Evaluating the Quality of ECED Learning in Supporting the Social Emotional Development of Preschool Children Based on Local Wisdom in Indonesia

Ensuring high-quality early childhood education is essential for fostering preschoolers’ social-emotional development. This qualitative study evaluates learning quality in Indonesia using the CIPP model (context, input, process, product) with observations, interviews, and document analysis. The sample includes teachers and students. Findings reveal a positive learning environment, with teachers integrating local wisdom to enhance engagement. However, curriculum updates are needed. Key factors include teacher competence, curriculum design, assessment methods, and parental involvement. The study highlights the need for teacher training, curriculum revision, and expert collaboration to enhance culturally responsive education and improve social-emotional learning outcomes.

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