Bermain Sambil Belajar: Konsepsi Guru dalam Mengelola Permainan Anak Usia Dini di PAUD

Budi Iskandar

Abstract


Bermain sambil belajar menjadi wacana di PAUD Indonesia. Kegiatan bermain di PAUD sangat penting, sehingga sering sekali di kampanyekan melalui kegiatan parenting kepada orang tua, sosialisasi kepada masyarakat, serta praktik langsung dengan tujuan tertentu oleh guru di ruang kelas. PAUD diyakini sebagai tempat bagi anak untuk melakukan aktivits bermain sambil belajar. Namun seiring perkembangannya permainan bagi anak dibatasi oleh beragam peraturan dan anak tidak dapat memilih permainananya secara bebas. Penggunaan bahasa atau prase positif seperti “hati-hati” sering digunakan sebagai bentuk pengawasan. Prase tersebut digunakan sebagai bentuk kasih sayang, pengamanan, pengawasan bahkan larangan melakukan kegiatan yang diminati anak diluar perencanaan guru dalam ruang-ruang kelas yang dituangkan dalam Rencana Pelaksanaan Pembelajran Harian (RPPH). ­­Tujuan dari penelitian ini adalah untuk mengetahui konsepsi guru Pendidikan Anak Usia Dini (PAUD) tentang konsep bermain sambil belajar bagi anak usia dini. Peneliti menggunakan metode autoetnografi dimana pengalaman dianalisa secara mendalam menggunakan teori yang sedang berkembang. Berdasarkan pengalaman langsung melakukan observasi dan wawancara terhadap guru di 30 lembaga  PAUD di Jawa Barat terkait makna bermain bagi anak usia dini menurut pemahaman mereka. Selanjutnya peneliti menganalisis temuan-temuan yang ada menggunakan sebuah pendekatan yang di kembangkan oleh Foucault untuk menggali kebenaran-kebenaran yang kabur melalui studi literatur yang telah berkembang. Hasil dari penelitian menunjukan bahwa permainan sudah dikemas melalui pembelajaran tematik yang tampak menyenangkan, namun terlalu mengawasi dan membatasi anak untuk berperan aktif menentukan pilihan bermain mereka, sehingga menghilangkan sifat alamiah bermain bagi anak untuk bebas melakukan apa yang mereka sukai. Diharapak melalui refleksi diri, guru dapat menerjemahkan ulang mengenai anak, permainan dan memastikan keselamatan tanpa membatasi ruang gerak serta eksplorasi diri anak.

Keywords


bermain; post-strukturalisme; pendidikan anak usia dini.

Full Text:

PDF

References


Ailwood, Jo. (2003). Governing early childhood education through play. Contemporary Issues in Early Childhood, 4(3), 286–299. https://doi.org/10.2304/ciec.2003.4.3.5

Ailwood, Jo, Dakich, E., Robbins, J., & Rivalland, M. P. (2007). Book reviews: The excellence of play, a guide to developing the ICT curriculum for early childhood education, doing your early years research project: A dtep by dtep guide. Contemporary Issues in Early Childhood, 8(1), 89–95. https://doi.org/10.2304/ciec.2007.8.1.89

Ailwood, Joanne (2017). Exploring the care in early childhood education and care. Global Studies of Childhood, 7(4), 305–310. https://doi.org/10.1177/2043610617747977

Ailwood, Joanne, & Lee, I. F. (2020). Care matters: Reimagining early childhood education and care in a time of global pandemic. Global Studies of Childhood, 10(4), 309–312. https://doi.org/10.1177/2043610620979069

Bhattacharya, K. (2020). Nonsense, play, and liminality: Putting postintentionality in dialogue with de/colonizing ontoepistemologies. Qualitative Inquiry, 26(5), 522–526. https://doi.org/10.1177/1077800418819624

Bienenstock, A. (2010). Making the Case for Natural Playgrounds. Interaction: Canadian Child Care Federation, April 2010, 14–17.

Blackford, H. (2004). Playground panopticism: Ring-around-the-children, a pocketful of women. Childhood, 11(2), 227–249. https://doi.org/10.1177/0907568204043059

Brown, J. W. (2009). Subjectivity And Truth. Tattva - Journal of Philosophy, 1(1), 84–99. https://doi.org/10.12726/tjp.1.7

Dahlberg, G., & Moss, P. (2008). Beyond quality in early childhood education and care: Languages of evaluation. New Zealand Journal of Teachers’ Work, 5(1), 3–12. https://doi.org/10.4324/9780203966150

Edwards, S. (2017). Play-based learning and intentional teaching: Forever different? Australasian Journal of Early Childhood, 42(2), 4–11. https://doi.org/10.23965/AJEC.42.2.01

Foucault, M. (1983). Discourse and Truth: The Problematization of Parrhesia. University of California at Berkeley, 1–66.

Freire, P. (1985). Reading the world and reading the word : An interview with paulo freire author. Language Arts, 62(1), 15–21.

Galini, R., & Efthymia, P. (2010). A collaborative action research project in the kindergarten: Perspectives and challenges for teacher development through internal evaluation processes. New Horizons in Education, 58(2), 18–33.

Gibbons, A. (2007). The politics of processes and products in education: An early childhood metanarrative crisis? Educational Philosophy and Theory, 39(3), 300–311. https://doi.org/10.1111/j.1469-5812.2007.00323.x

Jones, L. (2006). Book Review: Doing Foucault in Early Childhood Studies: Applying Poststructural Ideas. Journal of Early Childhood Literacy, 6(1), 108–109. https://doi.org/10.1177/146879840600600106

Nolan, J., & McBride, M. (2014). Beyond gamification: reconceptualizing game-based learning in early childhood environments. Information Communication and Society, 17(5), 594–608. https://doi.org/10.1080/1369118X.2013.808365

O’Gorman, L., & Ailwood, J. (2012). “They get fed up with playing”: Parents’ views on play-based learning in the preparatory year. Contemporary Issues in Early Childhood, 13(4), 266–275. https://doi.org/10.2304/ciec.2012.13.4.266

Pacini-Ketchabaw, V., & Pence, A. (2011). The postmodern curriculum: Making space for historically and politically situated understandings. Australian Journal of Early Childhood, 36(1), 4–8. https://doi.org/10.1177/183693911103600102

Packer, J. (2002). Play: Essential for all children. Childhood Education, 79(1), 33–39.

Peterson, S. S., & Riehl, D. (2016). Rhetorics of play in kindergarten programs in an era of accountability. Brock Education Journal, 25(2), 22–34. https://doi.org/10.26522/brocked.v25i2.498

Reed-Danahay, D. E. (2021). Auto/ethnography: Rewriting the self and the social. In Auto/ethnography: Rewriting the Self and the Social. Routledge. https://doi.org/10.4324/9781003136118

Ryan, S., & Grieshaber, S. (2005). Shifting from developmental to postmodern practices in early childhood teacher education. Journal of Teacher Education, 56(1), 34–45. https://doi.org/10.1177/0022487104272057

Stott, F., & Bowman, B. (1996). Child development knowledge: A slippery base for practice. Early Childhood Research Quarterly, 11(2), 169–183. https://doi.org/10.1016/S0885-2006(96)90004-6

Taguchi, H. L. (2007). Deconstructing and transgressing the theory—practice dichotomy in early childhood education. Educational Philosophy and Theory, 39(3), 275–290. https://doi.org/10.1111/j.1469-5812.2007.00324.x

Theobald, M., Danby, S., & Ailwood, J. (2011). Child participation in the early years: Challenges for education. Australian Journal of Early Childhood, 36(3), 19–26. https://doi.org/10.1177/183693911103600304

Thomas, L., Warren, E., & DeVries, E. (2011). Play-based learning and intentional teaching in early childhood contexts. Australian Journal of Early Childhood, 36(4), 69–75. https://doi.org/10.1177/183693911103600410

Wall, J. (2008). Human rights in light of childhood. International Journal of Children’s Rights, 16(4), 523–543. https://doi.org/10.1163/157181808X312122

Wang, X., Woolley, H., Tang, Y., Liu, H. yi, & Luo, Y. (2018). Young children’s and adults’ perceptions of natural play spaces: A case study of Chengdu, southwestern China. Cities, 72, 173–180. https://doi.org/10.1016/j.cities.2017.08.011

Wood, E. A. (2014). Free choice and free play in early childhood education: Troubling the discourse. International Journal of Early Years Education, 22(1), 4–18. https://doi.org/10.1080/09669760.2013.830562




DOI: https://doi.org/10.29303/jipp.v6i3.242

Refbacks

  • There are currently no refbacks.


Indexing

JIPP's Visitors

Flag Counter

Statistik

Editor's Office

Jurnal Ilmiah Profesi Pendidikan

FKIP Universitas Mataram, Jln. Majapahit no. 62 Mataram 83125, Lombok, NTB Indonesia

 

Creative Commons Licence
This work is licensed under a
Creative Commons Attribution-ShareAlike 4.0 International License.