ')i;;est Sumatra 1'1-oirince :>I-\. .lnni Nu~.ctin. R.lh4 stated t \ l : l r [ I l C ,,,jLyt:!li,,!, ;,>. z ; . m 3 > . i.. 3 3 , f

! , ! . , , t ) ~ . .. . 8 I,!,,,.,' . , I , . , . s l ! l - , 3 1 . ! I ) , ' ~ ' l , . ~ ~ . i< [ l c \ . ~ ~ [ - :I 2 -

Inattes ot. evaluation. Ihc t.sistc~ict. 0 1 rcclinical ~-chca~-ch rnoclcl dc\.elopmc~il orientation lias bcconic \ CI-!. inil~osta~it 311d Iiopc C;II: I ~ L . I ISCCI ;IS ;I I.C~;'SCI~CC i l l ;111y

. . ' . , ~ C L ~ I I ~ I C ~ L ~ ~ ) ~ ~ I L I I ~ . I L I L I I ~ L < , ~ L ~ ~ L ' I ~ . - < ' i ' ~ , i I 1 ; ~ ~ , , , ~ ~ l ~ i < ~ ~ ' ( 1 ' \ IL , . . i i l v l t i l i , , I L ' I ~ l ~ ~ i l ~ .

Thc tliir<l stage. to clc\.clol> ;I psogl-;1m ([It\ clop ;I PI- t l ini innl-v ti~l-m of the j ~ ~ c i ~ i c t ) 111 this rcsc;~~.cll is t l l c i lcsiy~~ 0 1 . t l l c I> I . , I ; ! I . ; I I~ I ;~ssoci;~tc~l \\ . i t11 tllc pi.epara1io11 01. tile tccIi~lic:~l O I . ~ L > I I ~ : I ~ ~ O I ~ L , ~ I I I C ~ I - I I I I ~ ~ tlw ~~ i :~ tc s i :~ l~ . ~ I - ~ ~ C ~ S S C S arid c~.nluation h, sociali~i~l: i l l t l i c till-111 o l ' a t l i s c i ~ s ~ i o ~ ~ \ \ 1.11 1l1c ~)r-o\.i~ici;~l cdiicatio~i

The 3rd International Conference on Early Ct811dhood Education. Proceeding State Un~versity of padang, Septemt er 20th-21st 2015

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department and tlie head of tlie field of early childhooil education. tlie province, the head the field of early childliood education, city / coi~nty.

The fourth stage has already co~~ducted a PI-eli~ninary study on the professionalism of teacliers of early chiltll~ood cclucation in tlie city of Pndang. The results showed that the pedagogic competence. ~,ersonal competence, social competence, and professional competence of teachers still have emphasized development. In particular pedagogical conipetence of %achers is still not evenly u~iderstandillg of science to children agecl ~ n d professicbnal competence related to the ability of teachers to create lesso~l plans semi-annu::l. ~nonthly. weekly, daily. teaching matel-ials and assessment is still low ability.

2. Development of Pedagogic Competence :uid con1pcte:icy Professionals

Pedagogic Competence developnient and professional competence of teacliers of early childhood education in tlie study entered tlie fifth stage. tlie stage of the five revisions (main product re\/ision). Collecting infonnation from the field and fro111 discussions n.itli tl-le teacher as \\.el! :IS policy makers, especially the head of the field ef early childhood education i n tlie city ,' county and :Is0 the head of the field of early childhood educr~tion at tlie 1:ducation Office of West Sumatra province.

Conlpetence of Early Childhood Etlueation Teilcher

Competence of teachers includes p~ilagt)gic;11 co~npetence. personal competence, social conipetence. anti pratlssic)~ial com!>ete~ice nccluirecl tl~rougli technical 01-ientation of teac1ie1-s o r earl). cllildliood ctli~c~ttio~i. Competencies to be developed for e~irly childhood educatio~i icnchers tlirou~li technical o~ientation is especially pedagogiga! co~npetence and ;,1-t~fession31 co~npetence. Personality and social competence does not Inearl uni~nl?orta~it, but c.ln be developed tlirough activities implicitly.

The above fou~th conipetence is holistic ant1 integrative in teacher performance. Therefore, the full figure of teacher cn~npetence include (a) the introduction of learners in depth; (b) mastcsy of both Iields of study disciplines (disciplinary content) as well as tcacliing 11iuteri;,l in school cun-iculum (pecclagogical co~ite~l t) ; ( c ) illll)len~cnlatiw ~~I 'ec luca t io~~;~l it'arnin;r \\,liicll i~icluclcs j>I:~n~ii~ig :11icI i ~ ~ i l ~ I e ~ ~ ~ c ~ i t : ~ t i t ~ ~ i I ~ ; I I . I I I I I ~ . ~ \ ~ I L I : I I I O I : p~~ocesscs ~ 1 1 i ~ i IC;I: .IIIII~ outcomes. 11s well as fi)llo\v-up to tlie iml>ro\lc~ncnt a11tl enrichment; ant1 (cl) the c ~ c ~ , ~ ~ , . , l ~ l ~ ~ , ~ ~ ~ , ~ , ( ' . > . , - . , , , , . , I ; ! > ,>3-,>f:,<i i I ) ! 'i;!,~ <, , , ~ ~ ~ ~ ~ . ~ ~ > i q y \ ~ ; , i i i .

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Article 7 parag]-:lph ( I ) of tlic La\\- of the RCI)LI!>I~C of Inclo~iesia Number 14 o S 2 0 0 5 <1:1t~>q t l i : ~ ~ [ I I C l>~-,.)l>isio~i tc ;~~, l lc~-s ;111cl IL*L.~LI I -CI -S p~-of?ssio~i is :I field of'spcciali~cct u.01.k cal-ricd O L I ~ bjs thc ti)llo\i.~~lg : ,~r i l~c~l~les : II;IS tllc talc~lt. i~ltc~.cst, call tlie soul. a~;cl itlcalis~ii: is cc>~nmittccl 1 0 irnl-l.o\.ing tlic clualit~f of ec!ucatio~l, faitli. piel!.. L I I I C I 110blc ~I I ;~I . ; IC[~I . : I I L I \ . C :1~.~1cie111ii ~ ~ i ~ ; ~ I ~ ~ i c ~ ~ t i ~ ~ n s :11ic1 ctii~c;~tio~i:l! ~ L I C ~ ~ I U L I I I L ~ 111 : ~ c c ~ ~ ~ ~ ~ l : ~ ~ i c c \ \ . I [ I I tile I~IsI,: li;~\.c t11c !~cccss:l~->, c ~ ~ ~ n ~ ~ c t e ~ ~ c c i l l

accorcluncc \\ i t l l tllc !:1?;1;: i r 112.; ~-c.;ponsil>il~~>, till- tllc i~l:~>lcnlent:llic)~~ ot' tlic tasks of 1~rc)fessio11:1li~111: C;II.II ~ I I C O I I ~ C ~ l c ' t e r ~ i i i ~ ~ ~ ' ~ I ill ; I ~ C O I . [ ~ ; : I I ~ C \i.itli job pesti,~-mance;

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The 3rd International Conference on Early Childhood Educat~on, Proceeding State University of Padang. Septe.nber 20th-21st. 201 5

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have thc oppol-tunitj, to de1,elop in a sustainr~ble manner w~th professionalism lifelong learning: have legal protection in call-ying out the task of professionalism; and has a professional organization that has the authority to regulate matters relating to tlie duties of professionalis~n ot'teacliers.

It is a professio~ial occupation or activity carried out by a 1)~rson's life and a source of income that requires expertise. skills, or skills that meet certain quality standards or norms and reqail-e professional education. Teachers as professionals implies that the teaclier's job can only be done by sonTone who has the academic qualifications, competence, and a teacher's ccrtificl~te in accordance with the recluirements for each type anc! Ic\,el of etlucatinn.

In can-ying out the duties professicnalism. teachers al-e obliged: Planning for learning. implementing tthe learning process qi1:111ty. as well as assessing and evali~nti~ig learning outcomes. Impro! in2 a~id cle~~eioplng academic qualifications and competence on an ongoing basis in line u.itli develop~nents in science, techno1ogp. and art: Acting objecti\,e and 11011-discrlmil~atory on the basis of gender, religion. ethnicity, race, and certain phyhical conditions. or family background, and socioeconomic status of students 111 learning; Upholding the legislation, legal. cl l i i i ethical cotlcs of tcac1ie1-5. as \\ell as religious values and ethics: and Maintail: and fo;tes national unity.

Figure.5. The Fo~lnulation Parameters Technical Qualifications Orientation

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- Repetiti1.e and familiar

- In tile context of limited

Conducting:

Ratlies broad scope

Lstablisllccl uncl Il~l~~ilial-

\9'ith choices Iimi tetl

DOCS not require new ideas

accnrtling to tlie clirection

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- No responsibility for the work of others

I - using knowledge I - The activities

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The 3rd lnternat~onal Conference on Early Ctiildhood Education. Proceeding State U n ~ v e r s ~ t y of padarg SepternSer 20th-21st 2015 . -

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- Conducting:

- Broad in scope and I-equire skill that is stanclascl

- Witli tlie choices of a number of procedures

- In a 11umber of t,?miliar context

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V / - Activities: I

I - Applying :I b r ~ i ~ ~ l I

1 - do: 1

- Using knowle<lge of relevant tl~eoretical knowledge

- Intel-pret infonii;rtion a~railable

- Using the * calculatio~is and con.iideratinns

- Implemented a riuniber of problc.ni- sol\.ing is stantli~scl

1Vith r?l:lny choices on the nuniber- of ~rocedi~ses

:n \.a~-ioi~s co~itcsts filmilias and u~iusual

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- In accordance with t directives on the activities of linlited autonomy I

- Under the indirect supervision and quality inspection

- Responsible for adequately on tlie quantity and quality of, , work

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- May be given responsibility for the work of others i

- Activities:

- Br-oaclin scope and require skill and specific reasoning

- Interpret analysis of a\-;lilable data

-. Making a 11u1nhe1. c)f inno\;ntivc pr-c)hlcbm sol\.ing tc) the 1)rol?Icn~s of ~c~iicl-ete and .~ometimes unusual

- In tlie broad scope and skill require special technical

I rensoriiny I (slleci3l1~;1lion)

I \\'it11 tlie choices \.c,I.\, \ \ , i ( 1 1 : t o

- Using a broad knowledge base i,y linking a numher of theoretical conccpts

extensive i !

- Fully responsible for tile quality and the quality of wcrk

- May be given responsibility for the quality and the quality of the work of others

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I the nature, quantity a~ic l cli~alit\. of \i:ork

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- C'sc;~ling a11 anal\.fic

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- Self-directed activities and sometimes give direction to others

k4ay be given rcsponsibili ty ti)^. the i~cliic:~emenf of'the 21-OUP'S work

- Against the plznned

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\Vith guidelines or i~itcl-[isetation o!'tlie ii111g-the bsoacl p~lblic anioilnt ol data

a I t I : I I - Activities requiring

. activities themselves

- Under the guidance i

and evaluation of 1

The 3rd International Corference on E a r l ~ Childhood Education. Proceeding Stale University of Padang. September 20th-21st, 2015

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I - Activities:

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- In a very broad scope and requires specialized technical reasonilig skills

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- With the choices very vride to a number of standard procedures and non-standard and non-standard combination of procedures

- In the context of routine and non- routine changing ::er-y s11nl-p

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theoretical elements

-inp a special in- i - implement: depth knowleclge in

- Managenlent activity / se\.esal fields

process activities - Analyzing, mem-up

and evaluate the - With the broad parameters for the information that is activities that have brmd in scope been specified

- Fnnnulate meawres - Acti\rities with full

appropriate accountability for

solutions, for both detelmining and

concrete ant1 abstract achieving personal

problems work or group

- May be given responsibility for the achievement of the organization's work

Quali ticatio I l1

Subject Competence

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k~s i c : or tariy ~iliiciiiooci Education Concept

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t3us1c 01 Lal-ly ('h~lclliootl . -. - - - --

I / I l ' a ~ . ~ ~ c i ~ ~ ; ~ ~ i t s uncle~.staiicl aspccts I~clucatio~i Concept lia:-aktcI';~rticipants U~~~lerstanding early

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Child Development and I Participal~ts Underqtanding esrly childhood Groivth

cl~iltlllootl g~-c~\\~tli a;id tlc\.elopmenl. Cl~~tle~.st:~~itling aspccts ol'ea1-ly chiIdIiood

g s ~ w t h and development, Understanding aspects of'early childhood development

Participants Understanding Itself olds Early. E ~ I ly childhood characteristics

1 Participants are able to make learning -

I device. Semester Plan, Monthly, Weekly 'and Plan Daily Activities

T h e 3rd lnternat~onal Conference on Early Childhood Ediicat~on, Proceeding State Unlvers~ty of Padang. September 20th-21st, 2015

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Participants Understanding the Basics I curriculuni Early Childhood, Education

Planning. Instructional Materials, 1 Assessment and worksheets children

I V Conducting 1 Participants are able to apply any learning 1 tools are tnnde and in practice in the field

V

E a r l chilclhootl education is an educ,ition that tlerennines the next stage of the educational process, it is a concern of ~ 1 1 1 parties in order to better prepare for the clevelopment of early chilclhood education it1 every area. especially in West Sumatra. Readiness to be built is the readiness of human resources in this case is a teacher. Teacl~ei-s 6ecolne tlic speaslicad of the success of carly childl~ood education. Through this study are expected of teachers have pedagogic competence, personal competence, social competence and professiona1 competence.

V I

Coinpetellcy of teachers in West Sumatra could be deveicped tlirougl~ techiiical o~.icntation organized b]. the Etlucation Office of West Sumatra are ticred and sustainable Orientation h~lotlcl Tecl~nical gencl-ated through this seseosch cornlwtiti\.c grants. Compctencc de\.clopcit is I-elated to teachers' knowleclge of child :ic\xlopment. basic conrepts ot' ear-I y cliildhoocl education. :i1ic1 f l i t : , ~ l ~ ; l i t \ o f tcaclicr..; to ct.c:~tc I c ' : I I ~ I ~ ~ I ~ ~ o ~ ' I ~ s i l l tlic f l r l - ~ i i of semi-nnlii~al plan. nIoiitllly pliul, \i.ccl\;iy i111Ci I I I O S ~ i l l lpo~.~i l~l t i is a ciaill clztivi~y plan. -Th~.ougIl tile qualification fi-nrne\\.o~-k and clcnl- the stagb.; of stn1-t qu;ilif~~ing I to VI ivitli the Ii1.5; II-::I:::I.~:I~ >.:11til I ~ I ~ I ~ C I ~ ~ ; I I y i ~ . , I I L ~ : I L . ! ~ ~ ~ I . ,1111st I ~ ; I \ . c ( 1 , ~ t1~1;lIi t ic ;~t io~~s I t o \ ' I . i

De\:elopmental C1iilci1-en Observgtion

Suggestion I

Participants inay make observations of child development

Evaluation

Specific atl\rice to teacl1t.1-s 01' cnl-1). childhoocl ctlucation should continuc 10 de\!clop p~tlagogical~ personality. social. and technical professionals ~hrough ol.ientation acti\-ities 01-ganizetl by tlic Pso\.i~lcial Education Department, and local

Participants can evaluate learning outcomes using applied learning tools

The 3rd International Conferen,:? on Early Childh.7od Education, Proceeding State University of Padang, September :Oth-illst, 2015

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city county. To the head of the Department of Education both.pro\rincial and local levels to organize technical orientation stages, programnied and structured so that tlie competence of teachers of early childhood edt~cation evenly, and the ,,cnlitment of teachers must be in accordance with their competence and carried out by rotating and ob\liously that dicl not happen o\.er anc! teachers who attended tile orientation , To the c l~a i l~nan of the organization of early childhood education to continue to control the developlnent of co~npetelice of teachers of early c h i l d l i ~ ~ d education, so that seems a significant change in* tlie managing ability and colnpetelicy of the teacher.

Reference

Borg R Walter. Mereditli D.Gall. Etlrrcctriorr~d Re~~ai-c~l l . (New York; Longman. 1989),p.784-785

CarolSeefeldt &i Nita Barbour. Earl?, Clzildl~ood Ed~~carion.(New Jersey:PrenticeHall. 1 998)p. 1 3

Depdiknas . h/lli.ik~!l~4177 Hc~si! BeIc!jc[r- .3/7ctli Usin Dirli (Jakai-ta: Puskur.2002).p. 1

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I pendidikan anak usia dini-bukittinggi-25-juni-2012.PKS/diunduh 26 i Febr-uari 20 1 3

1 Nazir. Rloli. I\lctocr'c. Pcrlc,li/ian. Ghalia Indonesia. 2003

h'lalle!! C i1thqr. National ;\'c~/)i.oi./i / CI~iltl (hr-e. Avalaible at: , httl~:/i~~~\\!.~~~i~~.o~-~:~I~ild.dev.ht~~~l !

Peratusan Pe~nerintali Nomot- 10 tnhun 2005 teutang Standar Nasional

Pendidikan (SNP) s

i Peraturan Mcnteri Perididikan Nasiolial Nomor 58 tahun 2009 tentang Standar

I Pendidikan Anak Usia Dini

i Santrock. John W, Life-Span De\velopment, Brown & Benchmark, Dallas 1997

I Schnluck A Richard. Practiccrl Actior~ Resear-clz .for- Clrarrge (USA:IR/SKYlight Training and Publishing, Inc, 1996) p.50-52

S e r n ~ a ~ v a ~ l R C'onny, 'C'trttrttril h-cc I / / c ' I ~ / u ~ ~ s Per~eIili~rr'~ L / U / I P C I ? ~ ~ I I ; ~ L ~ I I ~ ; I I I 1ii~11i 1 I ' ~ ' I ~ ~ ~ > / ~ I I L I L L I I " ( I<ttliL~~la Prc~xlcla hlcdia Ciroup. 3007) pp. 18 1 - IS7

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I LJnclnng-untlntig No.30 tahun 7003 tclita~ig Sis te~n I'endidikan Nasional

L ' l i ~ l ; ~ ~ i y - ( ' ~ i c l ; ~ ~ ~ ~ Rcpublik Incloncsia nomot- I4 tahuti 2005 tentang Gul-u dan Dc~scn