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Towards a new vision of quality early childhood education
Semarang State University
My presentation today
•A brief overview of developmental knowledge
•What does our standard documents say about quality?
•Why developmentalism is not sufficient?
•A new vision of ECE quality?
A brief overview of developmental knowledge• Developmental knowledge: knowledge
developed from developmental psychology
• Developmentalism is based on the belief that all children will undergo a similar pattern of development…the idea may appear to be harmless, [but] assuming children’s stages of development to be universal may yet create conflict with the local construction of childhood, which is… perceived to be inadequate and…considered as ‘the other’ in the discourse of child development…when researchers find children do not achieve their prescribed developmental stages, they will automatically consider their development to be delayed(Adriany, 2018, p. 95).
What do our standard documents say about quality?
• My approach is more an analysis of policy rather than an analysis for policy even though the former could lead to the latter. It is more to problematise than to establish.
• I analysed Early childhood education standard and ECE Curriculum 2013 focusing on their sections on developmental indicators and learning outcomes.
Why developmentalism is not sufficient? #1
• The absence of learning contents & outcomes representing Indonesia’s national identity, in fact children are considered as the heirs of the nation.
• An extreme example of this absence is the fact that no mention of the national philosophy Pancasila is made in both the Standard and Curriculum 2013 documents.
• An over-reliance on developmentalism disconnects the notion of ECE quality from the transformative vision of education.
• Contemporary ECE has been influenced by global agendas (SDGs, sustainable future), both the Standard and Curriculum 2013 have no clear developmental indicators and outcomes that address them.
• The term ‘kelestarian’ (sustainability), for example, is mentioned only once across the curriculum document, other terms such as ‘setara’ (equal), ‘adil’ (just) and their derivatives are not present.
• “Within developmentalist paradigm, children are incapable of understanding complex issues such as social justice. As a result, social justice issues are often not discussed in ECE” (Solehuddin & Adriany, 2017, p. 2).
Why developmentalism is not sufficient? #2
• Over-reliance on developmental knowledge has obscured the vision of technological advance that supposedly is a core ingredient of ECE quality.
• Indonesian ECE is overshadowed by the technological-industrial revolution discourse. Yet the Standard and Curriculum 2013documents have no adequate space to address this issue.
• Such terms such as ‘teknologi’, ‘informasi’, ‘digital’ or ‘komputer’ do not exist across the Standard. ‘Teknologi’ and ‘informasi’ do exist across curriculum documents, yet the have nothing to do with technological revolution.
Why developmentalism is not sufficient? #3
A new vision of ECE quality?
• Reconceptualisation of ECE, reconfirmation of ECE transformative roles
• Addition of new learning outcomes–national identity, SDGs & critical issues in general, technological literacy—to accompany the existing limited developmentalistic ones.
• Consideration of appropriate subject-content knowledge in/for ECE
Thank YouMatur nuwun
جزيالشكرا
