standards of early childhood education
TRANSCRIPT
MINISTERIAL REGULATION
OF NATIONAL EDUCATION
OF REPUBLIC OF INDONESIA
NO 58, 2009
ON
STANDARD OF EARLY CHILDHOOD EDUCATION
BY THE GRACE OF THE ONE AND ONLY GOD
MINISTRY OF NATIONAL EDUCATION
Considering : that in the frame work of implementing the provision
of Article 19Clause (1), (2), (3), Article 20, Article 21 clause (1), (2),
Article 22 Clause (1), (2), (3), Article 23, and Article 24 Government
Regulation of Republic Indonesia no 19 2005 on Standards of National
Education, it is needed to stipulate Ministerial Regulation of National
Education on Standard of Early Childhood Education;
In light of : 1. Laws of Republic Indonesia No.20, 2003 on Systemof National
Education (State Gazette of Republic ofIndonesia 2003 No. 78, Additional
State Gazette of Republic of Indonesia no. 4301);
2. Government Regulation of Republic Indonesia No 19, 2005 on National
Standard of Education(StateGazette of Republic of Indonesia 2005 No.
41,Additional State Gazette of Republic of Indonesia no.4496);
3. Presidential Regulation of Republic Indonesia No.9, 2005 on Position,
Task, Function, Organizational Hierarchy, and Work Guide of
Ministries of Republic of Indonesia as has been altered several times
lastly with Presidential Regulation of Republic Indonesia No. 20,
2008;
4. Presidential Decree of Republic of IndonesiaNo. 187/M 2004 on the
Formation of United Cabinet of Indonesia as has been altered several
times lastly with the Presidential Decree of Republic Indonesia No. 77/P
2007;
STIPULATES
Enacts : MINISTERIAL REGULATION OF NATIONAL
EDUCATION ON EDUCATION STANDARD OF YOUNG
CHILDREN
Article 1
(1) Standard of early childhood education covers formal and non formal education
consisting of:
(a) Standards of level of developmental achievement;
(b) Standards of educators and education personnel;
(c) Standards of content, process, and evaluation; and
(d) Standards of facilities, management, and Funding.
(2) Standard of early childhoodeducation as meant by clause (1) stated in this
Attachment of Ministerial Regulation.
Chapter 2
This Ministerial Regulation is effective on the date it is enacted.
Enacted in Jakarta
On September 17, 2009
MINISTERY OF NATIONAL EDUCATION
Copies similarwith the original.
Head of Law Bureau and Organization
Ministery of National Education
Dr. A. PangerangMoenta, S.H., M.H., DFM
NIP 196108281987013003
COPIES OF ATTACHMENT
MINISTERIAL REGULATION OF NATIONAL EDUCATION NO 58 2009 DATED
SEPTEMBER 17, 2009
STANDARD OF EARLY CHILDHOOD EDUCATION
I.BACKGROUND
Law No.20 2003 on System of National Education Article 1 number 14 states that
early childhood education (PAUD) is a guiding effort to children since their birth up to 6
years old practiced by providing educative stimulation to help their physical and mental
development so that they are prepared for further education. In this process, the communities
have showed their concern for0-6 years old children‟s education, care and protection by
providing varied kinds of services as much as their condition and abilities permit, both in
formal and non formal modes. Formal early childhood education is in the forms of
kindergarten (TK)/ RaudhatulAtfal (RA) and other equal forms whose programs are for
children aged 4- <6 years old, while non formal ones are Child‟s Day Care (TPA) and other
equal forms whose programs are for 0 - <2 year olds, 2 - <4 year olds, 4 - < years olds and
Day Caregiving Programs for 0 - <6 olds; Play Groups (KB) and other equal forms whose
programs are for children aged 2 - <4 years old and 2 - <6 years old.
Early childhood education (ECE) programs up to present do not have standards as
minimal reference for formal and/or non formal education modes. Therefore, in order to
provide quality services in line with children‟s growth and development needs, standards of
ECE are required to be set up.
Standards of ECE are integral parts of Standards of National Education as mandated
by the Governmental Regulation No.19 2005 on Standards of National Education, and are
formulated by considering the characteristics of conducting ECE. Standards of ECE are
categorized into four, which are: (1) Standards of level of developmental achievement; (2)
Standards of educators and education personnel; (3) Standards of content, process, and
evaluation; and (4) Standards of facilities, management and finance.
Standards of level of developmental achievementcomprises guidelines of growth and
development of young children from birth up to six-years old. Level of development
achieved is actualization of potentials on every aspect of development that young children are
expected to reach at every phase of development, and it is not level of academic achievement.
Standards of educators (teachers, accompanying teachers, and caregivers) and education
personnel contain required qualification and competencies. Standards of content, process, and
evaluation cover program‟s planning, implementation, and evaluation which are carried out
in integrative and holistic ways in accordance with children‟s needs. Standards of facilities,
management, and finance stipulate requirements for facilities, management, and finance so
that ECE programs can run well.
II. STANDARDS OF LEVEL OF DEVELOPMENTAL ACHIEVEMENT
Levels of developmental achievement describe growth and development expected to
be reached by children in a range of certain age groups. Children development that is
achieved is an integration of religious, moral, physical, cognitive, language and social-
emotional aspects. Children development covers monitoring of health and nutrients condition
which is referred to inCard Guidance Toward Health (KMS) and early detection of children
development and growth.
Child development takes place simultaneously, meaning that level of achievement
reached at a given phase is expected to improve quantitatively and qualitatively at the next
phases. Every child is unique since every child‟s development may be different from one to
another due to internal and external factors. Even so, child development still follows a
general pattern. In order for children to reach an optimum level of development, it requires
involvement from parents and adults to provide stimulation that is holistic and integrated
covering education, caregiving, health, nutrient and security which are given consistently
through habit forming.
Level of achievement is arranged based on children‟s age group: 0 - <2 years old; 2 -
< 4 years old; and 4 - <6 years old. Grouping of 0 - < 1 year old is done in an interval of three
months because at this age group children development takes place so fast. Grouping of 1 - <
2 years old is done in an interval of 6 months because its development is not as fast as that of
previous age group. For the next age groups, grouping is done within a year‟s time.
A. Grouping of Children Age
1. Age Phase 0 - < 2 years, consists of age group:
a. < 3 months
b. 3 - < 6 months
c. 6 - < 9 months
d. 9 - < 12 months
e. 12 - < 18 months
f. 18 - < 24 months
2. Age phase 2 - < 4 years, consists of age group:
a. 2 - < 3 years
b. 3 - < 4 years
3. Age phase 4 - < years, consists of age group:
a. 4 - < 5 years
b. 5 - < 6 years
B. Standards of Level of Developmental achievement
1. Level of Developmental achievement Age Group 0- < 12 months
Domains of development
Level of Development Achivement
< 3 months 3–<6 months 6–<9 months 9–<12 months
I. Religious and
Moral Values
*) *) *) *)
II. Motoric
A. Raw Motoric
1.Grabbingobjects that touch the
palms in reflex
2. Getting the head
upright when put on stomach.
3. Proning
4. Rolling over to the right and left
1.Reachingobjectsin front.
2.
3.Sitting up with
help
1.Throwing objects at hands
2.Crawling to all
direction
3.Sitting up without help
4.Standing up
with help 5.Clapping
1.Grabbing reachable objects
2.Walking by
holding something.
3.Walking a few steps without help
4.kicking
B. Soft motoric 1.Playing with
fingers and toes
2.Holding objects
1.putting objects
into mouth
2.moving toys from one hand to the
other
1.holding objects
with thumbs and
point fingers (pinching)
2.squeezing
1.Scratching on
head.
2.holding small or thin objects (ex.
pieces of fruit or
biscuits) 3. hitting or
knocking on toys.
III. Cognitive A.Recognizing what
is wanted
1.Distinguishing
what is wanted
(breastfeeding or suckling)
1.Watching over
toys/games wanted
1.observing
moving objects
1.Beginning to
understand simple
instruction
B.Showing reaction
toward stimulation
1.Stop weeping
after one‟s wish is granted (ex. after
being carried or
given milk).
1.Reaching out both
hands to ask to be carried
1.Turning one‟s
head toward sources of sound.
2.Observing
objects at hands
1.showing reaction
when one‟s name is called on.
2. Trying to look for
the objects hidden. 3.Trying to
open/release
enclosed objects.
Domains of
development
Level of developmental achievement
< 3 months 3-<6 months 6-<9 months 9-<12 months
IV.Language
Producing sounds to wish for
something or as
1.Crying
2.Yelling 3.Mumbling
1.Paying
attention/listening to people‟stalking
2. Babbling
1.Beginning to
imitate speeches.
2. Responding
1.Saying two words to
express what is wanted 2.Expressingrejection.
3.Naming noun words
reaction for stimulation
3.Laughing to people trying to communicate
with him.
to games of hiding faces
3.Pointing to an
objectand saying the word
for it
or animals (pus for cats; otifor roti)
IV.Social-
Emotional Showing
emotional
response
1.Staring and
smiling.
2.Crying to express
discomfort.
1.Responding by
moving hands or legs.
2.Crying when not getting what one‟s
want
1.Reaching out
or reject lifting
(to be carried) 2.Pointing
something
wanted
1.Layingonmotoricmoto
his head when feeling
comfortable in a hug (a carrying) or wriggle
when feeling
uncomfortable
2.Expressing wishes by varied body movement
and by uttering simple
words. 3.Imitate the ways to
express compassions by
hugging.
*) Religious and moral values for 0 - <12 months-old are not instructed specifically, so that
their teachings are left for each institution to conduct.
2. Level of Developmental achievement for Age Group 12 - < 24 months
Domains of development Level of Developmental achievement
12 - < 18 months 18 - < 24 months
I. Religious and Moral Values *) *)
II. Motoric
A. Hard Motoric
1.Walking independently
2.Climbing up the stairs or crawling to higher places
3.Kicking a ball forward
4.Standing with one leg up
for one second
1.Jumping on the spot.
2.Climbing up the stairs or other higher places by
holding it.
3.Walking backward for a
few steps. 4.Dragging not very heavy
objects (small chairs).
B. Soft Motoric 1. Holding pencils/pens 2.Makingfree scribbles
3.building up a tower of three
blocks.
4.holding a glass with two hands
5.spilling out objects from
containers and put them back
1.imitating vertical or horizontal lines
2.putting objects into their
appropriate containers.
3.turning over book pages although not perfect.
4.tearing paper apart
in
III. Cognitive
A. Recognizing general
knowledge
1. naming a few objects
2.asking about unfamiliar objects
3.identifying a number of
primary colors (red, blue,
yellow) 4.mentioning own name and
familiar people.
1.using game tools as
he/she pleases like smashing up blocks
2.beginning to understand
pictures of people‟s faces
3. beginning to understand concept of other‟s
belonging like: mine, yours.
B. Recognizing concepts of sizes and numbers
Distinguishing sizes of objects (big-small)
Counting to five
IV.Language
A. Accepting language
1.Ponting parts of body being
asked.
2.Understanding themes of short stories
1.Showing interest on
pictures in books
2.Using simple words to express curiosity
B. Expressing Language 1.Responding questions
by answering with
“Yes” or “No” 2.Uttering two-word
sentences.
1.Answering questions
with short sentences.
2.Singing simple songs
Domains of development Level of developmental achievement
12 - < 18 months 18 - < 24 months
V. Social-Emotional
Displaying
emotional response
1.Showing anger reactions
when feeling disturbed like when the toy is taken away.
2.Showing different reaction
toward people who just get acquainted.
3.Playing with peers yet busy
with his/her toys.
4.Paying attention/observing his peers who are doing some
activities
1.Expressing varied
reactions of emotion (glad, angry, afraid, disappointed).
2.Showing reactions of
accepting or rejecting other people‟s presence.
3.Playing together with peers
with the same toys.
4.Showing expressions in role-playing (make-belief)
*) Religious and moral values for 12 - <24 month-olds are not instructed specifically, so that
their teachings are left for each institution to conduct.
3.Level of Developmental achievement Age Group 2 - <4 years
Domains of Development Level of Developmental achievement
2 - <3 years 3 - <4 years
I. Religious and Moral Values
Responding on matters
related with religious and moral values
1.Beginning to imitate
movements of praying/sholat in accordance with his/her
religion.
2. Beginning to imitate short
prayers in accordance with the religion.
3. Beginning to understand
when to extend greetings, gratitude, and asking for
forgiveness, ect.
1.Beginning to understand
contradictive behavior although not always
practiced yet, like
understanding good-bad
behavior, true-false, polite-impolite.
2.beginning to understand
the meaning of pity and care for God‟s creatures.
II.Motoric
A. Rough Motoric
1.Walking on heels 2.Jumping forward and
backward on two legs.
3.throwing and catching a ball.
4.Dancing following rhythm.
5.Climbing-descending the stairs or other higher places
by holding on
1.Running while carrying something light (a ball).
2.Climbing-descending the
stairs or other higher places on two legs in turns.
3. Walking on a rather wide
board. 4. Jumping down from an
elevation of about 20 cm
(under the height of a child‟s
knees) 5. Imitating simple exercise
movement like imitating the
movement of trees, or jumping rabbits).
Domains of Development
Level of Developmental achievement
2 - <3 years 3 - <4 years
B.Soft Motoric
1.Squeezing paper or fabric by
moving five fingers.
2.Folding paper although it is not straight and tidy
3. Cutting out paper with scissor
without pattern.
4.Goodhand coordination to hold flat objects like toothbrush, or spoons.
.
1.Filling in water, sand, or grains into
containers (bowl, pail).
2.Putting in small objects into a bottle (pieces of straw, corals, grains).
3.Tassling not-too-small beads with
rather rigid threads.
4.Cutting out paper following straight lines.
III.Cognitive A.Identifying
1.Mentioning parts of a picture like a
1.Finding/recognizing missing parts of
general knowledge
man‟s face, car, animal, ect. 2.Identifying parts of a body (five
parts)
picture pattern like in the picture of a man‟s face, car, ect.
2.Naming a variety of food and its taste
(salt, sugar or chili). 3.Understanding differences of two
things of the same kind like
differentiating between a banana and
rambutans; a chicken and a cat.
B.Knowing the
concepts of size, form and pattern
1.Understanding concepts of size
(big-small, long-short) 2.Identifying three kinds of forms
(round, triangle, square)
3.Beginning to know patterns.
1.Placing objects based on their size
(smallest – biggest). 2.Beginning to follow a pattern of hand-
clapping.
3.Identifying concepts of much/many –
little/few.
Language A. Accepting
Language
1.Able to memorize simple children‟s
songs. 2.Understanding simple stories/tales.
3.Understanding simple instruction
like putting toys on the table, taking
toys out of a box.
1.Pretending to read stories with
pictures in a book with own words. 2.Beginning to understand two
instructions at a time. Example: take the
toys on the table then give them to the
educator.
B. Expressing
Language
1.Using question words appropriately
(what, who, how, why, where)
1.Beginning to express wishes by using
simple sentences (I want to play with
the ball). 2.Beginning to tell experiences with
simple stories.
Domains of Development Level of Developmental achievement
2 - <3 years 3 - <4 years
V. Social-Emotional
Able to control
emotion
1.Beginning to express it
when he/she wants to urinate
or defecate 2.Beginning to understand
other people‟s rights (to
queue, to wait for turn). 3.Beginning to show attitude
for sharing, helping,
cooperating.
4.Expressing feelings toward other children (fond of a
friend because of his
kindness, not fond of a friend
1.Beginning to be able to
urinate without help.
2.Being Patient when waiting for his/her turn.
2.Beginning to show
tolerance so that it enables him to work in a group.
4.Beginning to appreciate
other people.
5.Reacting toward things felt not right (getting angry when
disturbed or being treated
differently).
because of his naughtiness). 5.Sharing roles in a situation
game (being a doctor, a
nurse, a patient, a shopkeeper or buyer).
6.Beginning to show expressions of regret when
making mistakes.
4. Level of Developmental achievement Age Group 4 - <6 years
Domains of Development Level of Developmental achievement
4 - <5 years 5 - <6 years
I. Religious and Moral
Values
1.Recognizing the God through the religion
embraced.
2.Imitating movements of
praying. 3.Reciting prayer before
and/or after doing something.
4.Recognizing good/bad, polite behavior.
5.Getting used to having
good behavior. 6.Extending greetings and
responding to greetings.
1.Recognizing the religion embraced.
2.Getting used to practicing
religious teachings.
3. understanding noble deeds (honest, helpful,
polite, respect, ect.
4.Distinguishing between good and bad behavior.
5.Recognizing
religious rituals and religious holidays
6.Respecting other people‟s
religion.
II. Phyisical
A. Rough Motoric
1.Imitating movements of
animal, trees blown by the
wind, airplane,ect. 2.Doing movements of
hanging on things (clinging).
3.Doing movements of hopping, jumping and
coordinated running.
4.Throwing something on target.
5.Catching something
properly.
6.Doing anticipation movement.
7.Kicking something on
target. 8.Using game facilities
1.Doing coordinated
physical movements to
practice flexibility, balance, and agility.
2. Doing coordination of
movements of legs-hands-head when imitating dance
or aerobic.
3.Doing physical games with rules.
4.Being skillful using left
and right hands.
5.Practicing self-hygiene
outside the classroom.
B.Soft Motoric 1.Making vertical, horizontal,
left-right curves, left/right
leaning and circle lines. 2.Imitating shapes.
3.Coordinating eyes and
hands to perform
sophisticated movements. 4.Doing some manipulative
movements to create certain
forms by using various media. 5.Expressing oneself by
creating art works using
various media.
1.Drawing whatever ideas
they have in mined.
2.Imitating forms. 3.Exploring with various
media and activities.
4. Using stationeries
properly. 5.Cutting following
patterns.
6.Sticking pictures properly. 7.Expressing oneself
through drawing in details.
C.Physical Health 1.Having appropriate proportion between age and
weight.
2.Having appropriate proportion between age and
height.
3. Having appropriate
proportion between height and weight.
1. Having appropriate proportion between age and
weight.
2. Having appropriate proportion between age and
height.
3. Having appropriate
proportion between height and weight.
III. Cognitive
A. General knowledge and science
1.Identifying objects based on function (knife to cut, pencil
to write).
2.Using objects as symbolic
games (Chairs as a car). 3.Identifyingsymptoms of
cause-effect related with
himself. 4.Identifying simple concepts
in daily life (drizzle, rain,
dark, bright, hazy, ect). 5.Creating something based
on own ideas.
1.Classifying objects based on function.
2.Showing activities which
are explorative and
investigative (like: what will happen when water is
spilled out).
3.Arranging an activity plan to be carried out.
4.Identifying cause-effect
about his environment (the wind blows cause moving
leaves, water can get
something wet).
5.Showing initiative in choosing a game theme
(like: “let us play pretending
as birds”). 6.Solving simple problems
in daily life.
Domains of Development Level of Developmental achievement
Age 4 - <5 years Age 5 - <6 years
B.Concepts of Form, Colour
and Pattern
1.Classifying objects based
on forms or colour or size
2.Classfying objects into the same group or the same kind
or pair group with two
variations. 3.Identifying patterns AB-
AB and ABC-ABC.
4.Placing objects in order based on 5 series of size or
colour.
1.Identifying differences
based on size: “more than”;
“less than”; and “the most”. 2.Classifying objects based
on colour, form, and size (3
variation. 3.Classifying objects which
have bigger number into
groups of the same kind, similar kind, or pair with
more than two variations.
4.Identifying patterns of
ABCD-ABCD. 5.Lining up objects in order
based on the smallest to the
biggest, or the other way around.
C.Concepts of number,number
symbols and letters
1.Knowing the concept of
„much/many‟ and
„little/few‟. 2. Counting the number of
objects from 1 to 10.
3. Identifying the concept of number.
4.Identifying the symbols of
number.
5.Identifying the concept of letters.
1.Mentioning symbols of
number 1-10.
2.Matching numbers with symbols of number.
3. Identifying a variation of
vocal and consonant letter symbols.
IV.Language A. Accepting Language
1.Listening to other people‟s speech (mother tongue or
others).
2.Understanding two
instructions given at a time. 3.Understanding stories
read.
4.Identifying vocabulary on adjectives (naughty,
cheat,kind, brave, ugly, ect).
1.Understanding a few instructions at a time.
2.Repeating a more complex
sentence.
3. Understanding rules in a game.
B. Expressing Language 1.Repeating simple
sentences 2.Answering to simple
questions.
3.Expressing feeling with
1.Answering to more
complex sentences. 2.Mentioning a group of
pictures having the same
sound.
adjectives (naughty, cheat, kind, brave, ugly, ect).
4.Mentioning familiar
words. 5.Expressing opinion to
other people.
6.Stating reasons why he
wants, or disagree to, something.
7.Retelling stories/tales once
listened to.
3.Communicating orally, having a number of
vocabulary, and identifying
symbols for preparation of reading.
4.Arranging simple
sentences in a complete
structure (subject-predicate-adverb).
5.Possessing more words to
express ideas to others. 6.Completing a part of
stories/tales once listened to.
Domains of Development Level of Developmental achievement
Ages 4 - <5 years Age 5 - <6 years
C.Literacy 1.Identifying symbols.
2.Identifying animal /object
sounds at the surrounding.
3.Making meaningful scribbles.
4.Imitating letters.
1.Mentioning symbols of
letters known.
2.Identifying the sound of the
first letter of objects present at his surrounding.
3.mentioning a group of
pictures which have the same sound/the same first letter.
4.Understanding the relation
between sound and form of letters.
5.Readingown‟s name.
6.Writingown‟s name.
V.Social-Emotional 1.Showing independence in choosing activities.
2.Willing to share, help and
assist friends.
3.Showing enthusiasm when playing with some games.
4.Controlling emotion.
5.Obeying the rules in a game
6. Showing self-confidence.
7.Taking care of oneself from the surrounding.
8.Respect others.
1.Being cooperative with friends.
2.Showing tolerance.
3.Expressing emotions
appropriate with the conditions (happy-sad-
enthusiastic) .
4.Identifying norms and courtesy in line with local
social and cultural values.
5.Understanding rules and discipline.
6. Showing empathy.
7.Persevering (not to give up
easily).
8.Proud of one‟s own work. 9.Appreciate other people‟s
excellence.
III. STANDARD OF EDUCATORS AND EDUCATION PERSONNEL
Educators of young children are professionals whose task is to plan and to conduct
learning process, and to assess the output of learning instruction, as well as to guide, to care,
and to protect students. ECE (PAUD) educators serve in varied kinds of services whether it is
formal or non formal mode like TK/RA, KB, TPA and other equal forms. ECE Educators in
formal mode consist of teachers and accompanying teachers; while ECE educators in non
formal mode consist of teachers, accompanying teacher, and caregivers.
Education personnel‟s task is to carry out administration, management, development,
supervision, and technical services to support educative process in ECE institutions.
Education personnel consists of Supervisors/Inspector (Pengawas/Penilik), Principals,
Administrator and Cleaning Service Staff. ECE Education personnel in formal mode consists
of Supervisors, Head of TK/RA, Administration Officer, and Cleaning Service Staff, while
ECE education personnel in non formal mode consists of: Inspector, Manager, Administrator,
and Cleaning Service Staff.
A. Educator Standards
1. Academic qualification and Teacher Competences.
Academic qualification and teacher competencies are based on Ministerial Regulation
of National Education of Republic Indonesia No.16 2007 on Standards of Academic
Qualification and Teacher Competencies along with its attachment.
For ECE teachers of formal mode (TK, RA and those equal) and ECE teachers of non
formal mode (TPA, KB, and those equal) who have not met the academic
qualification and competencies required are called accompanying teachers or
caregivers.
2. Academic Qualification and Competencies of Accompanying Teachers
a. Academic qualification
1) Possessing D-II PGTK certificate from accredited college; or
2) Possessing at least certificate of Senior High School (SMA) or those equal
and possessing certificates of ECE training/education/courses accredited.
b. Competence
Competence/Sub Competence Indicators
1.Personality Competence
1.1 Acting and behavingin line with
children‟s psychological needs
1.1.1 Loving children sincerely
1.1.2 Behaving patiently, calmly, cheerfully as well as attentively.
1.1.3 Possessing sensitivity, being responsive, andhumorous toward
children‟s behavior.
1.1.4 Acting as a mature adult, discreet and wise.
1.1.5 Appearing clean, healthy and neat.
1.1.6. Behaving politely, respectful, and
protective toward children.
1.2 Acting and behaving in line with
children‟sreligious and cultural norms
and their faith.
1.2.1 Respecting students regardless their
faith,ethnic groups, culture and gender.
1.2.2 Acting in line with the religious norms held , law, and social norms existing in
community.
1.2.3 Developing students‟ attitude to
respect other people‟s religion and faith.
1.3 Appearing oneself as a character with
Noblemanners.
1.3.1 Behaving honestly.
1.3.2 Be responsible of duties. 1.3.3 Behaving as a role model.
3. Professional competence
2.1 Understanding children‟s development
phases .
2.1.1 Understanding sustainability of
children‟s development level age 0 – 6 years.
2.1.2 Understanding standards of children‟s
development achievement. 2.1.3 Understanding that every child has
different rate of developmental
achievement.
2.1.4 Understanding supporting and inhibiting factors of developmental
achievement level.
2.2 Understanding children‟s growth and Development.
2.2.1 Understanding developmental aspects Ofphysical-motoric, cognitive,
language, social-emotional, and
religious morals.
2.2.2 Understanding inhibiting and supporting factors of developmental
aspects above.
2.2.3 Understanding symptoms of disorder in
Eachaspect of children‟s development.
2.2.4 Recognizing children‟s nutrition needs in line with their age.
2.2.5 Understanding how to monitor
children‟s nutrients, health and
security.
2.2.6 Knowing pattern of caregiving suitable with the children‟s age.
2.2.7 Identifying children‟s uniqueness.
2.3 Understanding of providing stimulation onchildren‟s education,
caregivingandprotection.
2.3.1 Identifying ways of providing stimulation ineducation, caregiving
and protection ingeneral.
2.3.2 Possessing the skills in providing
stimulation on every development aspect.
2.4 Building cooperation with parents in
children‟s education, caregiving and protection
2.4.1 Identifying factors of children
caregiving, family‟s social-economic condition, and community‟ssocial
background that support or hinder
children‟s development.
2.4.2 Communicating the institution‟s programs (education, caregiving, and
child‟s protection) to parents.
2.4.3 Increasing parents‟ involvement in the institution‟s programs.
2.4.4 Increasing the sustainability of the
institution‟s programs with family‟s
environment.
3. Pedagogic Competence
3.1 Planning programs for education,
caregiving, and protection
3.1.1 Arranging annual, semester, monthly,
weekly, and daily activities. 3.1.2 Determining playing activities that
Support children‟s level of
developmental achievement.
3.1.3 Planning activities arranged based on age group.
3.2 Conducting process of education,
caregiving,and protection.
3.2.1 Managing activities in line with
arranged plans based on age group. 3.2.2 Using learning methods through
playing suited with children‟s
characteristics.
3.2.3 Choosing and selecting media suited with children‟s activities and
conditions.
3.2.4 Giving motivation to increase children‟s engagement in activities.
3.2.5 Providing guidance in line with
children‟s needs.
3.3 Conducting evaluation on process and output of learning, caregiving, and protection.
3.3.1 Selecting appropriate ways of evaluating inline with the goal to be
achieved.
3.3.2 Conducting evaluation activities in line
with the ways that have been set. 3.3.3 Processingresults of evaluation.
3.3.4 Using results of evaluation for various
educational purposes. 3.3.5 Documenting results of evaluation
4. Social Competence
4.1 Adapting with the surrounding
4.1.1 Adjusting with peers. 4.1.2 Obeying institution‟s rules
4.1.3Adapting with surrounding
communities. 4.1.4 Being accommodative to students,
parents, and colleagues, from various
cultural and social backgrounds.
4.2 Communicating effectively 4.2.1 Communicating emphatically with students‟ parents.
4.2.2 Communicating effectively with
students, both physically, verbally and non verbally.
3. ECE Caregivers
a. Academic qualification
Possessing academic qualification at least Senior High School (SMA) and those
equal.
b.Competencies
Competencies Indicators
1. Understanding basics
of caregiving
1.1 Understanding the role of caregiving toward children‟s
growth and development. 1.2 Understanding diet patterns and nutrient needs of every child.
1.3 Understanding basic service of children‟s hygiene and health.
1.4 Understanding tasks and duties in assisting teachers and
accompanying teachers.
2. Skillful in performing
caregiving
2.1 Skillful in treating children‟s hygiene.
2.2. Skillful in playing and communicating verbally and non
verbally with children. 2.3 Recognizing and handling children‟s discomfort.
2.4 Skillful in keeping children‟s playing facilities clean.
3.Acting and behaving in
line with children‟s psychological needs.
3.1 Loving children sincerely
3.2 Behaving patiently, calmly, cheerfully as well as attentively. 3.3 Possessing sensitivity, being responsive, and humorous
toward children‟s behavior.
3.4 Acting as a mature adult, discreet and wise. 3.5 Appearing clean, healthy and neat.
3.6 Behaving politely, and respectfully, and respecting students‟s
parents.
B. Standards of Education Personnel
To assist young children to achieve their potential development, ECE services must be
managed well. Every ECE unit must have an administrator whose task is to plan, execute,
manage administration and budget, as well as monitoring program implementation.
Education personnel of ECE consists of supervisors/inspectors, principals, manager,
administration staff, and cleaning service staff, all arranged independently by each
institution.
1. Supervisors/Inspectors
Qualification and competencies of ECE supervisors of formal education mode are based
on Ministerial Regulation of National Education of Republic of Indonesia No.12 2007 on
Standards of School/Madrasah Supervisors along with its attachment.
Qualification and competencies of ECE inspectors of non formal education mode are
based on Inspector Regulation of Non Formal Education in general.
2. Head of ECE of Formal Education Mode
Qualification and competencies of Head of TK/RA are based on Ministerial Regulation of
National Education of Republic of Indonesia No.13 2007 on Standards of School
/Madrasah Principals along with its attachment.
3. ECE Administrator of Non formal Education Mode
ECE Administrator of non formal education mode is a caretaker of ECE units in non formal
education mode with qualification:
a. At least having the qualification and competencies of accompanying teachers.
b. Experienced as ECE educators for at least 2 years.
c. Graduated from training/apprenticeship/courses of ECE management from accredited
institutions.
Besides having the competencies of accompanying teachers, ECE administrator must meet
competencies as the following:
Competencies Indicators
1.Personality Competencies 1.1 Having an interest in dedicating oneself to develop
institutions.
2.Professional competencies 2.1 Handling various problems of technical and operational
matters.
2.2 Arranging Institution Budget Plan.
3.Managerial Competencies 3.1 Managing and developing institution in services of education, caregiving and protection.
3.2 Coordinating educators and other education personnel in
aninstitution. 3.3 Managing facilities as institutional assets.
4.Social competencies 4.1 Cooperating with various parties for institutional interest.
4.2 Seizing opportunities to manage the institution
sustainably. 4.3 Motivated to increase the quality of the institution
4. ECE Administration
a. Academic qualification
Possessing academic qualification at least that of Senior High School and those
equal.;
b. Competencies
Competencies Indicators
1.Personality 1.1 Having noble manners. 1.2 Open-minded.
1.3 Persistent and perseverant.
1.4 Honest and responsible.
2.Professional 2.1 Applying simple information technology in the system of education
administration.
2.2 Documenting institutional data by using a variety of media.
2.3 Providing administrative service to educators and education personnel, as well as students‟ parents.
2.4 Managing school facilities optimally.
2.5 Making smoother arrangement for students‟ enrollment. 2.6 Managing budget based on management principles of accountability,
transparency, and efficiency.
2.7 Managing administration as a support to achieve the goal.
3.Social 3.1 Building cooperation with all educators and educational personnel to enhance performance and services.
3.2 Providing administrative services and information to parents,
communities and the government. 3.3 Behaving in a transparent, open and friendly manner in providing
services.
3.4 Having social sensitivity.
4.Management 4.1 Planning administrative programs on a weekly, monthly and yearly basis.
4.2 Executing work programs with planned, documented, and neat
procedures.
4.3 Making a report of administrative activities monthly and yearly.
IV. STANDARDS OF CONTENT, PROCESS AND EVALUATION
Standards of content, process and evaluation comprise program structures, time
allocation; in addition, planning, execution, and evaluation are conducted
integratively/holistically in accordance with children‟s development level, talent/interest, and
needs. These standards consider local potentials and conditions so that differences in
activities and implementation of education, caregiving and protection in the fields are
allowed to take place. Differences may occur due to: (1) a variety of forms of ECE services
(TK/RA, TPA, KB and other equal forms), which apply part-time and full-time programs; (2)
different age groups which are served (young children aged 0 - <2 years, with those of 2 - <4
years, and 4 - <6 years); and (3) different conditions of institutions.
Done by educators, program planning consists of goal, content, and plans for
program management arranged in Weekly Activities Plan (RKM) and Daily Activities Plan
(RKH). Program implementation contains process of education, caregiving and protection
activities designed based upon grouping of children‟s age, considering characteristics of
children development and the types of ECE programs provided. Evaluation is a series of
activities of observing, noting, and data computing of children‟s development by employing
appropriate methods and instruments.
A. STANDARDS OF CONTENT
1. Program Structure
Program structure of ECE activities covers aspects of developing behavior forming and
basic skillsthrough playing and habit-forming. Development coverage consists of: (1)
religious and moral values, (2) physics, (3) cognitive, (4) language, and (5) social-
emotional. Development of one aspect is conducted integratively with other aspects, using
thematic approach.
2. Form of Services
2.1 ECE activities for age group 0 - < 2 years.
2.2 ECE activities for age group 2 - < 4 years.
2.3 ECE activities for age group 4 - < 6 years.
2.4 Caregiving activities for 0 - < 6 year-olds which is conducted after activities 2.1, 2.2,
and 2.3 have been done.
2.5 Daycare activities for 0 - <6 year-olds which is conducted by combining activities 2.1,
or 2.2, or 2.3 with 2.4.
3.Time allocation
3.1 Age group 0 - <2 year:
3.1.1 One session for 120 minutes.
3.1.2 One session per week.
3.1.3 Seventeen weeks per semester.
3.1.4 Two semesters per year.
3.2 Age group 4 - <6 years: [
3.2.1 ECE formal mode:
3.3.1.1 One session for 150-180 minutes.
3.3.1.2 Six or five days per week, with number of sessions amounting to 900
minutes (30 hours @ 30 minutes).
3.3.1.3 Effective seventeen weeks per semester.
3.3.1.4 Two semesters per year.
3.3.2 ECE Non formal
3.3.2.1 One session for 180 minutes.
3.3.2.2 Three days per week.
3.3.2.3 Seventeen weeks effective per semester.
3.3.2.4 Two semesters per year.
3.4. Care giving activities for 0 - <6 years:
Time allocation is adjusted with the time left from day care subtracted by structured
activities that have been carried out, in line with the type of activities and age group.
4. Study group
4.1 ECE Formal mode, maximum number of students in every study group is 20 students
with one TK/RA teacher or accompanying teacher. Group A for 4 -5 year olds and
group B for 5- 6 year-olds.
4.2 ECE Non formal mode, the number of students for every group is flexible, suited with
age and the kind of program services, and at least there is one teacher/accompanying
teacher. Besides, there must be caregivers with comparative number between
educators (teachers/accompanying teachers/caregivers) and students is:
4.2.1 Age group 0 - < 1 year 1: 4 children;
4.2.2 Age group 0 - < 2 years 1: 6 children;
4.2.3 Age group 0 - < 3 years 1: 8 children;
4.2.4 Age group 0 - < 4 years 1: 10 children;
4.2.5 Age group 0 - < 5 years 1: 12 children;
4.2.6 Age group 0 - < 6 years 1: 15 children.
5.Education Calendar
Education calendar is time arrangement for students learning instruction for one academic
Year consisting of the beginning of academic year, effective instruction weeks, effective
time instruction, and holidays. The academic calendar is adjusted with local conditions.
B. STANDARD OF PROCESS
1. Planning
1.2 Developing Lesson Plans
1.2.1 ECE operational planning covers Semester Plan, Weekly Activities Plan
(RKM), and DailyActivities Plan (RKH).
1.2.2 Activities plan for 0 – 2 year-olds is individual in nature. Daily activities are
adjusted with each child.
1.3 Principles.
1.3.1 Considering children‟s developmental levels, needs, interest and characteristics.
1.3.2 Integrating health, nutrients, education, caregiving, and protection.
1.3.3 Learning instruction is done through playing.
1.3.4 Learning instruction is done in phases, sustainably and it is habit-forming.
1.3.5 Learning process is active, creative, interactive, effective and fun.
1.3.6 Learning process centers on children.
1.4 Learning Organization
1.4.1 Choosing varied and appropriate methods.
1.4.2 Selecting playing tools and learning sources available at the surrounding.
1.4.3 Selecting evaluation tools and techniques suited with the activities conducted.
2. Implementation
2.1 Setting learning environment
2.1.1 Creating playing atmosphere which is safe, comfortable, clean, healthy and
appealing.
2.1.2 Using educative games which meet safety and health standards, and in line with
Stimulatingfunction which have been planned.
2.1.3 Making use of environment.
2.2 Organizing instruction
2.2.1 Instruction is carried out inside and outside the rooms/classrooms.
2.2.2 Instruction is carried out in a fun atmosphere.
2.2.3 Instruction for 0 - <2 year-olds is individual in nature.
2.2.4 Management of learning instruction for age of 2 -<4 years in big groups, small
groups and individuals consists of the core activities and closing.
2.2.5 Management of learning instruction for age of 4 - <6 years in big groups, small
groups andindividuals consists of the core activities and closing.
2.2.6 Involving parents/families.
C. STANDARDS OF EVALUATION
Evaluation is a process of collecting and processing information to determine level of
developmental achievement of students that consists of:
1. Evaluation Technique
Observation, assignment, performance, anecdotal noting, conversation/dialogue,
parents‟ report, and documentation of students‟ work (portfolio), and students‟
profile description.
2. Coverage
2.1 Consisting of all levels of developmental achievement of students.
2.2 Consisting of data on status of health, caregiving, and education.
3. Process
3.1 Conducted in a periodic, intensive, meaningful, holistic and sustainable way.
3.2 Observation is done whenever children are doing activities the whole day.
3.3 Periodically educators team review notes of developmental achievement of
students and other information including children‟ particular needs of gathered
from notes of observation, anecdote, check-list, and portfolio.
3.4 Communicating with parents on children‟s development, including children‟s
particular needs.
3.5 Conducted systematically, in a trusted and consistent way.
3.6 Monitoring all aspects of children‟s developmental achievement.
3.7 Making priority of process of result impact.
3.8 Learning instruction through playing with concrete objects.
4. Processing results
4.1 Educators make conclusion and report on students‟ progress based on available
information.
4.2 Educators arrange and deliver the children‟s development in a written form to
parents periodically, at least once in a semester.
4.3 Report of children‟s development is wisely informed to parents orally and in a
written form, along with suggestions on matters that can be practiced at home.
5. Action Plan
5.1 Educators use the results of evaluation to upgrade self competencies.
5.2 Educators use evaluation results to improve programs, methods, types of
activites, useand management of educative games, health and hygiene tools, and
to repair facilities,includingfor children with special needs.
5.3 Holding a meeting with parents/families to discuss and enact action plan for
children‟sdevelopment progress.
5.4 Educators refer children with impaired development to experts through their
parents.
5.5 Planning service program for children with special needs.
V. STANDARDS OF FACILITIES AND INFRASTRUCTURE, MANAGEMENT AND
FUNDING
Standards of facilities and infrastructure, management, and funding are integral in
supporting ECE services. Standards of facilities and infrastructure cover the types,
completeness and quality of facilities used in operating ECE. Standards of management is
management activities in an ECE institution related with planning, implementing, and
monitoring of ECE operations. Standards of funding consist of the types and sources of fund
needed to operate and develop ECE institutions.
A. Standards of Facilities and Infrastructure
Facilities and infrastructure are equipment to support the operation of education,
caregiving,and protection activities. The procurement of facilities and infrastructure need to
be conformed withthe number of children, social and cultural conditions and the type of ECE
services.
1. Principles:
1.1 Safe, comfortable, well-lit, and meets health criteria for children.
1.2 In accordance with levels of children‟s development.
1.3 Making use of potentials and sources available in the surrounding area, including
used objects still worthy of reuse.
2. Requirements:
2.1 ECE Formal Mode:
2.1.1 The site area must be at least 300 m2 (square meters) wide.
2.1.2 Having children‟s room with minimal ratio 3 m2 per student, a teacher‟s
room, principal‟s room, UKS (School Health Efforts) site, latrine/toilet
with clean water, and other rooms relevant with children‟s activity needs.
2.1.3 Having educative games/tools, be it teachers-made, children-made, or
factory-made.
2.1.4 Having game facilities both indoor and outdoor that can develop a number of
concepts.
2.1.5 Having equipment that supports literacy.
2.2 ECE Non Formal Mode
2.2.1 Need fornumber of rooms and area width aresuited with the type of services,
the number of children, and age group being served, with minimum ratio
of 3 m2 per student.
2.2.2 At minimum, having a space that can accommodate children to do activities,
which consists of inner room and outer room, and a latrine/toilet that can
be used for self-hygiene, urinating (BAK) and defecating (BAB) with
sufficient clean water.
2.2.3 Possessing facilities adjusted with the type of service, number of children,
and age group being served.
2.2.4 Possessing game facilities both indoor and outdoor that can develop
variousconcepts.
2.2.5 Specially for TPA, there must be facilities for sleeping, taking shower,
having meals and afternoon breaks.
B. Standards of management.
Management aims to guarantee that children‟s rights and needs are fulfilled, as well
as to ensure sustainability of ECE operations.
1. Principles of Management
1.1 Programs run in a participatory way.
1.2 ECE formal mode applies school-based management indicated by independence,
partnership, participation, openness, and accountability.
1.3 ECE non formal mode applies community-based management.
2. Forms of Services
2.1 ECE formal mode for 4 - <6 years old children, consisting of:
2.1.1 Kindergarten/RaudhatulAthfal
2.1.2 Other equal forms.
2.2 ECE non formal mode consists of:
2.2.1 Day Care for 0 - < 6 years-old children
2.2.2 Play Group for 2 - < 6 years-old children
2.2.3 Other equal forms for 0 - < 6 years-old children.
3. Planning for Management:
3.1Every ECE institution is required to determine vision, mission and institutional
objectives, and develop real program in the framework of managing and
increasing the institution‟s quality.
3.2 Vision and mission and institutional objectives are regarded as collective
aspiration and efforts so that they can provide inspiration, motivation and strength
to all parties concerned
3.3 Vision, mission and institutional objectives are formulated by the institution
leader, together with the community, educators and education personnel.
3.4 For ECE formal mode, apart from point 3.3, vision, mission and objectives are
alsoformulated together with the school committee.
3.5. Programs must acquire permit suited with the type of programs organizer.
4. Implementation of Management
4.1 Administration management covers:
4.1.1 Data of children and their development;
4.1.2 Data of institution;
4.1.3 Financial administration and programs.
4.2 Management of learning sources/media comprises procurement, use and
maintenance:
4.2.1 Playing tools.
4.2.2 Instructional Media; and
4.2.3 Other learning sources.
5. Monitoring and Evaluation
The institution has a mechanism to conduct monitoring and program evaluation at least
once in a semester.
C. STANDARDS OF FUNDING
Funding consists of types, sources, and expenditures, as well as monitoring and
accountability of the operation and development of ECE institutions which is well-
managed and transparent.
1. Types and Spending
1.1 Investment cost, spent for procurement of facilities and infrastructures, human
resource development, and fixed-operationcapital.
1.2 Operational cost, spent for salaries of educators and education personnel as well
as their inherent fringe benefits, educative materials or consumed equipment and
indirect education operational costs.
1.3 Personal cost, consisting of educational costs paid by students when attending
learning instruction.
2. Sources of Funding
Investment, operational and personal cost can be funded from the government, local
administration, local foundations, community‟s participation and/or other non-binding
parties.
3. Monitoring and Accountability
Institutions have a mechanism to conduct monitoring and budget accountability in
accordance with existing regulations.
MINISTER OF NATIONAL EDUCATION
SIGNED
BAMBANG SUDIBYO
Copies similar with the original document
Head of Bureau of Law and Organization
Department of National Education