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"Tingkat partisipasi anak prasekolah pada Pendidikan Anak Usia Dini (PAUD) masih terbilang rendah, di mana lebih dari 70% anak Indonesia belum berpartisipasi. Padahal, perkembangan psikososial anak pada tahap prasekolah akan menjadi dasar kondisi psikososial seseorang ketika dewasa. Penelitian ini bertujuan untuk mengetahui hubungan antara keikutsertaan anak dalam PAUD dengan perkembangan psikososial anak prasekolah. Metode penelitian yang digunakan adalah deskriptif korelatif dengan pendekatan cross sectional. Penelitian ini dilakukan di Kelurahan Jatirahayu, Bekasi dengan jumalh responden 130 orang anak prasekolah. Hasil penelitian menunjukkan bahwa 66,7% anak yang mengikuti PAUD memiliki perkembangan psikososial yang baik. Hasil uji Chi Square menyatakan bahwa terdapat hubungan yang bermakna antara keikutsertaan anak dalam PAUD dan perkembangan psikososial anak prasekolah (p= 0.014, α= 0.05).

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Pre-school aged children participation in Early Childhood Education (ECE) is still relatively low in Indonesia, in which more than 70% of them have not yet participated. Whereas, psychosocial development during the preschool aged will be the foundation of their psychosocial condition in adulthood. The aim of this research is to discover the corelationship between the participation of preschool aged children in ECE and their psychosocial development.

The descriptivecorrelative method was used in this research, with the cross sectional approach. This research was conducted in Jatirahayu, Bekasi, with 130 preschool aged children respondents.

The result shows that 66.7% of them who participated in ECE have good psychosocial development. The result of Chi Square shows that there is a significant correlation between the participation of preschool aged children in ECE and their psychosocial development (p= 0.014, α= 0.05)."

"Kualitas pendidikan menjadi perhatian utama pemerintah Indonesia. Pendidikan anak usia dini yang berkualitas bagi seluruh masyarakat menjadi salah satu agenda pemerintah dalam upaya peningkatan kualitas pendidikan. Salah satu kebijakan pemerintah adalah penyaluran DAK Nonfisik BOP PAUD untuk mendukung peningkatan kualitas pendidikan anak usia dini. Indikator kualitas pendidikan anak usia dini dapat diketahui melalui proses akreditasi satuan pendidikan PAUD yang dilaksanakan oleh BAN PAUD dan PNF. Penelitian yang banyak dilakukan di negara lain adalah mengetahui faktor yang berpengaruh terhadap keluaran kualitas anak yang pernah mendapatkan pendidikan anak usia dini namun belum mempertimbangkan kualitas dari layanan pendidikan yang mereka akses. Dalam penelitian ini akan ditunjukkan pengaruh kebijakan DAK Non Fisik BOP PAUD terhadap akreditasi PAUD untuk mendekati variabel kualitas layanan pendidikan anak usia dini pada 481 kabupaten/kota selama tahun 2018-2019. Hasil penelitian menunjukkan bahwa penyaluran DAK Nonfisik BOP PAUD memiliki pengaruh yang signifikan dalam meningkatkan persentase PAUD terakreditasi terutama akreditasi A dan B, serta berpengaruh signifikan dalam menurunkan persentase PAUD yang Tidak Terakreditasi.

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The quality of education is the main concern of the Indonesian government. Quality early childhood education for all communities is one of the government's agendas in an effort to improve the quality of education. One of the government policies is the distribution of Non-Physical DAK BOP PAUD to support the improvement of the quality of early childhood education. Early childhood education quality indicators can be identified through the accreditation process for PAUD implemented by BAN PAUD and PNF. Research that is mostly done in other countries is to find out the factors that influence the quality outcome of children who have received early childhood education but have not considered the quality of the education services they access. This research will show the influence of the BOP PAUD Non-Physical DAK policy on PAUD accreditation to approach the variabel quality of early childhood education services in 481 districts / cities during 2018-2019. The results showed that the distribution of Non-Physical DAK BOP PAUD had a significant effect in increasing the percentage of accredited PAUD, especially accredited A and B, and had a significant effect in reducing the percentage of PAUD that were not accredited."

"Pada rentang usia 4-5 tahun, anak-anak berada pada tahapan pembaca pemula. Umumnya, anak-anak mulai diperkenalkan dengan dengan beragam kegiatan membaca, salah satunya kegiatan membaca buku di kelas. Pendekatan membacakan buku cerita oleh guru akan membantu mereka meningkatkan keterampilan kognitifnya dalam memahami cerita yang dibacakan sebelum memasuki tahapan pembaca mandiri. Meningkatkan keterampilan pemahaman cerita pada anak dapat mendukung mereka untuk menjadi pembaca yang baik sekaligus menumbuhkan minat terhadap buku. Penelitian ini bertujuan untuk melihat hubungan antara pendekatan shared book reading (SBR) dan pemahaman anak terhadap cerita.  Penelitian ini menggunakan within subject desain dengan melakukan kontrol kondisi untuk membandingkan skor pemahaman anak terhadap cerita pada pre-test dan post-test atau pada masing-masing kondid yang diberikan. Kondisi pertama yaitu kondisi saat anak dibacakan cerita tanpa pendekatan shared book reading atau dengan pendekatan yang digunakan sehari-hari dan kondisi kedua saat anak dibacakan cerita menggunakan pendekatan shared book reading. Partisipan dalam penelitian ini adalah 4 orang guru dan 21 orang anak dengan rentang usia 4-5 tahun di Satuan PAUD Sejenis (SPS). Uji sign test dilakukan untuk menganalisa data kualitatif yag diperoleh mengenai pemahaman anak terhadap cerita pada. Terkait pendekatan SBR, penelitian ini juga memberikan pelatihan pada guru serta melakukan pengukuran terhadap keterampilan guru pada saat sebelum dan sesudah pemberian pelatihan. Hasil penelitian ini menunjukkan bahwa bahwa terdapat peningkatan skor pemahaman anak terhadap cerita saat guru membacakan cerita dengan pendekatan shared book reading dengan nilai probabilitas < .05, yaitu .01. Hasil tersebut berbanding lurus dengan peningkatan skor keterampilan yang diperoleh guru setelah diberikan pelatihan pendekatan shared book reading yang ditampilkan di dalam grafik.

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At age of 4-5 years old, children are at the stage of beginner readers. Generally, children are introduced to various reading activities, one of them is reading books in the classroom. Certain reading approach used by the teacher will help them improve their cognitive skills in understanding the stories that has been read, before entering the independent reader stage. Improving story comprehension skills in children can support them to become good readers while fostering their interest in books. This study aims to investigate the relationship between shared book reading (SBR) approach and children's story comprehension. This study used within group design by controlling condition to compare children's story comprehension score at pre-test and post-test or in each condition given. The first condition in this study was when children read stories without a shared book reading approach or with a daily approach and second condition is when children read stories using a shared book reading approach. Participants in this study were 4 teachers and 21 children aged 4-5 years old from an early childhood education unit or Satuan Pendidikan Anak Usia Dini (PAUD) which is categorized as Satuan PAUD Sejenis (SPS). A sign test was employed to analyze the quantitative data gained about children's story comprehension. Regarding the SBR approach, this study also provides training for teachers as well as measuring teacher's skills before and after training. The findings of this study indicated that there was an increase in children's story comprehension when teacher read the story with shared book reading approach by showing probability value of <.05, which is .01. These results were directly proportional to the increase in skills scores obtained by teachers after training in the shared book reading approach shown in the graph. "

"In exploring the issues, this book begins by recording in detail the daily work of early years educators from six countries: Australia, England, Finland, Germany, New Zealand and Sweden. These case studies explore what it means to act professionally in a particular context, perceptions of what being a ‘professional’ in early childhood education means (including practitioners’ self perceptions and external perspectives), and common features of practice in each context. It moves on to analyse the wider socio-political forces that affect this day-to-day practice and recommends that practitioners act as transformative agents informed by the political and social realities. "