The Implementation of Differentiated Learning in Developing Cognitive Development of Children Aged 4-5 Years at TK Dharma Wanita Persatuan Tawangsari 2
Penerapan Pembelajaran Berdiferensiasi dalam Mengembangkan Perkembangan Kognitif Anak Usia 4-5 Tahun di TK Dharma Wanita Persatuan Tawangsari 2
DOI:
https://doi.org/10.21070/ups.9556Keywords:
Early Childhood Education, Differentiated Learning, supporting, Inhibiting FactorsAbstract
Early childhood is a crucial phase that shapes an individual’s future potential. Early childhood education (PAUD) plays a strategic role in developing children’s cognitive, socio-emotional, and character skills. This study aims to examine the implementation of differentiated learning and its supporting and inhibiting factors. Using descriptive qualitative methods, data were collected through observations, interviews, and documentation with PAUD teachers and administrators. The results show that learning plans follow the curriculum through annual, semester, and weekly programs; teaching uses a thematic approach based on learning through play; and child development is continuously evaluated. Supporting factors include educator competence, parental support, and adequate facilities. Barriers include limited infrastructure, diverse child backgrounds, and low parental involvement. In conclusion, differentiated learning is well implemented but requires improvements in facilities and parental participation for better outcomes.
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