Social Structure and Early Childhood Learning Enhancement

Abstract

This is a qualitative research study using participatory action research. The study aims to: (1) study the roles of social institutions involved with early childhood learning enhancement; (2) study the relationship of social structure and development of the learning process; (3) promote learning guidelines in early childhood that are in accord with social structure. The sample group of 78 persons consisted of organizational representatives and parents. The research findings revealed that most people in the community engaged in agriculture but had an urban way of life; they often moved around, hardly lived together as a family, were Roman Catholic, had children who had learned to become good Christians through religious rituals, had schools than supported learning at kindergarten level, had storytelling and story reading activities, and had a sub-district health promotion hospital. The tasks in enhancing learning were to educate, promote playing activities, tell stories and read books to children in families and organizations, and hold forums to enhance learning in families. Learning enhancement in families had two characteristics: (1) learning enhancement according to way of life; and (2) learning enhancement according to way of life together with supplementary activities. With regard to the relationship with social structure, it was found that the organizations worked in accordance with their main tasks, that work integration was rare, and that organizations and parents only related through roles and duties. After learning enhancement was carried out, it was found that parents and related organizations became alert, understood their roles and adjusted these to facilitate child learning. They continuously participated in the child learning enhancement process, and relationships in families was improved.