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3.Classroom Setting
“tudio pla i g “alla has o l fou lass oo s that a o odate stude ts, ea h lass
consists of 18 to 20 children. Limitations of the study was not an excuse to explore the childs learning. Hours of study divided into two sessions, the morning classes and afternoon
classes are rotated every week. Classes based on childrens interests, which opened on a daily basis. This is in anticipation of the study are limited, every child is free to choose the
classes that interested him the childs arrival does not necessarily correspond with the ability of the childs parents have the cost of study per day.
Here is a classroom management plan based on the childs interest in the studio playing Sallam
4. Appraisal
Assessment applied in the PAUD Sallam covers, record the activity of a childs learning activities using electronic media cards and study visits. Most of the activities recorded by the
teacher using a recording medium such as a mobile phone with video facility which is then transferred to the monitor or TV screen is presented to the parents of each month along
with the relationship between the parents in the form of social gathering and the nutrition. The d aft assess e t usi g i teg ated lea i g i the PAUD “alla :
1. Initial observations, teacher observations on the Daily activities of students.
2. Implementation of integrated learning assessment by comparing the results of the
assessment based on the experiences of parents and the childs environment teacher assessment based learning process of children.
5. Cost Management in Early Childhood Education each present
The application fees were applied in PAUD Sallam with Rp.2500 comes system, -. Every child is free to choose the classes that interested him based on a predefined schedule school. The
financing is intended to:
1. Rp.1000,- for teachers. While the teacher incentive program assistance obtained
from government work together Himpaudi DKI 2.
Rp.500 for operational 3.
Rp 500 for equipment 4.
Rp 500 business
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Nutrition day is cook and eat together activities between parents, teachers and students. Cost for the day nutrition in PAUD Sallam obtained from the joint parents of students in the
form of materials obtained directly from the merchandise sold. This activity aims to introduce a balanced diet that can be implemented by parents in their homes. Teachers
assigned as administrative faculty concurrently manage payment comes system students whose format is based on student attendance.
Conclusion
1. Teaching and learning process with an integrated learning is in accordance with the characteristics of learning preschool age children, especially for children and the elderly
with social and economic backgrounds who are limited in the traditional market. 2.
Integrated learning process of teaching and learning with educational expenses per application came to provide an alternative way of funding for non-formal schools.
3. Integrated learning at the scene of traditional markets can provide learning situations
that make children responsible for their learning, either independently or appreciate the work of parents. Implementation can be developed with different situations and learning
facility limitations.
4. Integrated learning also offers opportunities for children to work with other parties on a
different challenge.
Suggestion
The need to apply the concept of integrated learning in early childhood education for poor children in the traditional market place must be empowered in big cities like Jakarta. Authors
feel if in front of our eyes are still a lot of students in Jakarta, displaced due to the lack of fulfillment of the need for education for the early childhood program. Do as little as possible
for the future of your child, appropriately empowered.
References
BPSBadan Pusat Statistik dan DepsosDepartemen Sosial 2000. Penduduk Fakir Miskin Indonesia 2002, Jakarta: BPS.
Child e s esou es I te atio al, I . Menciptakan Bahan Ajar Yang Berpusat Pada
Anak. Jakarta: CRI Indonesia.
