standards of early childhood education

MINISTERIAL REGULATION

OF NATIONAL EDUCATION

OF REPUBLIC OF INDONESIA

NO 58, 2009

ON

STANDARD OF EARLY CHILDHOOD EDUCATION

BY THE GRACE OF THE ONE AND ONLY GOD

MINISTRY OF NATIONAL EDUCATION

Considering : that in the frame work of implementing the provision

of Article 19Clause (1), (2), (3), Article 20, Article 21 clause (1), (2),

Article 22 Clause (1), (2), (3), Article 23, and Article 24 Government

Regulation of Republic Indonesia no 19 2005 on Standards of National

Education, it is needed to stipulate Ministerial Regulation of National

Education on Standard of Early Childhood Education;

In light of : 1. Laws of Republic Indonesia No.20, 2003 on Systemof National

Education (State Gazette of Republic ofIndonesia 2003 No. 78, Additional

State Gazette of Republic of Indonesia no. 4301);

2. Government Regulation of Republic Indonesia No 19, 2005 on National

Standard of Education(StateGazette of Republic of Indonesia 2005 No.

41,Additional State Gazette of Republic of Indonesia no.4496);

3. Presidential Regulation of Republic Indonesia No.9, 2005 on Position,

Task, Function, Organizational Hierarchy, and Work Guide of

Ministries of Republic of Indonesia as has been altered several times

lastly with Presidential Regulation of Republic Indonesia No. 20,

2008;

4. Presidential Decree of Republic of IndonesiaNo. 187/M 2004 on the

Formation of United Cabinet of Indonesia as has been altered several

times lastly with the Presidential Decree of Republic Indonesia No. 77/P

2007;

STIPULATES

Enacts : MINISTERIAL REGULATION OF NATIONAL

EDUCATION ON EDUCATION STANDARD OF YOUNG

CHILDREN

Article 1

(1) Standard of early childhood education covers formal and non formal education

consisting of:

(a) Standards of level of developmental achievement;

(b) Standards of educators and education personnel;

(c) Standards of content, process, and evaluation; and

(d) Standards of facilities, management, and Funding.

(2) Standard of early childhoodeducation as meant by clause (1) stated in this

Attachment of Ministerial Regulation.

Chapter 2

This Ministerial Regulation is effective on the date it is enacted.

Enacted in Jakarta

On September 17, 2009

MINISTERY OF NATIONAL EDUCATION

Copies similarwith the original.

Head of Law Bureau and Organization

Ministery of National Education

Dr. A. PangerangMoenta, S.H., M.H., DFM

NIP 196108281987013003

COPIES OF ATTACHMENT

MINISTERIAL REGULATION OF NATIONAL EDUCATION NO 58 2009 DATED

SEPTEMBER 17, 2009

STANDARD OF EARLY CHILDHOOD EDUCATION

I.BACKGROUND

Law No.20 2003 on System of National Education Article 1 number 14 states that

early childhood education (PAUD) is a guiding effort to children since their birth up to 6

years old practiced by providing educative stimulation to help their physical and mental

development so that they are prepared for further education. In this process, the communities

have showed their concern for0-6 years old children‟s education, care and protection by

providing varied kinds of services as much as their condition and abilities permit, both in

formal and non formal modes. Formal early childhood education is in the forms of

kindergarten (TK)/ RaudhatulAtfal (RA) and other equal forms whose programs are for

children aged 4- <6 years old, while non formal ones are Child‟s Day Care (TPA) and other

equal forms whose programs are for 0 - <2 year olds, 2 - <4 year olds, 4 - < years olds and

Day Caregiving Programs for 0 - <6 olds; Play Groups (KB) and other equal forms whose

programs are for children aged 2 - <4 years old and 2 - <6 years old.

Early childhood education (ECE) programs up to present do not have standards as

minimal reference for formal and/or non formal education modes. Therefore, in order to

provide quality services in line with children‟s growth and development needs, standards of

ECE are required to be set up.

Standards of ECE are integral parts of Standards of National Education as mandated

by the Governmental Regulation No.19 2005 on Standards of National Education, and are

formulated by considering the characteristics of conducting ECE. Standards of ECE are

categorized into four, which are: (1) Standards of level of developmental achievement; (2)

Standards of educators and education personnel; (3) Standards of content, process, and

evaluation; and (4) Standards of facilities, management and finance.

Standards of level of developmental achievementcomprises guidelines of growth and

development of young children from birth up to six-years old. Level of development

achieved is actualization of potentials on every aspect of development that young children are

expected to reach at every phase of development, and it is not level of academic achievement.

Standards of educators (teachers, accompanying teachers, and caregivers) and education

personnel contain required qualification and competencies. Standards of content, process, and

evaluation cover program‟s planning, implementation, and evaluation which are carried out

in integrative and holistic ways in accordance with children‟s needs. Standards of facilities,

management, and finance stipulate requirements for facilities, management, and finance so

that ECE programs can run well.

II. STANDARDS OF LEVEL OF DEVELOPMENTAL ACHIEVEMENT

Levels of developmental achievement describe growth and development expected to

be reached by children in a range of certain age groups. Children development that is

achieved is an integration of religious, moral, physical, cognitive, language and social-

emotional aspects. Children development covers monitoring of health and nutrients condition

which is referred to inCard Guidance Toward Health (KMS) and early detection of children

development and growth.

Child development takes place simultaneously, meaning that level of achievement

reached at a given phase is expected to improve quantitatively and qualitatively at the next

phases. Every child is unique since every child‟s development may be different from one to

another due to internal and external factors. Even so, child development still follows a

general pattern. In order for children to reach an optimum level of development, it requires

involvement from parents and adults to provide stimulation that is holistic and integrated

covering education, caregiving, health, nutrient and security which are given consistently

through habit forming.

Level of achievement is arranged based on children‟s age group: 0 - <2 years old; 2 -

< 4 years old; and 4 - <6 years old. Grouping of 0 - < 1 year old is done in an interval of three

months because at this age group children development takes place so fast. Grouping of 1 - <

2 years old is done in an interval of 6 months because its development is not as fast as that of

previous age group. For the next age groups, grouping is done within a year‟s time.

A. Grouping of Children Age

1. Age Phase 0 - < 2 years, consists of age group:

a. < 3 months

b. 3 - < 6 months

c. 6 - < 9 months

d. 9 - < 12 months

e. 12 - < 18 months

f. 18 - < 24 months

2. Age phase 2 - < 4 years, consists of age group:

a. 2 - < 3 years

b. 3 - < 4 years

3. Age phase 4 - < years, consists of age group:

a. 4 - < 5 years

b. 5 - < 6 years

B. Standards of Level of Developmental achievement

1. Level of Developmental achievement Age Group 0- < 12 months

Domains of development

Level of Development Achivement

< 3 months 3–<6 months 6–<9 months 9–<12 months

I. Religious and

Moral Values

*) *) *) *)

II. Motoric

A. Raw Motoric

1.Grabbingobjects that touch the

palms in reflex

2. Getting the head

upright when put on stomach.

3. Proning

4. Rolling over to the right and left

1.Reachingobjectsin front.

2.

3.Sitting up with

help

1.Throwing objects at hands

2.Crawling to all

direction

3.Sitting up without help

4.Standing up

with help 5.Clapping

1.Grabbing reachable objects

2.Walking by

holding something.

3.Walking a few steps without help

4.kicking

B. Soft motoric 1.Playing with

fingers and toes

2.Holding objects

1.putting objects

into mouth

2.moving toys from one hand to the

other

1.holding objects

with thumbs and

point fingers (pinching)

2.squeezing

1.Scratching on

head.

2.holding small or thin objects (ex.

pieces of fruit or

biscuits) 3. hitting or

knocking on toys.

III. Cognitive A.Recognizing what

is wanted

1.Distinguishing

what is wanted

(breastfeeding or suckling)

1.Watching over

toys/games wanted

1.observing

moving objects

1.Beginning to

understand simple

instruction

B.Showing reaction

toward stimulation

1.Stop weeping

after one‟s wish is granted (ex. after

being carried or

given milk).

1.Reaching out both

hands to ask to be carried

1.Turning one‟s

head toward sources of sound.

2.Observing

objects at hands

1.showing reaction

when one‟s name is called on.

2. Trying to look for

the objects hidden. 3.Trying to

open/release

enclosed objects.

Domains of

development

Level of developmental achievement

< 3 months 3-<6 months 6-<9 months 9-<12 months

IV.Language

Producing sounds to wish for

something or as

1.Crying

2.Yelling 3.Mumbling

1.Paying

attention/listening to people‟stalking

2. Babbling

1.Beginning to

imitate speeches.

2. Responding

1.Saying two words to

express what is wanted 2.Expressingrejection.

3.Naming noun words

reaction for stimulation

3.Laughing to people trying to communicate

with him.

to games of hiding faces

3.Pointing to an

objectand saying the word

for it

or animals (pus for cats; otifor roti)

IV.Social-

Emotional Showing

emotional

response

1.Staring and

smiling.

2.Crying to express

discomfort.

1.Responding by

moving hands or legs.

2.Crying when not getting what one‟s

want

1.Reaching out

or reject lifting

(to be carried) 2.Pointing

something

wanted

1.Layingonmotoricmoto

his head when feeling

comfortable in a hug (a carrying) or wriggle

when feeling

uncomfortable

2.Expressing wishes by varied body movement

and by uttering simple

words. 3.Imitate the ways to

express compassions by

hugging.

*) Religious and moral values for 0 - <12 months-old are not instructed specifically, so that

their teachings are left for each institution to conduct.

2. Level of Developmental achievement for Age Group 12 - < 24 months

Domains of development Level of Developmental achievement

12 - < 18 months 18 - < 24 months

I. Religious and Moral Values *) *)

II. Motoric

A. Hard Motoric

1.Walking independently

2.Climbing up the stairs or crawling to higher places

3.Kicking a ball forward

4.Standing with one leg up

for one second

1.Jumping on the spot.

2.Climbing up the stairs or other higher places by

holding it.

3.Walking backward for a

few steps. 4.Dragging not very heavy

objects (small chairs).

B. Soft Motoric 1. Holding pencils/pens 2.Makingfree scribbles

3.building up a tower of three

blocks.

4.holding a glass with two hands

5.spilling out objects from

containers and put them back

1.imitating vertical or horizontal lines

2.putting objects into their

appropriate containers.

3.turning over book pages although not perfect.

4.tearing paper apart

in

III. Cognitive

A. Recognizing general

knowledge

1. naming a few objects

2.asking about unfamiliar objects

3.identifying a number of

primary colors (red, blue,

yellow) 4.mentioning own name and

familiar people.

1.using game tools as

he/she pleases like smashing up blocks

2.beginning to understand

pictures of people‟s faces

3. beginning to understand concept of other‟s

belonging like: mine, yours.

B. Recognizing concepts of sizes and numbers

Distinguishing sizes of objects (big-small)

Counting to five

IV.Language

A. Accepting language

1.Ponting parts of body being

asked.

2.Understanding themes of short stories

1.Showing interest on

pictures in books

2.Using simple words to express curiosity

B. Expressing Language 1.Responding questions

by answering with

“Yes” or “No” 2.Uttering two-word

sentences.

1.Answering questions

with short sentences.

2.Singing simple songs

Domains of development Level of developmental achievement

12 - < 18 months 18 - < 24 months

V. Social-Emotional

Displaying

emotional response

1.Showing anger reactions

when feeling disturbed like when the toy is taken away.

2.Showing different reaction

toward people who just get acquainted.

3.Playing with peers yet busy

with his/her toys.

4.Paying attention/observing his peers who are doing some

activities

1.Expressing varied

reactions of emotion (glad, angry, afraid, disappointed).

2.Showing reactions of

accepting or rejecting other people‟s presence.

3.Playing together with peers

with the same toys.

4.Showing expressions in role-playing (make-belief)

*) Religious and moral values for 12 - <24 month-olds are not instructed specifically, so that

their teachings are left for each institution to conduct.

3.Level of Developmental achievement Age Group 2 - <4 years

Domains of Development Level of Developmental achievement

2 - <3 years 3 - <4 years

I. Religious and Moral Values

Responding on matters

related with religious and moral values

1.Beginning to imitate

movements of praying/sholat in accordance with his/her

religion.

2. Beginning to imitate short

prayers in accordance with the religion.

3. Beginning to understand

when to extend greetings, gratitude, and asking for

forgiveness, ect.

1.Beginning to understand

contradictive behavior although not always

practiced yet, like

understanding good-bad

behavior, true-false, polite-impolite.

2.beginning to understand

the meaning of pity and care for God‟s creatures.

II.Motoric

A. Rough Motoric

1.Walking on heels 2.Jumping forward and

backward on two legs.

3.throwing and catching a ball.

4.Dancing following rhythm.

5.Climbing-descending the stairs or other higher places

by holding on

1.Running while carrying something light (a ball).

2.Climbing-descending the

stairs or other higher places on two legs in turns.

3. Walking on a rather wide

board. 4. Jumping down from an

elevation of about 20 cm

(under the height of a child‟s

knees) 5. Imitating simple exercise

movement like imitating the

movement of trees, or jumping rabbits).

Domains of Development

Level of Developmental achievement


B.Soft Motoric

1.Squeezing paper or fabric by

moving five fingers.

2.Folding paper although it is not straight and tidy

3. Cutting out paper with scissor

without pattern.

4.Goodhand coordination to hold flat objects like toothbrush, or spoons.

.

1.Filling in water, sand, or grains into

containers (bowl, pail).

2.Putting in small objects into a bottle (pieces of straw, corals, grains).

3.Tassling not-too-small beads with

rather rigid threads.

4.Cutting out paper following straight lines.

III.Cognitive A.Identifying

1.Mentioning parts of a picture like a

1.Finding/recognizing missing parts of

general knowledge

man‟s face, car, animal, ect. 2.Identifying parts of a body (five

parts)

picture pattern like in the picture of a man‟s face, car, ect.

2.Naming a variety of food and its taste

(salt, sugar or chili). 3.Understanding differences of two

things of the same kind like

differentiating between a banana and

rambutans; a chicken and a cat.

B.Knowing the

concepts of size, form and pattern

1.Understanding concepts of size

(big-small, long-short) 2.Identifying three kinds of forms

(round, triangle, square)

3.Beginning to know patterns.

1.Placing objects based on their size

(smallest – biggest). 2.Beginning to follow a pattern of hand-

clapping.

3.Identifying concepts of much/many –

little/few.

Language A. Accepting

Language

1.Able to memorize simple children‟s

songs. 2.Understanding simple stories/tales.

3.Understanding simple instruction

like putting toys on the table, taking

toys out of a box.

1.Pretending to read stories with

pictures in a book with own words. 2.Beginning to understand two

instructions at a time. Example: take the

toys on the table then give them to the

educator.

B. Expressing

Language

1.Using question words appropriately

(what, who, how, why, where)

1.Beginning to express wishes by using

simple sentences (I want to play with

the ball). 2.Beginning to tell experiences with

simple stories.



V. Social-Emotional

Able to control

emotion

1.Beginning to express it

when he/she wants to urinate

or defecate 2.Beginning to understand

other people‟s rights (to

queue, to wait for turn). 3.Beginning to show attitude

for sharing, helping,

cooperating.

4.Expressing feelings toward other children (fond of a

friend because of his

kindness, not fond of a friend

1.Beginning to be able to

urinate without help.

2.Being Patient when waiting for his/her turn.

2.Beginning to show

tolerance so that it enables him to work in a group.

4.Beginning to appreciate

other people.

5.Reacting toward things felt not right (getting angry when

disturbed or being treated

differently).

because of his naughtiness). 5.Sharing roles in a situation

game (being a doctor, a

nurse, a patient, a shopkeeper or buyer).

6.Beginning to show expressions of regret when

making mistakes.

4. Level of Developmental achievement Age Group 4 - <6 years



I. Religious and Moral

Values

1.Recognizing the God through the religion

embraced.

2.Imitating movements of

praying. 3.Reciting prayer before

and/or after doing something.

4.Recognizing good/bad, polite behavior.

5.Getting used to having

good behavior. 6.Extending greetings and

responding to greetings.

1.Recognizing the religion embraced.

2.Getting used to practicing

religious teachings.

3. understanding noble deeds (honest, helpful,

polite, respect, ect.

4.Distinguishing between good and bad behavior.

5.Recognizing

religious rituals and religious holidays

6.Respecting other people‟s

religion.

II. Phyisical

A. Rough Motoric

1.Imitating movements of

animal, trees blown by the

wind, airplane,ect. 2.Doing movements of

hanging on things (clinging).

3.Doing movements of hopping, jumping and

coordinated running.

4.Throwing something on target.

5.Catching something

properly.

6.Doing anticipation movement.

7.Kicking something on

target. 8.Using game facilities

1.Doing coordinated

physical movements to

practice flexibility, balance, and agility.

2. Doing coordination of

movements of legs-hands-head when imitating dance

or aerobic.

3.Doing physical games with rules.

4.Being skillful using left

and right hands.

5.Practicing self-hygiene

outside the classroom.

B.Soft Motoric 1.Making vertical, horizontal,

left-right curves, left/right

leaning and circle lines. 2.Imitating shapes.

3.Coordinating eyes and

hands to perform

sophisticated movements. 4.Doing some manipulative

movements to create certain

forms by using various media. 5.Expressing oneself by

creating art works using

various media.

1.Drawing whatever ideas

they have in mined.

2.Imitating forms. 3.Exploring with various

media and activities.

4. Using stationeries

properly. 5.Cutting following

patterns.

6.Sticking pictures properly. 7.Expressing oneself

through drawing in details.

C.Physical Health 1.Having appropriate proportion between age and

weight.

2.Having appropriate proportion between age and

height.

3. Having appropriate

proportion between height and weight.

1. Having appropriate proportion between age and

weight.

2. Having appropriate proportion between age and

height.

3. Having appropriate

proportion between height and weight.

III. Cognitive

A. General knowledge and science

1.Identifying objects based on function (knife to cut, pencil

to write).

2.Using objects as symbolic

games (Chairs as a car). 3.Identifyingsymptoms of

cause-effect related with

himself. 4.Identifying simple concepts

in daily life (drizzle, rain,

dark, bright, hazy, ect). 5.Creating something based

on own ideas.

1.Classifying objects based on function.

2.Showing activities which

are explorative and

investigative (like: what will happen when water is

spilled out).

3.Arranging an activity plan to be carried out.

4.Identifying cause-effect

about his environment (the wind blows cause moving

leaves, water can get

something wet).

5.Showing initiative in choosing a game theme

(like: “let us play pretending

as birds”). 6.Solving simple problems

in daily life.


Age 4 - <5 years Age 5 - <6 years

B.Concepts of Form, Colour

and Pattern

1.Classifying objects based

on forms or colour or size

2.Classfying objects into the same group or the same kind

or pair group with two

variations. 3.Identifying patterns AB-

AB and ABC-ABC.

4.Placing objects in order based on 5 series of size or

colour.

1.Identifying differences

based on size: “more than”;

“less than”; and “the most”. 2.Classifying objects based

on colour, form, and size (3

variation. 3.Classifying objects which

have bigger number into

groups of the same kind, similar kind, or pair with

more than two variations.

4.Identifying patterns of

ABCD-ABCD. 5.Lining up objects in order

based on the smallest to the

biggest, or the other way around.

C.Concepts of number,number

symbols and letters

1.Knowing the concept of

„much/many‟ and

„little/few‟. 2. Counting the number of

objects from 1 to 10.

3. Identifying the concept of number.

4.Identifying the symbols of

number.

5.Identifying the concept of letters.

1.Mentioning symbols of

number 1-10.

2.Matching numbers with symbols of number.

3. Identifying a variation of

vocal and consonant letter symbols.

IV.Language A. Accepting Language

1.Listening to other people‟s speech (mother tongue or

others).

2.Understanding two

instructions given at a time. 3.Understanding stories

read.

4.Identifying vocabulary on adjectives (naughty,

cheat,kind, brave, ugly, ect).

1.Understanding a few instructions at a time.

2.Repeating a more complex

sentence.

3. Understanding rules in a game.

B. Expressing Language 1.Repeating simple

sentences 2.Answering to simple

questions.

3.Expressing feeling with

1.Answering to more

complex sentences. 2.Mentioning a group of

pictures having the same

sound.

adjectives (naughty, cheat, kind, brave, ugly, ect).

4.Mentioning familiar

words. 5.Expressing opinion to

other people.

6.Stating reasons why he

wants, or disagree to, something.

7.Retelling stories/tales once

listened to.

3.Communicating orally, having a number of

vocabulary, and identifying

symbols for preparation of reading.

4.Arranging simple

sentences in a complete

structure (subject-predicate-adverb).

5.Possessing more words to

express ideas to others. 6.Completing a part of

stories/tales once listened to.


Ages 4 - <5 years Age 5 - <6 years

C.Literacy 1.Identifying symbols.

2.Identifying animal /object

sounds at the surrounding.

3.Making meaningful scribbles.

4.Imitating letters.

1.Mentioning symbols of

letters known.

2.Identifying the sound of the

first letter of objects present at his surrounding.

3.mentioning a group of

pictures which have the same sound/the same first letter.

4.Understanding the relation

between sound and form of letters.

5.Readingown‟s name.

6.Writingown‟s name.

V.Social-Emotional 1.Showing independence in choosing activities.

2.Willing to share, help and

assist friends.

3.Showing enthusiasm when playing with some games.

4.Controlling emotion.

5.Obeying the rules in a game

6. Showing self-confidence.

7.Taking care of oneself from the surrounding.

8.Respect others.

1.Being cooperative with friends.

2.Showing tolerance.

3.Expressing emotions

appropriate with the conditions (happy-sad-

enthusiastic) .

4.Identifying norms and courtesy in line with local

social and cultural values.

5.Understanding rules and discipline.

6. Showing empathy.

7.Persevering (not to give up

easily).

8.Proud of one‟s own work. 9.Appreciate other people‟s

excellence.

III. STANDARD OF EDUCATORS AND EDUCATION PERSONNEL

Educators of young children are professionals whose task is to plan and to conduct

learning process, and to assess the output of learning instruction, as well as to guide, to care,

and to protect students. ECE (PAUD) educators serve in varied kinds of services whether it is

formal or non formal mode like TK/RA, KB, TPA and other equal forms. ECE Educators in

formal mode consist of teachers and accompanying teachers; while ECE educators in non

formal mode consist of teachers, accompanying teacher, and caregivers.

Education personnel‟s task is to carry out administration, management, development,

supervision, and technical services to support educative process in ECE institutions.

Education personnel consists of Supervisors/Inspector (Pengawas/Penilik), Principals,

Administrator and Cleaning Service Staff. ECE Education personnel in formal mode consists

of Supervisors, Head of TK/RA, Administration Officer, and Cleaning Service Staff, while

ECE education personnel in non formal mode consists of: Inspector, Manager, Administrator,

and Cleaning Service Staff.

A. Educator Standards

1. Academic qualification and Teacher Competences.

Academic qualification and teacher competencies are based on Ministerial Regulation

of National Education of Republic Indonesia No.16 2007 on Standards of Academic

Qualification and Teacher Competencies along with its attachment.

For ECE teachers of formal mode (TK, RA and those equal) and ECE teachers of non

formal mode (TPA, KB, and those equal) who have not met the academic

qualification and competencies required are called accompanying teachers or

caregivers.

2. Academic Qualification and Competencies of Accompanying Teachers

a. Academic qualification

1) Possessing D-II PGTK certificate from accredited college; or

2) Possessing at least certificate of Senior High School (SMA) or those equal

and possessing certificates of ECE training/education/courses accredited.

b. Competence

Competence/Sub Competence Indicators

1.Personality Competence

1.1 Acting and behavingin line with

children‟s psychological needs

1.1.1 Loving children sincerely

1.1.2 Behaving patiently, calmly, cheerfully as well as attentively.

1.1.3 Possessing sensitivity, being responsive, andhumorous toward

children‟s behavior.

1.1.4 Acting as a mature adult, discreet and wise.

1.1.5 Appearing clean, healthy and neat.

1.1.6. Behaving politely, respectful, and

protective toward children.

1.2 Acting and behaving in line with

children‟sreligious and cultural norms

and their faith.

1.2.1 Respecting students regardless their

faith,ethnic groups, culture and gender.

1.2.2 Acting in line with the religious norms held , law, and social norms existing in

community.

1.2.3 Developing students‟ attitude to

respect other people‟s religion and faith.

1.3 Appearing oneself as a character with

Noblemanners.

1.3.1 Behaving honestly.

1.3.2 Be responsible of duties. 1.3.3 Behaving as a role model.

3. Professional competence

2.1 Understanding children‟s development

phases .

2.1.1 Understanding sustainability of

children‟s development level age 0 – 6 years.

2.1.2 Understanding standards of children‟s

development achievement. 2.1.3 Understanding that every child has

different rate of developmental

achievement.

2.1.4 Understanding supporting and inhibiting factors of developmental

achievement level.

2.2 Understanding children‟s growth and Development.

2.2.1 Understanding developmental aspects Ofphysical-motoric, cognitive,

language, social-emotional, and

religious morals.

2.2.2 Understanding inhibiting and supporting factors of developmental

aspects above.

2.2.3 Understanding symptoms of disorder in

Eachaspect of children‟s development.

2.2.4 Recognizing children‟s nutrition needs in line with their age.

2.2.5 Understanding how to monitor

children‟s nutrients, health and

security.

2.2.6 Knowing pattern of caregiving suitable with the children‟s age.

2.2.7 Identifying children‟s uniqueness.

2.3 Understanding of providing stimulation onchildren‟s education,

caregivingandprotection.

2.3.1 Identifying ways of providing stimulation ineducation, caregiving

and protection ingeneral.

2.3.2 Possessing the skills in providing

stimulation on every development aspect.

2.4 Building cooperation with parents in

children‟s education, caregiving and protection

2.4.1 Identifying factors of children

caregiving, family‟s social-economic condition, and community‟ssocial

background that support or hinder

children‟s development.

2.4.2 Communicating the institution‟s programs (education, caregiving, and

child‟s protection) to parents.

2.4.3 Increasing parents‟ involvement in the institution‟s programs.

2.4.4 Increasing the sustainability of the

institution‟s programs with family‟s

environment.

3. Pedagogic Competence

3.1 Planning programs for education,

caregiving, and protection

3.1.1 Arranging annual, semester, monthly,

weekly, and daily activities. 3.1.2 Determining playing activities that

Support children‟s level of

developmental achievement.

3.1.3 Planning activities arranged based on age group.

3.2 Conducting process of education,

caregiving,and protection.

3.2.1 Managing activities in line with

arranged plans based on age group. 3.2.2 Using learning methods through

playing suited with children‟s

characteristics.

3.2.3 Choosing and selecting media suited with children‟s activities and

conditions.

3.2.4 Giving motivation to increase children‟s engagement in activities.

3.2.5 Providing guidance in line with

children‟s needs.

3.3 Conducting evaluation on process and output of learning, caregiving, and protection.

3.3.1 Selecting appropriate ways of evaluating inline with the goal to be

achieved.

3.3.2 Conducting evaluation activities in line

with the ways that have been set. 3.3.3 Processingresults of evaluation.

3.3.4 Using results of evaluation for various

educational purposes. 3.3.5 Documenting results of evaluation

4. Social Competence

4.1 Adapting with the surrounding

4.1.1 Adjusting with peers. 4.1.2 Obeying institution‟s rules

4.1.3Adapting with surrounding

communities. 4.1.4 Being accommodative to students,

parents, and colleagues, from various

cultural and social backgrounds.

4.2 Communicating effectively 4.2.1 Communicating emphatically with students‟ parents.

4.2.2 Communicating effectively with

students, both physically, verbally and non verbally.

3. ECE Caregivers


Possessing academic qualification at least Senior High School (SMA) and those

equal.

b.Competencies

Competencies Indicators

1. Understanding basics

of caregiving

1.1 Understanding the role of caregiving toward children‟s

growth and development. 1.2 Understanding diet patterns and nutrient needs of every child.

1.3 Understanding basic service of children‟s hygiene and health.

1.4 Understanding tasks and duties in assisting teachers and

accompanying teachers.

2. Skillful in performing

caregiving

2.1 Skillful in treating children‟s hygiene.

2.2. Skillful in playing and communicating verbally and non

verbally with children. 2.3 Recognizing and handling children‟s discomfort.

2.4 Skillful in keeping children‟s playing facilities clean.

3.Acting and behaving in

line with children‟s psychological needs.

3.1 Loving children sincerely

3.2 Behaving patiently, calmly, cheerfully as well as attentively. 3.3 Possessing sensitivity, being responsive, and humorous

toward children‟s behavior.

3.4 Acting as a mature adult, discreet and wise. 3.5 Appearing clean, healthy and neat.

3.6 Behaving politely, and respectfully, and respecting students‟s

parents.

B. Standards of Education Personnel

To assist young children to achieve their potential development, ECE services must be

managed well. Every ECE unit must have an administrator whose task is to plan, execute,

manage administration and budget, as well as monitoring program implementation.

Education personnel of ECE consists of supervisors/inspectors, principals, manager,

administration staff, and cleaning service staff, all arranged independently by each

institution.

1. Supervisors/Inspectors

Qualification and competencies of ECE supervisors of formal education mode are based

on Ministerial Regulation of National Education of Republic of Indonesia No.12 2007 on

Standards of School/Madrasah Supervisors along with its attachment.

Qualification and competencies of ECE inspectors of non formal education mode are

based on Inspector Regulation of Non Formal Education in general.

2. Head of ECE of Formal Education Mode

Qualification and competencies of Head of TK/RA are based on Ministerial Regulation of

National Education of Republic of Indonesia No.13 2007 on Standards of School

/Madrasah Principals along with its attachment.

3. ECE Administrator of Non formal Education Mode

ECE Administrator of non formal education mode is a caretaker of ECE units in non formal

education mode with qualification:

a. At least having the qualification and competencies of accompanying teachers.

b. Experienced as ECE educators for at least 2 years.

c. Graduated from training/apprenticeship/courses of ECE management from accredited

institutions.

Besides having the competencies of accompanying teachers, ECE administrator must meet

competencies as the following:


1.Personality Competencies 1.1 Having an interest in dedicating oneself to develop

institutions.

2.Professional competencies 2.1 Handling various problems of technical and operational

matters.

2.2 Arranging Institution Budget Plan.

3.Managerial Competencies 3.1 Managing and developing institution in services of education, caregiving and protection.

3.2 Coordinating educators and other education personnel in

aninstitution. 3.3 Managing facilities as institutional assets.

4.Social competencies 4.1 Cooperating with various parties for institutional interest.

4.2 Seizing opportunities to manage the institution

sustainably. 4.3 Motivated to increase the quality of the institution

4. ECE Administration


Possessing academic qualification at least that of Senior High School and those

equal.;

b. Competencies


1.Personality 1.1 Having noble manners. 1.2 Open-minded.

1.3 Persistent and perseverant.

1.4 Honest and responsible.

2.Professional 2.1 Applying simple information technology in the system of education

administration.

2.2 Documenting institutional data by using a variety of media.

2.3 Providing administrative service to educators and education personnel, as well as students‟ parents.

2.4 Managing school facilities optimally.

2.5 Making smoother arrangement for students‟ enrollment. 2.6 Managing budget based on management principles of accountability,

transparency, and efficiency.

2.7 Managing administration as a support to achieve the goal.

3.Social 3.1 Building cooperation with all educators and educational personnel to enhance performance and services.

3.2 Providing administrative services and information to parents,

communities and the government. 3.3 Behaving in a transparent, open and friendly manner in providing

services.

3.4 Having social sensitivity.

4.Management 4.1 Planning administrative programs on a weekly, monthly and yearly basis.

4.2 Executing work programs with planned, documented, and neat

procedures.

4.3 Making a report of administrative activities monthly and yearly.

IV. STANDARDS OF CONTENT, PROCESS AND EVALUATION

Standards of content, process and evaluation comprise program structures, time

allocation; in addition, planning, execution, and evaluation are conducted

integratively/holistically in accordance with children‟s development level, talent/interest, and

needs. These standards consider local potentials and conditions so that differences in

activities and implementation of education, caregiving and protection in the fields are

allowed to take place. Differences may occur due to: (1) a variety of forms of ECE services

(TK/RA, TPA, KB and other equal forms), which apply part-time and full-time programs; (2)

different age groups which are served (young children aged 0 - <2 years, with those of 2 - <4

years, and 4 - <6 years); and (3) different conditions of institutions.

Done by educators, program planning consists of goal, content, and plans for

program management arranged in Weekly Activities Plan (RKM) and Daily Activities Plan

(RKH). Program implementation contains process of education, caregiving and protection

activities designed based upon grouping of children‟s age, considering characteristics of

children development and the types of ECE programs provided. Evaluation is a series of

activities of observing, noting, and data computing of children‟s development by employing

appropriate methods and instruments.

A. STANDARDS OF CONTENT

1. Program Structure

Program structure of ECE activities covers aspects of developing behavior forming and

basic skillsthrough playing and habit-forming. Development coverage consists of: (1)

religious and moral values, (2) physics, (3) cognitive, (4) language, and (5) social-

emotional. Development of one aspect is conducted integratively with other aspects, using

thematic approach.

2. Form of Services

2.1 ECE activities for age group 0 - < 2 years.



2.4 Caregiving activities for 0 - < 6 year-olds which is conducted after activities 2.1, 2.2,

and 2.3 have been done.

2.5 Daycare activities for 0 - <6 year-olds which is conducted by combining activities 2.1,

or 2.2, or 2.3 with 2.4.

3.Time allocation

3.1 Age group 0 - <2 year:

3.1.1 One session for 120 minutes.

3.1.2 One session per week.

3.1.3 Seventeen weeks per semester.

3.1.4 Two semesters per year.

3.2 Age group 4 - <6 years: [

3.2.1 ECE formal mode:

3.3.1.1 One session for 150-180 minutes.

3.3.1.2 Six or five days per week, with number of sessions amounting to 900

minutes (30 hours @ 30 minutes).

3.3.1.3 Effective seventeen weeks per semester.

3.3.1.4 Two semesters per year.

3.3.2 ECE Non formal

3.3.2.1 One session for 180 minutes.

3.3.2.2 Three days per week.

3.3.2.3 Seventeen weeks effective per semester.

3.3.2.4 Two semesters per year.

3.4. Care giving activities for 0 - <6 years:

Time allocation is adjusted with the time left from day care subtracted by structured

activities that have been carried out, in line with the type of activities and age group.

4. Study group

4.1 ECE Formal mode, maximum number of students in every study group is 20 students

with one TK/RA teacher or accompanying teacher. Group A for 4 -5 year olds and

group B for 5- 6 year-olds.

4.2 ECE Non formal mode, the number of students for every group is flexible, suited with

age and the kind of program services, and at least there is one teacher/accompanying

teacher. Besides, there must be caregivers with comparative number between

educators (teachers/accompanying teachers/caregivers) and students is:

4.2.1 Age group 0 - < 1 year 1: 4 children;

4.2.2 Age group 0 - < 2 years 1: 6 children;




4.2.6 Age group 0 - < 6 years 1: 15 children.

5.Education Calendar

Education calendar is time arrangement for students learning instruction for one academic

Year consisting of the beginning of academic year, effective instruction weeks, effective

time instruction, and holidays. The academic calendar is adjusted with local conditions.

B. STANDARD OF PROCESS

1. Planning

1.2 Developing Lesson Plans

1.2.1 ECE operational planning covers Semester Plan, Weekly Activities Plan

(RKM), and DailyActivities Plan (RKH).

1.2.2 Activities plan for 0 – 2 year-olds is individual in nature. Daily activities are

adjusted with each child.

1.3 Principles.

1.3.1 Considering children‟s developmental levels, needs, interest and characteristics.

1.3.2 Integrating health, nutrients, education, caregiving, and protection.

1.3.3 Learning instruction is done through playing.

1.3.4 Learning instruction is done in phases, sustainably and it is habit-forming.

1.3.5 Learning process is active, creative, interactive, effective and fun.

1.3.6 Learning process centers on children.

1.4 Learning Organization

1.4.1 Choosing varied and appropriate methods.

1.4.2 Selecting playing tools and learning sources available at the surrounding.

1.4.3 Selecting evaluation tools and techniques suited with the activities conducted.

2. Implementation

2.1 Setting learning environment

2.1.1 Creating playing atmosphere which is safe, comfortable, clean, healthy and

appealing.

2.1.2 Using educative games which meet safety and health standards, and in line with

Stimulatingfunction which have been planned.

2.1.3 Making use of environment.

2.2 Organizing instruction

2.2.1 Instruction is carried out inside and outside the rooms/classrooms.

2.2.2 Instruction is carried out in a fun atmosphere.

2.2.3 Instruction for 0 - <2 year-olds is individual in nature.

2.2.4 Management of learning instruction for age of 2 -<4 years in big groups, small

groups and individuals consists of the core activities and closing.

2.2.5 Management of learning instruction for age of 4 - <6 years in big groups, small

groups andindividuals consists of the core activities and closing.

2.2.6 Involving parents/families.

C. STANDARDS OF EVALUATION

Evaluation is a process of collecting and processing information to determine level of

developmental achievement of students that consists of:

1. Evaluation Technique

Observation, assignment, performance, anecdotal noting, conversation/dialogue,

parents‟ report, and documentation of students‟ work (portfolio), and students‟

profile description.

2. Coverage

2.1 Consisting of all levels of developmental achievement of students.

2.2 Consisting of data on status of health, caregiving, and education.

3. Process

3.1 Conducted in a periodic, intensive, meaningful, holistic and sustainable way.

3.2 Observation is done whenever children are doing activities the whole day.

3.3 Periodically educators team review notes of developmental achievement of

students and other information including children‟ particular needs of gathered

from notes of observation, anecdote, check-list, and portfolio.

3.4 Communicating with parents on children‟s development, including children‟s

particular needs.

3.5 Conducted systematically, in a trusted and consistent way.

3.6 Monitoring all aspects of children‟s developmental achievement.

3.7 Making priority of process of result impact.

3.8 Learning instruction through playing with concrete objects.

4. Processing results

4.1 Educators make conclusion and report on students‟ progress based on available

information.

4.2 Educators arrange and deliver the children‟s development in a written form to

parents periodically, at least once in a semester.

4.3 Report of children‟s development is wisely informed to parents orally and in a

written form, along with suggestions on matters that can be practiced at home.

5. Action Plan

5.1 Educators use the results of evaluation to upgrade self competencies.

5.2 Educators use evaluation results to improve programs, methods, types of

activites, useand management of educative games, health and hygiene tools, and

to repair facilities,includingfor children with special needs.

5.3 Holding a meeting with parents/families to discuss and enact action plan for

children‟sdevelopment progress.

5.4 Educators refer children with impaired development to experts through their

parents.

5.5 Planning service program for children with special needs.

V. STANDARDS OF FACILITIES AND INFRASTRUCTURE, MANAGEMENT AND

FUNDING

Standards of facilities and infrastructure, management, and funding are integral in

supporting ECE services. Standards of facilities and infrastructure cover the types,

completeness and quality of facilities used in operating ECE. Standards of management is

management activities in an ECE institution related with planning, implementing, and

monitoring of ECE operations. Standards of funding consist of the types and sources of fund

needed to operate and develop ECE institutions.

A. Standards of Facilities and Infrastructure

Facilities and infrastructure are equipment to support the operation of education,

caregiving,and protection activities. The procurement of facilities and infrastructure need to

be conformed withthe number of children, social and cultural conditions and the type of ECE

services.

1. Principles:

1.1 Safe, comfortable, well-lit, and meets health criteria for children.

1.2 In accordance with levels of children‟s development.

1.3 Making use of potentials and sources available in the surrounding area, including

used objects still worthy of reuse.

2. Requirements:

2.1 ECE Formal Mode:

2.1.1 The site area must be at least 300 m2 (square meters) wide.

2.1.2 Having children‟s room with minimal ratio 3 m2 per student, a teacher‟s

room, principal‟s room, UKS (School Health Efforts) site, latrine/toilet

with clean water, and other rooms relevant with children‟s activity needs.

2.1.3 Having educative games/tools, be it teachers-made, children-made, or

factory-made.

2.1.4 Having game facilities both indoor and outdoor that can develop a number of

concepts.

2.1.5 Having equipment that supports literacy.

2.2 ECE Non Formal Mode

2.2.1 Need fornumber of rooms and area width aresuited with the type of services,

the number of children, and age group being served, with minimum ratio

of 3 m2 per student.

2.2.2 At minimum, having a space that can accommodate children to do activities,

which consists of inner room and outer room, and a latrine/toilet that can

be used for self-hygiene, urinating (BAK) and defecating (BAB) with

sufficient clean water.

2.2.3 Possessing facilities adjusted with the type of service, number of children,

and age group being served.

2.2.4 Possessing game facilities both indoor and outdoor that can develop

variousconcepts.

2.2.5 Specially for TPA, there must be facilities for sleeping, taking shower,

having meals and afternoon breaks.

B. Standards of management.

Management aims to guarantee that children‟s rights and needs are fulfilled, as well

as to ensure sustainability of ECE operations.

1. Principles of Management

1.1 Programs run in a participatory way.

1.2 ECE formal mode applies school-based management indicated by independence,

partnership, participation, openness, and accountability.

1.3 ECE non formal mode applies community-based management.

2. Forms of Services

2.1 ECE formal mode for 4 - <6 years old children, consisting of:

2.1.1 Kindergarten/RaudhatulAthfal

2.1.2 Other equal forms.

2.2 ECE non formal mode consists of:

2.2.1 Day Care for 0 - < 6 years-old children

2.2.2 Play Group for 2 - < 6 years-old children

2.2.3 Other equal forms for 0 - < 6 years-old children.

3. Planning for Management:

3.1Every ECE institution is required to determine vision, mission and institutional

objectives, and develop real program in the framework of managing and

increasing the institution‟s quality.

3.2 Vision and mission and institutional objectives are regarded as collective

aspiration and efforts so that they can provide inspiration, motivation and strength

to all parties concerned

3.3 Vision, mission and institutional objectives are formulated by the institution

leader, together with the community, educators and education personnel.

3.4 For ECE formal mode, apart from point 3.3, vision, mission and objectives are

alsoformulated together with the school committee.

3.5. Programs must acquire permit suited with the type of programs organizer.

4. Implementation of Management

4.1 Administration management covers:

4.1.1 Data of children and their development;

4.1.2 Data of institution;

4.1.3 Financial administration and programs.

4.2 Management of learning sources/media comprises procurement, use and

maintenance:

4.2.1 Playing tools.

4.2.2 Instructional Media; and

4.2.3 Other learning sources.

5. Monitoring and Evaluation

The institution has a mechanism to conduct monitoring and program evaluation at least

once in a semester.

C. STANDARDS OF FUNDING

Funding consists of types, sources, and expenditures, as well as monitoring and

accountability of the operation and development of ECE institutions which is well-

managed and transparent.

1. Types and Spending

1.1 Investment cost, spent for procurement of facilities and infrastructures, human

resource development, and fixed-operationcapital.

1.2 Operational cost, spent for salaries of educators and education personnel as well

as their inherent fringe benefits, educative materials or consumed equipment and

indirect education operational costs.

1.3 Personal cost, consisting of educational costs paid by students when attending

learning instruction.

2. Sources of Funding

Investment, operational and personal cost can be funded from the government, local

administration, local foundations, community‟s participation and/or other non-binding

parties.

3. Monitoring and Accountability

Institutions have a mechanism to conduct monitoring and budget accountability in

accordance with existing regulations.

MINISTER OF NATIONAL EDUCATION

SIGNED

BAMBANG SUDIBYO

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Head of Bureau of Law and Organization

Department of National Education

standards of early childhood education

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