38 h Demonstrates an understanding of the early childhood profession
and makes a commitment to professionalism. Janice J. Beaty. “Skills For Preschool Teacher”. Figure 13-2. Common
Knowledge and Abilities of Early Childhood Professionals. Page. 333
3. Personal Contributions of Early Childhood Professionals
a Serves on board community child care program b Becomes CDA advisor for another candidate
c Speaks at community group about classroom experience d Show slides to parents of how children learn through exploration
play e Shares knowledge and skills play an instrument; does arts or
crafts; speak a second language with children in another classroom f Submits child care topic for presentation with team member at a
state, regional, or national conference g Advises community librarian about good picture books for library to
purchase h Volunteers in child care resource center
i Appears as a guest speaker at a college continuing education class
j Appears as agues speaker at a college continuing education class k Writes early childhood book authors about successful new ideas
you have tried with children.
39 Janice J. Beaty. “Skills For Preschool Teacher”. Figure 13-4. Personal
Contributions of Early Childhood Professionals. Page. 340
B. Temuan Hasil Penelitian yang Relevan
Beberapa hasil penelitian terdahulu yang mendukung pelaksanaan penelitian ini adalah:
Eddy Setiadi E, 2005 penelitian “Pengembangan Program
Bimbingan Dalam Sistem Pendidikan Prasekolah”. Adapun tujuannya adalah mengembangkan program bimbingan dalam sistem pendidikan
prasekolah. Mela lui pengembangan program bimbingan diharapkan guru mampu menerapkan layanan bimbingan dalam proses pembelajaran
dengan lebih baik dan guru mampu memberikan pelayanan pendidikan yang sesuai dengan kebutuhan dan perkembangan anak usia prasekolah.
Metode penelitian yaitu metode deskriptif. Teknik pengumpulan data adalah observasi, wawancara dan kuesioner. Hasil penelitian
menunjukkan: 1 guru telah memiliki pemahaman terhadap layanan bimbingan di Taman Kanak-kanak. Pengembangan program bimbingan
yang dipahami oleh guru mulai dari perencanaan, pengelolaan, pelayanan bimbingan, dan evaluasi; 2 pengelolaan program bimbingan oleh guru
dalam kegiatan belajar di TK belum menunjukkan keoptimalan; dan 3 anak dini usia secara umum telah menguasai tugas-tugas perkembangan.
Penguasaan tugas-tugas perkembangan anak termasuk ke dalam kategori sedang. Penguasaan tugas-tugas perkembangan anak dini usia
