DISORIENTASI PENDIDIKAN PRASEKOLAH: LITERATURE REVIEW
DOI:
https://doi.org/10.52434/jp.v12i1.834Abstrak
Ketidakselarasan antara materi belajar di lembaga prasekolah dengan tingkat perkembangan psikologi anak semakin nyata. Kenyataan ini ditunjukkan dengan banyaknya muatan materi ajar seperti membaca, menulis, dan berhitung (calistung) yang hingga kini masih kontroversial untuk diajarkan dalam pendidikan prasekolah; seakan menjadi pelajaran wajib bagi anak prasekolah. Kenyataan ini diasumsikan karena kurang pahamnya stakeholder pendidikan prasekolah akan hakikat anak sebagai individu yang sedang berkembang psikologinya menuju kedewasaan. Sehingga banyak orangtua beranggapan bahwa anak-anak selagi masih kecil dapat dicetak menjadi apapun sekehendak hatinya. Kesalahpahaman tentang ajaran prasekolah dapat menyebabkan orangtua memberikan tekanan kepada guru dan lembaga prasekolah untuk menggunakan kemampuan akademik sebagai orientasinya. Berawal dari sinilah terjadi perubahan orientasi pendidikan prasekolah yang tadinya berprinsip “Bermain Sambil Belajar†berubah menjadi “Belajar Sambil Bermainâ€. Tulisan ini merupakan literature review dari beberapa penelitian. Tujuan literature review ini untuk mengetahui substansi pembahasan dan menganalisis hasil penelitian yang di-review, sehingga mendapatkan sebuah gambaran yang jelas dari sebuah penelitian. Adapun penelitian yang akan di-review dalam tulisan ini antara lain: 1) Vick Y Lynn Hoover, “Program Evaluation of The Implementation of The Mandated Balanced Literacy Program In Kindergarten†PhD Dissertation University of Missouri-Cansas City, 2006; 2) Malai Gerawatanakaset, “The Expectations of Administrators, Teachers, and Parents for Developmental Areas of Young Children, Age 3 To 5 Years Old in Preschool Programs in Cincinnati Areaâ€, PhD Dissertation University of Cicinnati-Thailand, 1990; 3) Gregory T. Fries, “The Effects of Preschool Education on Children’s Academic Development and Socialization in Primary Gradesâ€, PhD Dissertation of Widener University, 2004; 4) Megan M. McClelland, dkk., “Children at Risk for Early Academic Problems: The Role of Learning-Related Social Skillsâ€, Departement of Psychology, Loyola University College, 2000; dan Tamar D. Andrews, “Effectiveness of Preschool in Preparing Students for Kindergarten: A Comparison of Early Childhood Curriculum Modelsâ€, PhD Dissertation of Walden University, 2012Referensi
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