Standar Alat Bermain dan Kualitas Satuan PAUD
DOI:
https://doi.org/10.19109/ra.v6i2.15000Keywords:
standarisasi, alat bermain, kualitasAbstract
Artikel ini bertujuan untuk menjabarkan alasan keterkaitan antara fasilitas alat bermain dengan kualitas dari satuan PAUD. Dilatar belakangi oleh anggapan yang ada di masyarakat yang menjadikan ketersediaan alat bermain sebagai tolak ukur kualitas dari sebuah institusi PAUD. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa studi literatur yang membahas terkait kebijakan penyedian alat bermain dan kualitas satuan PAUD. Dengan demikian, penelitian ini diharapkan dapat menggambarkan alasan mengapa alat bermain yang memenuhi standar dianggap dapat mencerminkan kualitas dari sebuah lembaga PAUD. Selain itu, penelitian ini juga dapat memberikan kontribusi dalam memaknai kualitas dari sebuah institusi dan penyedian alat bermain yang sesuai dengan kebutuhan anak.Downloads
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References
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BAN PAUD dan PNF. (2019). Kebijakan dan mekanisme akreditasi PAUD dan PNF tahun 2019. http://www.banpaudpnf.or.id
Bento, G., & Dias, G. (2017). The importance of outdoor play for young childrenʼs healthy development. Porto Biomedical Journal, 2(5), 157–160. https://doi.org/10.1016/j.pbj.2017.03.003
Bettelheim, B. (1972). Play and Education. The School Review, 81(0), 1–13. https://doi.org/10.1086/443059
Boreham, C., & Riddoch, C. (2001). The physical activity, fitness and health of children. Journal of Sports Sciences, 19(12), 915–929. https://doi.org/10.1080/026404101317108426
Brower, S. N., & Williamson, P. (1974). Outdoor recreation as a function of the urban housing environment. Environment and Behavior, 6(0), 295–345. https://doi.org/10.1177/001391657400600303
Burns, S. C. (2018). Achieving quality in early childhood education in the Eastern Caribbean depends on teacher preparation. Early Child Development and Care, 188(9), 1246–1259. https://doi.org/10.1080/03004430.2017.1310723
Buysse, V., & Hollingsworth, H. L. (2009). Program quality and early childhood inclusion. Topics in Early Childhood Special Education, 29(2), 119–128. https://doi.org/10.1177/0271121409332233
Campbell-Barr, V., & Nygård, M. (2014). Losing sight of the child? Human capital theory and its role for early childhood education and care policies in Finland and England since the mid-1990s. Contemporary Issues in Early Childhood, 15(4), 346–359. https://doi.org/10.2304/ciec.2014.15.4.346
Carson, V., Clark, D., Ogden, N., Harber, V., & Kuzik, N. (2015). Short-Term Influence of Revised Provincial Accreditation Standards on Physical Activity, Sedentary Behavior, and Weight Status in Alberta, Canada Child Care Centers. Early Childhood Education Journal, 43(6), 459–465. https://doi.org/10.1007/s10643-015-0688-3
Petunjuk Teknis Pemetaan Mutu Program dan atau Satuan Paud dan Dikmas, (2016). https://dapo.paud-dikmas.kemdikbud.go.id/wp-content/uploads/2017/12/01_PEMETAAN_IM-1.pdf
Direktorat Pembinaan Pendidikan Anak Usia Dini. (2014). Norma, Standar, Prosedur, dan Kriteria Pedoman Prasaran Pendidikan Anak Usia Dini.
Doherty, G. (2015). Quality in Family Child Care: A Focus Group Study with Canadian Providers. Early Childhood Education Journal, 43(3), 157–167. https://doi.org/10.1007/s10643-014-0645-6
Edwards, C. P. (2000). Children’s play in cross-cultural perspective: A new look at the Six Cultures study. Cross-Cultural Research, 34(4), 318–338. https://doi.org/10.1177/106939710003400402
Enke, A. A., Briley, M. E., Curtis, S. R., Greninger, S. A., & Staskel, D. M. (2007). Quality management procedures influence the food safety practices at childcare centers. Early Childhood Education Journal, 35(1), 75–81. https://doi.org/10.1007/s10643-006-0141-8
Fenech, M. (2013). Quality early childhood education for my child or for all children?: Parents as activists for equitable, high-quality early childhood education in Australia. Australian Journal of Early Childhood, 38(4), 92–98. https://doi.org/10.1177/183693911303800413
Foucault, M. (2017). Power/Knowledge: Wacana Kuasa/Pengetahuan. Narasi.
Garrity, S. M., Longstreth, S. L., & Linder, L. K. (2017). An examination of the quality of discipline policies in NAEYC-Accredited Early Care and Education Programs. Topics in Early Childhood Special Education, 37(2), 94–106. https://doi.org/10.1177/0271121416672185
Gibson, J. J. (2014). The Ecological Approach to Visual Perception: Classic edition. In Taylor & Francis. Taylor & Francis.
Grek, S., & Ozga, J. (2010). Re-Inventing Public Education: The New Role of Knowledge in Education Policy Making. Public Policy and Administration, 25(3), 271–288. https://doi.org/10.1177/0952076709356870
Hadianti, A. N. (2017). Performance PAUD teacher post-accreditation in TK IT Muthmainnah Bandung City. International Conference on Education, 1(1).
Heckman, J. J. (2011). The economics of inequality: The value of early childhood education. American Educator, 35(1), 31–35.
Hurlock, E. (2014). Perkembangan Anak. In A. Dharma (Ed.), Penerbit Erlangga (Jilid 1). Erlangga.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia tentang badan akreditasi nasional sekolah/madrasah dan badan akreditasi nasional pendidikan anak usia dini dan pendidikan nonformal, Pub. L. No. 13 (2018).
Kim, Y. H. (2014). Measuring quality of curriculum implementation and teaching in childcare centers using accreditation standards in South Korea. Child Indicators Research, 7(2), 387–405. https://doi.org/10.1007/s12187-013-9219-1
Kurniati, E. (2016). Permainan tradisional dan perannya dalam mengembangkan keterampilan sosial anak. Prenadamedia Group.
Layzer, J. I., & Goodson, B. D. (2006). The “quality” of early care and education settings: Definitional and measurement issues. Evaluation Review, 30(5), 556–576. https://doi.org/10.1177/0193841X06291524
Longstreth, S., Brady, S., & Kay, A. (2013). Discipline policies in early childhood care and education programs: Building an infrastructure for social and academic success. Early Education and Development, 24(0), 253–271. https://doi.org/10.1080/10409289.2011.647608
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia, Pub. L. No. 137 (2014). https://luk.staff.ugm.ac.id/atur/bsnp/Permendikbud137-2014StandarNasionalPAUD.pdf
Mudassir, R. (2018). BSN Tetapkan SNI Mainan Anak. Ekonomi Bisnis. https://ekonomi.bisnis.com/read/20180123/12/729848/bsn-tetapkan-sni-mainan-anak
Naylor, H. (2006). Outdoor play and play equipment. Early Child Development and Care, 19(1–2), 109–130. https://doi.org/10.1080/0300443850190109
Novianti, R., Marega, D., & Wahyuni, D. (2022). Tebona: Permainan untuk melatih konsentrasi anak. Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini, 6(1), 1–11. https://doi.org/10.19109/ra.v6i1.13292
Qian, Y. (2013). Equity and quality: Challenges in providing early childhood educational opportunity in China. Australian Journal of Early Childhood, 38(4), 59–65. https://doi.org/10.1177/183693911303800408
Rahayu, D. I. (2018). Kreativitas dan penerapan permainan tradisional. Jurnal Kesejahteraan Keluarga Dan Pendidikan, 5(1), 95–100. https://doi.org/10.21009/jkkp.051.09
Roberts-Holmes, G., & Bradbury, A. (2016). Governance, accountability and the datafication of early years education in England. British Educational Research Journal, 42(4), 600–613. https://doi.org/10.1002/berj.3221
Rogers, R. (2004). An Introduction to Critical Discourse Analysis in Education. In Lawrence Erlbaum Associates,. Lawrence Erlbaum Associates, Inc. https://doi.org/10.4324/9780203836149
Seagoe, M. V. (1971). Children’s play in three American subcultures. Journal of School Psychology, 9(0), 167–172. https://doi.org/10.1016/0022-4405(71)90010-0
Servos, J. E., Dewar, B. A., Bosacki, S. L., & Coplan, R. J. (2016). Canadian early childhood educators’ perceptions of young children’s gender-role play and cultural identity. Journal of Early Childhood Research, 14(3), 324–332. https://doi.org/10.1177/1476718X15579740
Wahyuni, D. (2021). Kebijakan Akreditasi Sebagai Standar Kulitas Satuan PAUD dalam Sudut Pandang Keadilan Sosial [Universitas Pendidikan Indonesia]. http://repository.upi.edu/65750/
Wahyuni, D., & Rudiyanto. (2021). A critical policy analysis of Early Childhood Education (ECE) in Indonesia. The International Conference on Early Childhood Education (ICECE 2020), 538(March 2021), 1–5. https://doi.org/10.2991/assehr.k.210322.002
Winterbottom, C., & Jones, I. (2014). National accreditation and its role in early education: An analysis of Florida’s Gold Seal Quality Child-Care program and licensing standards. Journal of Early Childhood Research, 12(1), 64–76. https://doi.org/10.1177/1476718X13492942
Winterbottom, C., & Piasta, S. B. (2015). Does accreditation matter? school readiness rates for accredited versus nonaccredited child care facilities in floridas voluntary pre-kindergarten program. Journal of Research in Childhood Education, 29(1), 60–72. https://doi.org/10.1080/02568543.2014.978918
Woodside, H., & Jiron. (2003). Critical policy analysis: Researching the roles of cultural models, power, and expertise in reading policy. Reading Research Quarterly, 38(4), 530–536. https://doi.org/10.1598/rrq.38.4.7
Yuliantina, I. (2020). Pentingnya akreditasi satuan PAUD. BAN PAUD Dan PNF. https://banpaudpnf.kemdikbud.go.id/berita/pentingnya-akreditasi-satuan-paud
BAN PAUD dan PNF. (2019). Kebijakan dan mekanisme akreditasi PAUD dan PNF tahun 2019. http://www.banpaudpnf.or.id
Bento, G., & Dias, G. (2017). The importance of outdoor play for young childrenʼs healthy development. Porto Biomedical Journal, 2(5), 157–160. https://doi.org/10.1016/j.pbj.2017.03.003
Bettelheim, B. (1972). Play and Education. The School Review, 81(0), 1–13. https://doi.org/10.1086/443059
Boreham, C., & Riddoch, C. (2001). The physical activity, fitness and health of children. Journal of Sports Sciences, 19(12), 915–929. https://doi.org/10.1080/026404101317108426
Brower, S. N., & Williamson, P. (1974). Outdoor recreation as a function of the urban housing environment. Environment and Behavior, 6(0), 295–345. https://doi.org/10.1177/001391657400600303
Burns, S. C. (2018). Achieving quality in early childhood education in the Eastern Caribbean depends on teacher preparation. Early Child Development and Care, 188(9), 1246–1259. https://doi.org/10.1080/03004430.2017.1310723
Buysse, V., & Hollingsworth, H. L. (2009). Program quality and early childhood inclusion. Topics in Early Childhood Special Education, 29(2), 119–128. https://doi.org/10.1177/0271121409332233
Campbell-Barr, V., & Nygård, M. (2014). Losing sight of the child? Human capital theory and its role for early childhood education and care policies in Finland and England since the mid-1990s. Contemporary Issues in Early Childhood, 15(4), 346–359. https://doi.org/10.2304/ciec.2014.15.4.346
Carson, V., Clark, D., Ogden, N., Harber, V., & Kuzik, N. (2015). Short-Term Influence of Revised Provincial Accreditation Standards on Physical Activity, Sedentary Behavior, and Weight Status in Alberta, Canada Child Care Centers. Early Childhood Education Journal, 43(6), 459–465. https://doi.org/10.1007/s10643-015-0688-3
Petunjuk Teknis Pemetaan Mutu Program dan atau Satuan Paud dan Dikmas, (2016). https://dapo.paud-dikmas.kemdikbud.go.id/wp-content/uploads/2017/12/01_PEMETAAN_IM-1.pdf
Direktorat Pembinaan Pendidikan Anak Usia Dini. (2014). Norma, Standar, Prosedur, dan Kriteria Pedoman Prasaran Pendidikan Anak Usia Dini.
Doherty, G. (2015). Quality in Family Child Care: A Focus Group Study with Canadian Providers. Early Childhood Education Journal, 43(3), 157–167. https://doi.org/10.1007/s10643-014-0645-6
Edwards, C. P. (2000). Children’s play in cross-cultural perspective: A new look at the Six Cultures study. Cross-Cultural Research, 34(4), 318–338. https://doi.org/10.1177/106939710003400402
Enke, A. A., Briley, M. E., Curtis, S. R., Greninger, S. A., & Staskel, D. M. (2007). Quality management procedures influence the food safety practices at childcare centers. Early Childhood Education Journal, 35(1), 75–81. https://doi.org/10.1007/s10643-006-0141-8
Fenech, M. (2013). Quality early childhood education for my child or for all children?: Parents as activists for equitable, high-quality early childhood education in Australia. Australian Journal of Early Childhood, 38(4), 92–98. https://doi.org/10.1177/183693911303800413
Foucault, M. (2017). Power/Knowledge: Wacana Kuasa/Pengetahuan. Narasi.
Garrity, S. M., Longstreth, S. L., & Linder, L. K. (2017). An examination of the quality of discipline policies in NAEYC-Accredited Early Care and Education Programs. Topics in Early Childhood Special Education, 37(2), 94–106. https://doi.org/10.1177/0271121416672185
Gibson, J. J. (2014). The Ecological Approach to Visual Perception: Classic edition. In Taylor & Francis. Taylor & Francis.
Grek, S., & Ozga, J. (2010). Re-Inventing Public Education: The New Role of Knowledge in Education Policy Making. Public Policy and Administration, 25(3), 271–288. https://doi.org/10.1177/0952076709356870
Hadianti, A. N. (2017). Performance PAUD teacher post-accreditation in TK IT Muthmainnah Bandung City. International Conference on Education, 1(1).
Heckman, J. J. (2011). The economics of inequality: The value of early childhood education. American Educator, 35(1), 31–35.
Hurlock, E. (2014). Perkembangan Anak. In A. Dharma (Ed.), Penerbit Erlangga (Jilid 1). Erlangga.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia tentang badan akreditasi nasional sekolah/madrasah dan badan akreditasi nasional pendidikan anak usia dini dan pendidikan nonformal, Pub. L. No. 13 (2018).
Kim, Y. H. (2014). Measuring quality of curriculum implementation and teaching in childcare centers using accreditation standards in South Korea. Child Indicators Research, 7(2), 387–405. https://doi.org/10.1007/s12187-013-9219-1
Kurniati, E. (2016). Permainan tradisional dan perannya dalam mengembangkan keterampilan sosial anak. Prenadamedia Group.
Layzer, J. I., & Goodson, B. D. (2006). The “quality” of early care and education settings: Definitional and measurement issues. Evaluation Review, 30(5), 556–576. https://doi.org/10.1177/0193841X06291524
Longstreth, S., Brady, S., & Kay, A. (2013). Discipline policies in early childhood care and education programs: Building an infrastructure for social and academic success. Early Education and Development, 24(0), 253–271. https://doi.org/10.1080/10409289.2011.647608
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia, Pub. L. No. 137 (2014). https://luk.staff.ugm.ac.id/atur/bsnp/Permendikbud137-2014StandarNasionalPAUD.pdf
Mudassir, R. (2018). BSN Tetapkan SNI Mainan Anak. Ekonomi Bisnis. https://ekonomi.bisnis.com/read/20180123/12/729848/bsn-tetapkan-sni-mainan-anak
Naylor, H. (2006). Outdoor play and play equipment. Early Child Development and Care, 19(1–2), 109–130. https://doi.org/10.1080/0300443850190109
Novianti, R., Marega, D., & Wahyuni, D. (2022). Tebona: Permainan untuk melatih konsentrasi anak. Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini, 6(1), 1–11. https://doi.org/10.19109/ra.v6i1.13292
Qian, Y. (2013). Equity and quality: Challenges in providing early childhood educational opportunity in China. Australian Journal of Early Childhood, 38(4), 59–65. https://doi.org/10.1177/183693911303800408
Rahayu, D. I. (2018). Kreativitas dan penerapan permainan tradisional. Jurnal Kesejahteraan Keluarga Dan Pendidikan, 5(1), 95–100. https://doi.org/10.21009/jkkp.051.09
Roberts-Holmes, G., & Bradbury, A. (2016). Governance, accountability and the datafication of early years education in England. British Educational Research Journal, 42(4), 600–613. https://doi.org/10.1002/berj.3221
Rogers, R. (2004). An Introduction to Critical Discourse Analysis in Education. In Lawrence Erlbaum Associates,. Lawrence Erlbaum Associates, Inc. https://doi.org/10.4324/9780203836149
Seagoe, M. V. (1971). Children’s play in three American subcultures. Journal of School Psychology, 9(0), 167–172. https://doi.org/10.1016/0022-4405(71)90010-0
Servos, J. E., Dewar, B. A., Bosacki, S. L., & Coplan, R. J. (2016). Canadian early childhood educators’ perceptions of young children’s gender-role play and cultural identity. Journal of Early Childhood Research, 14(3), 324–332. https://doi.org/10.1177/1476718X15579740
Wahyuni, D. (2021). Kebijakan Akreditasi Sebagai Standar Kulitas Satuan PAUD dalam Sudut Pandang Keadilan Sosial [Universitas Pendidikan Indonesia]. http://repository.upi.edu/65750/
Wahyuni, D., & Rudiyanto. (2021). A critical policy analysis of Early Childhood Education (ECE) in Indonesia. The International Conference on Early Childhood Education (ICECE 2020), 538(March 2021), 1–5. https://doi.org/10.2991/assehr.k.210322.002
Winterbottom, C., & Jones, I. (2014). National accreditation and its role in early education: An analysis of Florida’s Gold Seal Quality Child-Care program and licensing standards. Journal of Early Childhood Research, 12(1), 64–76. https://doi.org/10.1177/1476718X13492942
Winterbottom, C., & Piasta, S. B. (2015). Does accreditation matter? school readiness rates for accredited versus nonaccredited child care facilities in floridas voluntary pre-kindergarten program. Journal of Research in Childhood Education, 29(1), 60–72. https://doi.org/10.1080/02568543.2014.978918
Woodside, H., & Jiron. (2003). Critical policy analysis: Researching the roles of cultural models, power, and expertise in reading policy. Reading Research Quarterly, 38(4), 530–536. https://doi.org/10.1598/rrq.38.4.7
Yuliantina, I. (2020). Pentingnya akreditasi satuan PAUD. BAN PAUD Dan PNF. https://banpaudpnf.kemdikbud.go.id/berita/pentingnya-akreditasi-satuan-paud
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31-12-2022
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Wahyuni, D., Sartika, I. D., & Novianti, R. (2022). Standar Alat Bermain dan Kualitas Satuan PAUD. Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini, 6(2), 106-119. https://doi.org/10.19109/ra.v6i2.15000
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