EDUCATION MANAGEMENT IN BERINGIN JAYA KINDERGARTEN IN THE FRAMEWORK OF IMPROVING COGNITIVE DEVELOPMENT EARLY CHILDREN
Abstract
Early childhood is a nation's asset that needs to be given more attention in terms of education. In order to develop optimally, it is necessary to be trained by participating in both formal and informal education. Beringin Jaya Kindergarten provides services on formal channels that can be followed by children aged 4-6 years who have very different thinking abilities. Thinking abilities or also called cognitive abilities in children occur through different sequences which will later help explain the way children think, store information and adapt to their environment. Cognitive abilities can be realized by educational management based on four basic principles, namely planning, organizing, implementing, and supervising. Planning is carried out by managing the administration, starting from paying school registration fees, determining student savings, uniform payments, and monthly payments. Organizing human resources in learning activities between teachers is done by dividing teachers into two classes. The implementation of learning in Beringin Jaya Kindergarten focuses on increasing children's cognitive development. Efforts to improve children's cognitive abilities is by playing. Supervision at Beringin Jaya Kindergarten consists of kindergarten supervisors, school principals, teachers, and parents of students. Teachers cannot be complete supervisors, because children's development depends on the education of parents at home.
References
Bhawono, P.L. (2012). Metode Pembelajaran Lagu Anak Pada Anak Usia Dini di SPS POS PAUD sekecamatan Godean. Skripsi : Jurusan pendidikan Seni Musik, Fakultas Bahasa dan Seni, Universitas Negeri Yogyakarta.
Fauziddin, M. dan Mufarizuddin. (2018). Useful of Clap Hand Games for Optimalize Cogtivite Aspects in Early Childhood Education. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(2), 162 – 169.
Ibda, F.(2015). Perkembangan Kognitif: Teori Jean Piaget. Jurnal Intelektualita, 3(1), 27 – 38.
Lau, Y.S., dan Rahardjo, M.M. (2020). Meningkatkan Budaya Antri Anak Usia 4 – 5 Tahun Melalui Metode Berbaris Sesuai Warna. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5 (1), 624.
Maryani, K. (2019). Penerapan Permainan Tradisional Pada Anak Usia Dini. Prosiding Seminar Nasional PG Paud Untirta.
Mufarizuddin. (2017). Peningkatan kecerdasan logika Matematika Anak melalui bermain Kartu Angka Kelompok B di TK Pembina Bangkinang Kota. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 1(1), 32.
Pasaribu, M. (2017). Upaya Meningkatkan Perkembangan Moral Anak Melalui Media Audio-Visual Dikelompok B Paud Ayuni Tembung Kec. Precut Sei Tuan Kab Deli Serdang. Fakultas Ilmu Tarbiyah Dan Keguruan Universitas Islam Negeri.
Rahayu, H., E. Yetti, dan Y. Supriyati. (2020). Meningkatkan Kreativitas Anak Usia Dini Melalui Pembelajaran Gerak Dan Lagu. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 691.
Santoso, S. (2002). Pendidikan Anak Usia Dini. Jakarta : Citra Pendidikan.
Soekidjo, N. (2005). Promosi Kesehatan Teori dan Aplikasinya. Jakarta : PT. Rineka Cipta. Hlm 364.
Suharni. (2017). Manajemen Pendidikan Anak Usia Dini Pada Paud Bintang Rabbani Pekanbaru. Jurnal Ilmiah Potensia, 4(1), 1-5.
Sunanih. (2017). Kemampuan Membaca Huruf Abjad Bagi Anak Usia Dini Bagian dari Perkembangan Bahasa. Early Childhood : Jurnal Pendidikan, 1(1), 1 – 13.
Suryaalamsyah, I.I., R. Kushargina, M. Stefani. (2019). “Grebek Sekolah” (Gerakan Membawa Bekal Makan dan Minum ke Sekolah) Sebagai Upaya Pemenuhan Gizi Murid SDN Pesanggrahan 02 Jakarta Selatan. Prosding Seminar Nasional Pengabdian Masyarakat LPPM UMJ. http://jurnal.umj.ac.id/index.php/semnaskat.
Suryana, D., dan N. Riska. (2019). Manajemen Pendidikan Anak Usia Dini : Berbasis Akreditasi Lembaga. Jakarta : Prenadamedia Group.
