Kurikulum
| No. | Mata Kuliah | Mata Kuliah | SKS | Semester |
| 1. | UD600 | Konsep Dasar Pendidikan Anak Usia Dini | 3 | |
| 2. | UD601 | Psikologi Perkembangan Anak | 3 | |
| 3. | UD602 | Model-Model PAUD | 3 | |
| 4. | UD603 | Kurikulum PAUD | 3 |
| No. | Kode | Mata Kuliah | SKS | Semester |
| 1. | PS603 | Statistika Terapan | 3 | |
| 2. | PS611 | Filsafat Ilmu | 2 | |
| 3. | PS701 | Kajian Pedagogik | 2 |
| No. | Kode | Mata Kuliah | SKS | Semester |
| 1. | UD604 | Metodologi Penelitian untuk PAUD | 3 | |
| 2. | UD605 | Teori-Teori Kritis tentang PAUD | 3 | |
| 3. | UD606 | Penulisan Akademik | 3 | |
| 4. | UD607 | Pengembangan Kurikulum PAUD | 3 | |
| 5. | UD608 | Kajian Teori Bermain | 3 |
| No. | Kode | Mata Kuliah | SKS | Semester |
| 1. | UD700 | Kajian Estetika untuk AUD | 2 | |
| 2. | UD701 | Pendekatan Psikologi dalam PAUD | 3 | |
| 3. | UD702 | Isu-Isu Kontemporer dalam PAUD | 3 | |
| 4. | UD703 | Manajemen Kelembagaan PAUD | 2 | |
| 5. | UD704 | Pendidikan Inklusi dalam PAUD | 2 | |
| 6. | UD705 | Teknologi Informasi & Komunikasi dalam PAUD | 2 | |
| 7. | UD706 | Studi Kebijakan PAUD | 3 | |
| 8. | UD707 | Parenting | 2 | |
| 9. | UD708 | Kajian Literasi Dasar untuk AUD | 3 |
| No. | Kode | Mata Kuliah | SKS | Semester |
| 1. | UD709 | Tesis | 8 |
| NO | COURSE NAME | SEMESTER | COURSE DESCRIPTION |
| 1 | Philosophy of Science | 1 | In general, this course aims to master knowledge and understanding of the philosophy of science perspective on educational problems, both philosophical, scientific, and educational praxis in the field by scientific field studies. In particular, the aim of the Philosophy of Science course is for students to master and be able to practice basic theoretical and practical principles as well as correct reasoning in developing scientific studies in the field of scientific studies in the field. |
| 2 | Applied Statistics | 2 | This course contains the basic concepts of statistics and the application of descriptive and inferential statistics. Basic concepts and descriptive statistics include tables and graphs, measures of central symptoms, variation, and correlation and regression, while inferential statistics include probability distribution, normal distribution, and hypothesis testing. Hypothesis testing is done through two approaches, namely parametric and non-parametric statistical analysis, which includes a comparison test of one group, two groups, k groups, and correlation and regression tests. |
| 3 | Pedagogical Studies | 1 | Study of Pedagogy course strengthens students’ insight in understanding educational theory and practice from a pedagogical perspective to study: (1) Pedagogy as a science; (2) Human nature as an assumption of education, (3), Psychological Foundations of Education, (4) Religious perspective on the nature of education, (5) Historical, sociological, and cultural perspective on education, (6) Educational figures and their views, (7) Education in various environments and its issues, (8) Education in various settings, (9) Pedagogic perspectives on education policy, (10) Pedagogic perspectives on educational evaluation, (11) Pedagogic perspectives on educational research, (12) Basic implications pedagogy in educational practice (according to the field of study). |
| 4 | Research Methodology for Early Childhood Education | 1 | This course presents a discussion of the process of researching the ECE field. In particular, students will also learn the basic concepts of research, codes of ethics in research, research problems, research variables, research theories and hypotheses, statistics for research, types of data collection tools, descriptive research methods, experimental research methods, qualitative research methods consisting of from case studies, ethnography, discourse analysis, how to analyze qualitative data and how to make research proposals and reports. |
| 5 | Critical Theory of Early Childhood Education | 2 | The Critical Theory of ECE discusses topics and subjects, namely: the concept of truth in ECE, criticism of psychological views about children, sociological views on children, critical theories in ECE, the concept of “truth”, social class theory in ECE, ideological concepts, the concept of hegemony, the concept of cultural capital, the concept of discourse and power, the theory of postcolonialism, the theory of multiculturalism in early childhood, the concept of social justice in early childhood, the application of critical theory in early childhood. |
| 6 | Academic Writing | 2 | An academic writing course is a course in the form of workshops (20% explanation, 80% practice) to strengthen students’ skills in writing academic papers. This course discusses the characteristics, variations in writing styles, drafting ideas, writing, editing, and reviewing works. |
| 7 | Curriculum Development of Early Childhood Education | 2 | The ECE Curriculum Development Course is a Study Program Expertise Course that all ECE Masters students must take. This course aims to make students master the concepts and theories of ECE curriculum development, apply them in practice in ECE educational institutions, and analyze the implementation of ECE curriculum development in the field. The subject matter includes basic concepts and development of the ECE curriculum, components of the ECE curriculum, the foundations and principles of ECE curriculum development, models of ECE curriculum development and organization, integrated curriculum and learning, the role of teachers in curriculum development, curriculum for children aged 2- 4 years, curriculum for children aged 4-6 years, and implementation of ECE curriculum. Lectures use an expository, inquiry approach and learning aids like projectors and laptops. |
| 8 | Playing | 2 | This course discusses various theoretical studies about play and its urgency for children, playing from the perspective of children, teachers, and parents, playing and its relation to aspects of child development, playing from a socio-cultural and gender perspective, structuring indoor and outdoor play environments, playing safety, constructive play and sociodramatic play issues of play in children’s education, critical study of classical play theory, critical study of contemporary play theory, analysis of constructive play theory (Vygotsky), analysis of play in the perspective of the DAP approach, playing for children with special needs, studies on games, educative games, and educative learning toys (APE), and analysis on the implementation of playing in ECE institutions. |
| 9 | Aesthetic for Early Childhood | 1 | The subject of Aesthetic Studies for Early Childhood will discuss topics and subjects, namely: aesthetic concepts (Western and Eastern perspectives; aesthetic-ethic-logic philosophy (beautiful-good-true); relation to harmony-justice-love; aesthetic relationships in child development; aesthetic relations and their relation to art, imagination, and abstraction power; aesthetic elements (harmony, harmony, balance, size, proportion, measure, proportion); aesthetic values and experiences (subjective/objective, experiencing and appreciating art); roles and the function of art in life (performance, religion, education, communication, social, politics); understanding the role of gymnastics and music for early childhood, appreciation of the arts of music, dance; Fine arts; Dramatic arts; wiraga-wirahma-wirasa and the Carl Orff and Dalcroze’s innovation of music education. |
| 10 | Psychological Approach in Early Childhood Education | 2 | This course discusses the psychological approach in early childhood education which includes: understanding the nature of early childhood learning, learning activities while playing for early childhood, the characteristics and factors that influence early childhood learning behavior, various psychological approaches and its implementation in early childhood education includes (Eriksonian approach, Portage Project, Including Everyone), (Behavioral, constructivist, Ausubellian), (Distance model, the high scope, project approach), (social-individual model, Montessori, bank street approach), analysis of the application of psychological approaches in ECE for 0-2 years, application of psychological approaches in ECE for 2-4 years, application of psychological approaches in ECE for 4-6 years, practice of involvement parents in early childhood learning, early childhood learning atmosphere and climate, early childhood learning infrastructure and environmental management early childhood learning. |
| 11 | Contemporary Issues in Early Childhood Education | 2 | The subject of Contemporary Issues in ECE will discuss topics and subjects, namely: the position of ECE in the education system, the competence and profession of ECE teachers, ECE regulations and the ECE 2013 curriculum, an alternative in ECE related to full-day school, homeschooling, inclusion, pesantren (Islamic boarding school), nature schools and holistic ECE, literacy in ECE, pros and cons of the digital world, neuroscience, reorientation of 21st century ECE, the impact of international policy on ECE in Indonesia, traces of neoliberalism in ECE both privatization and commercialization, legacy of colonialization in ECE, local wisdom of Indonesian ECE, peace education and safe school. |
| 12 | Institutional Management in Early Childhood Education | 2 | The ECE Institutional Management course discusses and examines the basic concepts of management, management theories, school-based management models, ECE curriculum management, ECE student management, ECE educators and education staff management, ECE institution infrastructure management, ECE funding management, ECE learning management, school and community relations management, ECE institution establishment procedures, ECE educational leadership, ECE educational supervision, quality assurance, and institutional accreditation. |
| 13 | Inclusive Education in Early Childhood Education | 2 | This course discusses the basic concepts of Special Educational Needs (SEN), Special Needs Education (SNE), Additional Education Needs (AEN), the definition of inclusive education, inclusive education, and its development perspective, philosophical foundations of inclusive education, legal foundations, and international policy documents and national education as the basis for inclusive education, the concept of student diversity, curriculum accessibility and learning environment, learning strategies in inclusive classroom settings, assessment procedures and evaluation of student learning outcomes in inclusive classroom settings, inclusive education support systems, and inclusive school management. |
| 14 | Information and Communication Technology in Early Childhood Education | 1 | The Communication and Information Technology course in ECE discusses and examines the philosophy of technology, the background to the use of ICT in ECE, the concept of ICT in ECE, the use of ICT according to the stage of child development, ICT and children’s play activities, the use of ICT to support the development of cognitive, language, motor, and social-emotional for children, advantages and disadvantages of using ICT in ECE, competency standards and ICT curriculum for early childhood, professional development of early childhood educators in ICT, and involvement of parents in the use of ICT for early childhood. |
| 15 | Policy of Early Childhood Education | 1 | This course is one of the Study Program Elective Competence Courses, which includes; conceptual knowledge of public policy in the education sector, especially in the field of early childhood education, substantial and procedural knowledge related to laws and regulations governing early childhood education and its operationalization policy derivatives, procedural knowledge of policy implementation, especially in the context of regional autonomy and education units, procedural knowledge related to analysis policies and monitoring of policy performance evaluation, as well as procedural knowledge of policy analysis in reviewing forms of ECE policies. The learning process in this course emphasizes student activities through discussion or problem-solving activities and optimizing the search for relevant and up-to-date learning resources, including browsing results on sites on the internet. The problem is discussed jointly by lecturers and students, ending with policy analysis through the preparation of a study of ECE policy forms. |
| 16 | Parenting | 1 | The Early Childhood Parenting Study course will discuss topics and subjects regarding various theoretical studies related to parenting or parenting in early childhood, namely: history, parenting concepts and theories, parenting styles, and parenting models, cultural influences, and contextual factors in parenting, the concept of motherhood, the concept of fatherhood, the value of children (child concept construction) and its implications for parenting patterns, Indonesian government policies on parenting in Indonesia, study of local wisdom and parenting traditions in Indonesia, comparison of government policies in various countries regarding parenting, parenting research issues in ECE and reflections on parenting in ECE settings. |
| 17 | Basic Literacy for Early Childhood Education | 2 | The Literacy Study in ECE discusses topics and subjects, namely: understanding the profile of Indonesian literacy, literacy concepts, and hierarchies of reading ways, theories about how children learn, the influence of the literate environment, the role of fairy tales in the growth and development of children’s literacy, various children’s languages (mother tongue, second language, and foreign-language), analytical thinking and reasoning in literacy practice of language learning in ECE, the role of parents to promote early literacy, five pillars of language teaching in early childhood, constructivism theory in language learning, empowerment of learners in language, strategies for optimizing ECE language skills, issues related to early childhood literacy, analyzing language theory and practice. |
| 18 | Introduction in Early Childhood Education | 1 | The lectures discuss early childhood education’s definition, rationale, objectives, scope, characteristics, and functions. Furthermore, the approach, the role of the teacher/educator, also developments and issues related to early childhood education were explored. In order to understand comprehensively, policies related to early childhood education in Indonesia are discussed. |
| 19 | Child Development | 1 | This matriculation / aanvullen course must be mastered by students from different field backgrounds. This course will discuss the basic concepts of developmental psychology, children’s brain development, principles, tasks, and stages of child development. It will also discuss several approaches in developmental psychology, namely psychoanalytic approaches, behaviorism, humanism, and cognitive psychology approaches. This course will also discuss how the physical, motor, cognitive, language, and social-emotional development of children and the implementation of development in early childhood education will be discussed. |
| 20 | Models of Early Childhood Development | 1 | The ECE models course discusses and examines the concept of the education/learning model, various early childhood education/learning models in the United States such as the Creative Curriculum model, the High/Scope model, the Project model, various learning models in Europe such as the Montessori model, the model Regio Emilia, the Waldorf model, and the Piramide model, and learning models applied in Indonesia such as the Group model, the Learning Based on Children’s Interest model, the Center and Circle learning model (BCCT). In the final parts of the lecture, ECE learning models that might be developed in the Indonesian context are studied, namely learning models based on religion, culture, and the surrounding environment. |
| 21 | Early Childhood Education Curriculum | 1 | ECE Curriculum courses are prerequisites (Aanvullen) that ECE Master students with non-educational discipline backgrounds must take. This course aims to make students master the concepts and theories of the ECE curriculum in various types of services specifically, apply them in practice in ECE educational institutions, and analyze the implementation of ECE curriculum development in the field. Materials for this course include principles of early childhood development and learning, basic curriculum concepts, Daycare curriculum, playgroup curriculum, and Education Unit Level curriculum. In addition, students will learn the basic concepts of integrated learning and how to develop integrated learning for early childhood. |
| 22 | Thesis | 3-4 | Writing proposal, collecting data, writing thesis, thesis defense |