Description of the Learning Process at the PGRI Melur Kalibuder Kindergarten, Sukabumi Regency

Abstract

Kindergartens play a crucial role, as a fundamental principle of Early Childhood Education (ECE) is prioritizing children's needs to foster and maximize their growth and development. Kindergartens must tailor their teaching methods to align with these needs. Play-based activities are an effective approach, as play fosters development across various domains: cognitive, motor, linguistic, and socio-emotional. This study aimed to examine learning materials regarding these developmental aspects and to observe the implementation of play activities in the kindergarten learning process. The subjects were one teacher from a public kindergarten and two teachers from private kindergartens in Sukabumi City. Data were analyzed descriptively based on information gathered through observation and interviews. The findings indicate that kindergarten teachers understand the importance of incorporating developmental aspects into their instruction. However, observations revealed that the delivery of learning materials still largely focuses on cognitive and fine motor development, while language, gross motor, and socio-emotional development receive less emphasis. Classroom instruction appears to rely heavily on "paper-and-pencil" methods. Although teachers recognize the value of play-based learning, the actual integration of play into the learning process is not yet dominant; the play activities that do occur are primarily constructive in nature.