Abstract
<p style="text-align:justify">This research aims to determine the relationship between the seven components of Pedagogical Content Knowledge possessed by kindergarten teachers. The animal theme was chosen to determine the pedagogical content knowledge component profile of 30 kindergarten teachers, with data obtained through classroom observation, interviews, learning plan documentation. This study employed a mixed-method design, a type of sequential explanatory research with the structural equation modeling-partial least squares and descriptive tests used to quantitative and qualitatively analyze the data obtained. The result showed that: the relationship between the components is specified in the context of using themes to learn in the kindergarten; analysis of the relationships between the components is carried out separately, such as the relationship of all 7 (seven) components to 1 (one) pedagogical content knowledge component of kindergarten teachers; Orientation of teaching has the strongest relationship with Knowledge of Instructional Strategies for Teaching; Knowledge of assessment of early childhood education has the weakest relationship with knowledge of early childhood education subject matter; pedagogical content knowledge components for kindergarten teachers that are often found and associated with other components in a learning episode are orientation of teaching, knowledge of early childhood education curriculum, and knowledge of instructional strategies; there are pedagogical content knowledge component for kindergarten teacher that often found and connection with other component in a learning episode.</p>
Highlights
Kindergarten teachers for children between the ages of 4-6 years need to possess different competencies from those in the elementary and secondary school levels (Seefeldt & Wasik, 2006)
The results of this study indicate that it is very important for kindergarten teachers to have orientation of teaching (OT), knowledge of curriculum (KEC), and knowledge of instructional strategies (KIST) components in the learning processes
Those that need to be possessed by kindergarten teachers in order to be able to teach themes in accordance with children's development are orientation of teaching (OT), knowledge of early childhood education (ECE) curriculum (KEC), and knowledge of instructional strategies (KIST)
Summary
Kindergarten teachers for children between the ages of 4-6 years need to possess different competencies from those in the elementary and secondary school levels (Seefeldt & Wasik, 2006). The Early Childhood Education Association, which is spread worldwide, agrees that they need to understand the characteristics of children, able to interact with children (Fukkink et al, 2019), as well as the techniques used to achieve optimal development in all aspects of growth (National Association for the Education of Young Children, 2019) This cannot be separated from the important role of kindergarten as the first person other than parents (Ersan, 2020), which involves stimulating the child's development. Childhood education, which consists of pre-school and kindergarten (Seefeldt & Wasik, 2006), is an initial milestone that determines children's development in the future (Morrison, 2007) They experience the most important learning periods that tend to affect their future when they are between the ages of 0-8 years (Aljojo et al, 2019). They tend to be active, highly curious, like adventures, and absorb information with extraordinary speed (Figueiredo et al, 2018; Wood, 2005)
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