PAUD Certification by Ministry of Education held at ISMILE Belleza
24 October 2017
Based on the Regulation of the Minister of Education and Culture of Indonesia No. 137 Year 2014 on Early Childhood Education Standards, the government of Indonesia requires every PAUD teacher in the region to have the standard of competence of early childhood teachers graduated from S1 Education / Non Education.
Since ISMILE always believes in promoting teachers' professional development, the first batch of teachers attended the seminar and training last July 10-14, 2017. Thirty teachers from ISMILE Bellezza, Plaza Indonesia, Imam Bonjol and Bandung, Oakwood , ISHINE MOI and Kertanegera; and ISMILE Alam Atelier together with the management team attended the first PAUD Certification Training provided by Himpaudi. This seminar was held in I SMILE Bellezza.
Throughout this weeklong training, the participants were blessed to have the presence of expert speakers/ mentors from PAUD who came to give their invaluable sharing on Early Childhood Education and experiences in teaching preschoolers. This on-going Tugas Mandiri Diklat certification for teachers will require each teacher to complete 200 hours of training and will cover various phases of completion. First week covers Observation and Identification, second week will be devoted for Lesson Planning, third week would be Implementation; and the last week would be for Self-Evaluation. We hope that all teacher participants will successfully meet the requirements and pass all the assessments to receive the certification of Early Childhood Education standards issued by the government of Indonesia.
Teachers' Training for the New Academic Year
As ISMILE educators, we aim to always further develop our skills. Before the start of the new academic year 2017-2018, teachers from all centers gather together in ISMILE Bellezza to attend a three-day intensive training. We had a speaker from Perth, Ms. Gillian, who specializes in the area of Reggio Emilia.We learned more as to how we can involve the children more in learning and how to create an environment which is open-ended in nature, to allow the lesson be directed by the children. It was not only a fun training but also an enriching one. We came out of there full of knowledge and eager to put it into practice in our classrooms.
Learning from the Learners:
An Invitation to Collaborate
Although I have fond memories of my time in school, they are hardly about my formal “learning” and the moments spent inside the classroom. I remember looking out the window from my desk, counting the minutes (nay, seconds!) until dismissal time. Now that I am a teacher, one of my greatest fears is for my students to go home thinking that learning is all about toil and drudgery. That is why last year; in my first year in the Oakwood Academy Bandung – a proud member of the ISMILE Family of Schools – my constant struggle was how to nurture learners with a genuine passion for learning and discovery while getting armed with the skills needed to be academically competitive.
Learning with the Learners
In the lasttwo weeks of June this year, I hadthe eyeopening experience of being witness to how the different ways learning can not only be fun, but a literal adventure. I was blessed to have been given a chance to immerse myself in three different school settings that, although apparently different from each other, have one unifying element – that of being children-led in their instruction. Under the able tutelage of Ms Gillian McAullife – Founding Principal of Bold Park Community School in Perth, consultant to different Reggio Emilia-inspired learning institutions in different parts of the world, proponent of nature-based education, key leader in the World Forum on Early Childhood Education’s Nature Action Collaborative, and a true life-long learner – Ms. Lycel (Coordinator of ISMILE Alam Atelier in Bali) and I learned with the learners in the Bold Park Community School, Jump Carey Community Early Development Services, and Educated by Nature, all in Perth, Western Australia.
Bold Park Community School A Haven for Discovery, Collaboration and Growth
Our stay in Bold Park has been repleted with learning encounters; a simple enumeration of the learningpoints, insightsandrealizations willbesuch an insufficient testimony to the richness of the whole experience. Suffice it to say that witnessing the synergy of the whole learning community – the collaboration across different levels and roles (student withotherstudents/ teacher with student/ teacher with other teachers/ teachers with parents/ staff with teachers/ staff with parents/ and the whole school with the local community itself) based on respectful listening and mindful reflection – made the joy of learning palpable with each interaction. Each of these interactions made me tell myself that THIS was what education should be like. The whole culture based on this respectful collaboration seems to espouse a spirit of generosity, allowing all learners (of all ages) to grow and flourish. It is indeed true, what their website says, “[I do] wish [I] went to school [there]!”
Jump Carey Community Early Development Services A Childcare Center Where The Child Is Heard
Jump has two main similarities to most centers of the ISMILE Family of Schools: It is a childcare center that catersto children as young assix months old; and it isfirmly founded on Christian beliefs. Here, we were blessed to witness Emmi Pikler’s Respectful Caregiving Curriculum in action. I was amazed at how the teachers and caregivers were constantly listening to the children. Yes – even to the ones who were not even old enough to stand, much less talk! The adults in the center seemed to all be in tune with the children’s expression of their needs and desires –allowing(even the very) younglearnerstobe self-directed. Interestingly enough, instead of having the center regress to unrecognizable disorder, the children’s natural need for routine and order seems to impose a natural flow leading to a recognizable schedule.
Educated by Nature Where the “World” is a “Classroom”
Educated by Nature, as the name implies, uses nature as the “third teacher” – literally. The team of educators has no fixed “classroom,” as the team holds their sessions in different outdoor locations around Western Australia.
We were fortunate enough to join a playgroup with parents and their kids (ranging from 10 months to 2 years old) at Green Place Reserve in Mosman Park, Perth. The most striking aspect of this educational framework is again its child-centeredness. The children (and their parents) are given different possibility-set-ups, presenting a variety of choices that may be explored by the kids. On this day, the kids were given a choice to play with mud, “build” using tools (real child-sized carpentryandconstructiontools!),makefireusing whittlingimplements, make wonderfully joyful noise using different indigenous and other familiarinstruments(andsound-makers),play withsandontheshore,go fishing using poles they themselves made, and even go into the water! It was quite astounding to watch the very young learners playfully explore and commune with the natural space with confidence, curiosity and fearlessness.
Learning from the Learners
Coming home from that whole learning journey, I take with me a most valuable lesson: that children are indeed the constructors of their own learning – and that it is arrogant to think that the teacher knows better how a child could and should learn. As educators, the best thing for us to do is to listen tothechild,armhimwiththeskillstoexplorethe worldandlearn from it – and then to step aside to witness the magic that is sure to happen.
My New Learning, An Old Idea
“Do not train a child to learn by force or harshness; but direct themtoitbywhatamuses theirminds, sothat youmaybebetter able to discover with accuracy the peculiar bent of the genius of each.” - Plato
In the end, it is humbling to note that this idea of children directing their own learning is very old – ancient, even. It is high time for us to finally listen.