EARLY CHILDHOOD DEVELOPMENT IN AN INTEGR (1)

EARLY CHILDHOOD DEVELOPMENT IN AN INTEGRATED AND HOLISTIC MANNER
THROUGH AN INTEGRATIVE HOLISTIC APPROACH AT KINDERGARTEN
MUTIARA BUNDA KABUPATEN LIMA PULUH KOTA
Aristia Dewi
Graduate Student of Early Childhood Education in Universitas Negeri Padang
aristyadewi91@gmail.com
Abstract
This research is motivated by learning to develop the overall capability of children group B TK pearl mother of fifty
cities that still need to be improved learning. It is still seen that many children are still not fully developed.
Therefore, developing children's overall capability in the right way, one of them by using holistic integrative
approach. The purpose of this research is to know how to develop early childhood in an integrated and holistic with
holistic integrative approach. Data were collected by interview in learning and documentation support.
Keywords: early childhood development, integrated, holistic approach

INTRODUCTION
Before talking about education first will
be discussed about early childhood. As for the
meaning of early childhood is as follows:
(Depdiknas: 2002) Early childhood is a group of
people aged 0-6 years (in Indonesia based on
Law No. 20 of 2003 on National Education

System), as for berdasrkan the experts of
education children, the group of people aged 9-8
years. Early childhood is a group of children
who are in the process of growth and
development that is unique, in the sense of
having a pattern of growth and development
(fine and coarse motor coordination),
intelligence (thinking power, creativity,
emotional
intelligence,
and
spiritual
intelligence), emotional social (attitudes and
behaviors and religion), language and
communications that are specific to the child's
growth and development. Based on the
uniqueness of growth and development, early
childhood is divided into three stages, namely
(a) the period of birth to 12 months, (b) toddler
(toddler) age 1-3 years, (c) preschool age 3-6

years , (d) the initial grade of SD 6-8 years. The
growth and development of early childhood
needs to be directed to laying the right
foundations for the growth and development of
the full human being, namely the growth and
development of physical, intellectual, creative,
emotional, social, language and balanced
communication as the basis of intact personal
formation.(Bambang Hartoyo:2004)

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Early childhood education is an effort to
stimulate, guide, nurture and provide learning
activities that will result in the abilities and
skills of the child. Early childhood education is
an education conducted in newborns up to eight
years old. Education at this stage focuses on

physical, intelligence, emotional, social
education.
In accordance with the uniqueness and
growth of early childhood, the implementation
of education for early childhood adjusted to the
stages of development passed by early
childhood. PAUD effort is not only from the
educational aspect, but also includes efforts to
provide nutrition and child health so that in the
implementation of early childhood is done in an
integrated and comprehensive
Early childhood education basically covers
all efforts and actions undertaken by educators
and parents in the care, nurturing, and education
process of children by creating an aura and
environment in which children can explore
experiences that provide an opportunity for
them to know and understand the learning
experience they are getting from the
environment, through observing, imitating, and

experimenting that takes place over and over
and involves the full potential and intelligence
of the child. Because as a child is a unique
person and passes through different stages of
personality development, the environment that
educators and parents can provide opportunities
for children to explore experiences with
different situations should pay attention to the

uniqueness of children and adjust to the child's
developmental stage of personality. Example: If
a child is accustomed to praying before doing
activities both at home and in the school
environment in the most understandable way of
the child, little by little the child will be
accustomed to pray even if not accompanied by
their parents or teachers. (Yuliani Nurani
Sujiono: 2009)
In Suryana, D. (2013). Early childhood has
five aspects of development, namely the

development of religious and moral values,
cognitive, language, motor, physical and socialemotional (Minister of National Education
Regulation number 58 of 2009). These aspects
of development must obtain optimal stimulation
from the surrounding environment. Stimulation
of learning done in school is one stimulus that
can develop aspects mentioned above. Eliason
and Jenkins (2008) suggest that cognitive
development, language, and literacy can shape
thinking and build understanding. All aspects of
the above development should get maximum
stimulation and optimal through learning
activities that are meaningful for children
involving parents, teachers and schools. Early
childhood learning activities can be done in
various forms of service. A typical ministry for
children aged four to six years is provided at the
Kindergarten level. Kindergarten is a formal
child service agency (article 28 paragraph 3 of
the Republic of Indonesia's Regulation No. 20

of 2003 on National Education System).
1. Integrated Early Childhood Development
Catron and Allen (1999: 2326) mentioned that there are six aspects of
early childhood development: personal
awareness, emotional health, socialization,
communication, cognition and motor skills
are essential and should be considered as
interaction functions. Creativity is not seen
as an additional development, but as an
integral component of a creative playing
environment. The growth of children in the
following six developmental aspects forms
the central focus and development of play
curricula in early childhood.
a. Personal Awareness
Creative play enables the development
of personal awareness. Play supports
children to grow independently and
have control over their environment.
Through child play can discover new

things, explore, mimic and practice
everyday life as a step in building their

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b.

c.

d.

e.

f.

2.

own skills, this makes the child feel

competent.
Emotion Development
Through child play can learn to accept,
express and solve problems in a positive
way. Play also provides an opportunity
for children to know themselves and to
develop a pattern of satisfactory
behavior in life.
Building Socialization
Play provides a way for children's social
development when sharing with other
children. Playing can grow and enhance
the sense of socialization of children.
Development
of
communication
Playing is the most powerful tool for
teaching children's language skills.
Through this communication children
can broaden their vocabulary and

develop their acceptance and expression
of language skills through interaction
with other children and adults in
spontaneous play situations.
Cognitive Development
Playing can meet the needs of the child
to be actively involved with the
environment, to play and work in
producing a work, as well as to fulfill
other
cognitive
development
tasks.While playing, the child receives
new experiences, manipulates materials
and tools, interacts with others and
starts feel their world.
Development of Motor Capability

The wide opportunity to move, the
learning experience to discover, the

motor sensory activity that includes the
use of large and small muscles allows
the child to meet the motorist's
developmental perceptual.
Theory of Holistic Learning Approach
Lately there is an active learning theory
called holistic theory. Dave Meier in his
book The Accelerated Learning Handbook
(Kaifa, 2002), suggests that the teacher's
concept of who he taught (the pupil)
determines the learning activities he
planned and managed. Meier criticized the

educational tendencies in the West that
view man as only body and mind. Body and
mind activities are separated in learning
activities. Learning is very rigid. In addition
individual learning is highly emphasized.
The scientific way of thinking is very
important. The role of print media in

learning as the main source book is highly
emphasized.
a. Teori Dave Meier
From his research, Dave
Meier argues that humans have four
dimensions: body or somatic (S),
auditory or auditory (A), sight or visual
(V), and thought or intellect (I). Based
on this view he proposes an active
learning model abbreviated as SAVI
(somatic,
auditory,
visual
and
intellectual). With this understanding
he proposes a number of fundamental
principles in learning, namely:

b.

1) Learning involves the whole body
and mind
2) Learning
is
creative,
not
consuming.
3) Cooperation helps the learning
process.
4) Learning takes place on many
levels simultaneously.
5) Learning comes from doing the
work itself.
6) Positive emotions really help
learning.
7) Brain-image absorbs information
directly and automatically.
Wilhelm Dilthey's Theory
The term holistic can be traced from
the view of the German philosopher
Wilhelm Dilthey (1833-1911). Dilthey
lived in a time when Hegel's idealism
of philosophy was falling and
subverted by positivism. Thought
science that marked the method of
erklaren (eksplanasi) into thinking that
dominates the entire scientific building.
Dilthey then developed a thought about
verstehen (understanding) as a form of
lawsuit in a science that is too
positivistic. Verstehen was born in the

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c.

framework of historical criticism and
the endeavor of human science.
Dilthey Theory
According Dilthey, holistic is a circular
relationship between part (part) and
whole (whole). It defines holistic as the
rotation between part and whole in
understanding something. Part (part)
can be understood when direlasikan
with other parts to form totality or
whole (whole). Diltey's thoughts about
holistic became an important part of
his explanation of the hermeneutical
circle.
Referring
to
Webster's
Dictionary, holistic is also used in the
realm of biology and health. Holistic
interpreted as the theory of the
importance of seeing all aspects of the
human body both concerning physical,
mental, to social conditions in the
prevention of disease. Holistic is a
totality of the whole physical and
nonphysical aspects of man. The
assumption is that part of the human
body can not stand alone, but has a
relationship (a very close relationship
with other body parts.
In the scientific realm, the
holistic concept is widely used as a
form of criticism in CartesianNewtonian perspectives that always
see nature as something separated or
dispersed. This Cartesian-Newtonian
perspective does not see the universe
and human beings as being integrated
or closely connected. The presence of a
holistic perspective as a counterdiscourse form and provides an
understanding of the interconnected
aspects of human and nature as well as
an understanding of the melting of the
tight boundaries between disciplines of
science.
In the realm of anthropology, holistic
as well as comparation becomes a very
central concept. In this context, holistic
is the totality or interrelationship
between various aspects in explaining
about human and society. In the realm

3.

of social science, holistic begins with
ideas that thrive in biological
disciplines. The English social
scientist, Herbert Spencer (1820-1903)
built a holistic analogy on biology and
applied to see society. His thinking is
often referred to as an organic analogy.
He says that social progress is a
consequence of the evolution of the
social system. Spencer sees growing
societies like animals or plant
organisms.
He analyzes the social and cultural
adaptive subjects of social, economic,
religious and political organizations.
According to him, these four elements
have an analogy with the human body
biological aspects of politics with the
nervous system, the economy with the
digestive system, social organization
with the circulatory system, to religion
with the respiratory system. This
thought sees that each organ in humans
has a link between each structure and
function. There are relationships or
relationships that are functional.
Spencer's thought of the relationship
between structure and function
becomes one of the arguments of the
functional
structural
flow
in
anthropology. The thinking of this
biological aspect also influences the
thinking of the founder of the structural
functionalist stream in anthropology
AR Radcliffe Brown. Brown argues in
every habit and belief in society to
have a certain function, which aims to
preserve the structure of the society
concerned - the orderly arrangement of
its parts - so that the community can
remain sustainable.
The Implications of the Theory of the
Holistic Learning Approach In Praxis
Learning
a. A
holistic
paradigm
The holistic paradigm takes into
account various factors as a whole, not
just partial.

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For example, to handle floods during
the rainy season and drought during the
dry season on Java, one should see that
the main factor is that the population of
the island of Java has already exceeded
its carrying capacity so that
environmental conservation efforts,
and river normalization are very
difficult.
The pemecahanya should look entirely
as well as other problems, such as
traffic congestion and the mounting of
waste
/
pollution.
Solving using holistic paradigm: Move
the center of economics and industry to
the outside of Java island so that there
is natural transmigration. If this
happens then the arrangement of forest
preservation, the return of the
catchment area, the greening and the
normalization of the river will be easy
to do.
1) With this understanding he
proposes
a
number
of
fundamental
principles
in
learning,
namely:
Learning
involves the whole body and
mind.
2) Learning
is
creative,
not
consuming.
3) Cooperation helps the learning
process.
4) Learning takes place on many
levels simultaneously.
5) Learning comes from doing the
work itself.
6) Positive emotions really help
learning.
7) Brain-image absorbs information
directly
and
automatically.
Now, let's look at Meier's
thoughts, how the principles of
learning activities are based on SAVI's
principles. First, learn somatic, learn
by moving and doing. What can be
done?
The
answer
Model in a process.

is:

1)

2)
3)
4)
5)
6)
7)

8)
9)

Physically move the various
components in a process or
system
Creating
charts,
diagrams,
pictograms.
Demonstrate a process, system, or
set of concepts.
Gain experience, then talk about it
and reflect on it.
Completing a project that requires
physical activity.
Running an active learning course
(simulation, learning game, etc.)
Conducting a field review. Then
write, talk and talk about what's
learned.
Interview people outside the
classroom.
In teams, create active learning
training for the whole class.

Second, auditory learning (A),
listening and speaking activities. What
is done in the activity?
1)
Reading aloud from source
material.
2)
Read the paragraph and give its
meaning.
3)
Make your own sound recordings.
4)
Telling the book read.
5)
Discuss what is learned and how
to apply it.
6)
Ask the students to model
something and explain what they
did.
7)
Together reading poetry, singing.
Third, visual learning (V),
viewing, observing, watching. What
are the activities in this approach?
1)
2)
3)
4)
5)
6)

Observe the picture and interpret
it.
Pay attention to the graph or make
it.
Looking at three-dimensional
objects.
Watch videos, movies.
Creation of pictogram
Field observation

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7)

The

decor

is

colorful

Fourth, intellectual learning (I),
activities create, contemplate, interpret,
solve problems. There are a number of
activities related to this approach,
including:
1) Troubleshooting
2) Analyze experience, case
3) Work on a strategic plan
4) Bring out creative ideas
5) Search and capture information
6) Formulate questions
7) Creating a mental model
8) Applying good ideas to work.
9) Creating personal meaning
10) Predict the implications of an idea.
4.

Method of Holistic Learning
Holistic learning can be done with two
kinds of methods:
a. Learning through the whole part of the
brain: The material is studied by
involving as many senses as possible;
also involves various levels of
involvement,
namely:
senses,
emotions, and intellectuals.
b. Learning
through
multiple
intelligences: Students learn the subject
matter by using the most prominent
type of intelligence in their self.

METHOD
The method used in this research is survey
method.
Integrated
early
childhood
development
(X1),
Comprehensive
development (X2) is independent variable.
The holistic integrative approach (Y) is the
dependent variable.
The target population in this study is Child
Kindergarten at TK Mutiara Bunda
Kab.Fifty cities, totaling as many as 76
people. Furthermore the sample used in this
study is the entire population (Arikunto,
1998).

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CONCLUSION
Holistic learning is a learning approach that focuses
on understanding information and relating it to other
topics in order to build a knowledge framework. In
holistic learning, the principle is applied that students
will learn more effectively when all of their personal
aspects (mind, body and spirit) are involved in the
student's experience.
Schools should be places where learners and teachers
work to achieve mutually beneficial goals. Open and
honest communication is important, individual
differences are valued and cooperation is more
important than competition.
The idea of holistic education has encouraged the
formation of alternative education models, which
may be very different from the education in general,
one of which is homeschooling, which is currently
developing, including in Indonesia.
Holistic education takes into account the needs and
potentials of learners, whether in the intellectual,
emotional, emotional, physical, artistic, creative, and
spiritual aspects. The learning process becomes a
personal responsibility and also a collective
responsibility, therefore learning strategies are more
directed at how to teach and how people learn.

Tilaar, H.A.R., 2008. Pengembangan Sumber Daya
manusia dalam Era Globalisasi, Grasindo,
Jakarta.
Yuliani Nurani Sujiono. 2009. Konsep Dasar
Pendidikan Anak Usia Dini. Jakarta: PT
INDEKS.

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Anak Usia Dini, Materi Tutor dan Pengelola
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Depdiknas, 2002. Kurikulum Hasil Belajar
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Pengembangan: Isu.Teori dan Aplikasi. Pusat
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