Year: 2024 | Month: September | Volume: 11 | Issue: 9 | Pages: 323-338
DOI: https://doi.org/10.52403/ijrr.20240934
Transforming Early Childhood Education in Karang Tinggi District: Strategies for Overcoming Bias and Promoting Inclusivity (How Can We Achieve This?)
Ari Putra
Department of Nonformal Education, University of Bengkulu, Bengkulu, Indonesia.
ABSTRACT
This study explores the challenges and strategies in transforming early childhood education (ECE) in Karang Tinggi District, with a focus on addressing bias and promoting inclusivity. The research employs qualitative methods, utilizing data collection techniques through observation and interviews. It identifies several key barriers to the implementation of inclusive education in ECE, including a narrow understanding of inclusivity, the lack of specialized training for educators, limited facilities, and insufficient supportive policies. The findings reveal that many educators hold a limited view of inclusivity, often focusing solely on children with severe disabilities, while broader needs for inclusivity—such as sociocultural diversity and different learning needs—are frequently overlooked. Additionally, the lack of specific training on inclusive strategies and inadequate facilities further impede the implementation of equitable education. This study implements treatments through several strategies to address the challenges faced by educators, one of which is strengthening educators' understanding through training aimed at developing inclusive conceptions in ECE institutions, and providing resources to support a range of play-based activities for children in ECE services. By applying these strategies, ECE institutions in Karang Tinggi District are able to create a more inclusive and equitable learning environment, providing equal opportunities for every child to reach their full potential, free from bias or discrimination.
Keywords: Early childhood education, inclusivity, bias, educator training.
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