First International Conference on Humanities, Education, Language and Culture, ICHELAC 2021, 30-31 August 2021, Flores, Indonesia

Research Article

Analysis on Difficulties of Early Childhood Teachers in Assessing Early Childhood Development

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  • @INPROCEEDINGS{10.4108/eai.30-7-2021.2313630,
        author={Stephanus Turibius Rahmat and Fransiskus De Gomes and Ignasius Febryanto R. Bora and Elfrida Riani Tari},
        title={Analysis on Difficulties of Early Childhood Teachers in Assessing Early Childhood Development},
        proceedings={First International Conference on Humanities, Education, Language and Culture, ICHELAC 2021, 30-31 August 2021, Flores, Indonesia},
        publisher={EAI},
        proceedings_a={ICHELAC},
        year={2021},
        month={11},
        keywords={assessment; teachers; developmental; education; early childhood},
        doi={10.4108/eai.30-7-2021.2313630}
    }
    
  • Stephanus Turibius Rahmat
    Fransiskus De Gomes
    Ignasius Febryanto R. Bora
    Elfrida Riani Tari
    Year: 2021
    Analysis on Difficulties of Early Childhood Teachers in Assessing Early Childhood Development
    ICHELAC
    EAI
    DOI: 10.4108/eai.30-7-2021.2313630
Stephanus Turibius Rahmat1,*, Fransiskus De Gomes1, Ignasius Febryanto R. Bora1, Elfrida Riani Tari1
  • 1: Program Studi PG PAUD, FKIP, Universitas Katolik Indonesia Santu Paulus Ruteng
*Contact email: stephan_rahmat@yahoo.com

Abstract

Teachers often have difficulty in assessing early childhood development because the assessment aspects are too complex and abstract. This fact was experienced by early childhood education teachers in Boleng Subdistrict, West Manggarai Regency, NTT. Therefore, this study aims to find and describe the type of teacher’s difficulties and their causative factors in assessing early childhood development. Data analysis using model techniques developed by Miles and Huberman. The results of this study found out four categories of difficulty of teachers in assessing aspects of early childhood development, namely: teachers are less able to make planning assessments of early childhood development appropriately and correctly; teachers are less able to record or collect comprehensive child development data; teachers do not perform data processing and measurement of results continuously and are not based on complete data; teachers’ reports of early childhood development assessment results made in the form of descriptions, making it difficult to understand the trends of children's development all the time. Meanwhile, the factors that make teachers having difficulties in assessing early childhood development are the pedagogical competences of teachers, the academic qualifications of teachers who are not in accordance with the professional guidance of early childhood education teachers, and the lack of fighting power of teachers in developing their competencies.