Abstract
The importance of the principal’s leadership in implementing the full-day kindergarten education program attracted authors to research and this article discusses the results of the literature review conducted by the authors. There are a number of articles about the principal’s leadership review and full-day kindergarten implementation especially in the context of the world that can be found. The purpose of this review is to find out the principal’s leadership in implementing full-day kindergarten in a world context. Based on the results of literature reviews from various countries in the world, the authors found the scope of the articles reviewed is still very limited and it is very difficult to get literature that combines the two variables, therefore, the authors would be positively explain the findings for each variable. The results of the review literature on school principal’s leadership show that the principal’s leadership in carrying out his role as a leader has an impact on teacher performance and student achievement. The results of the review literature on the implementation of a full day kindergarten show that children who attend kindergarten (FDK) a full day experience academic and development benefits compared to children who attend a half-day program. Thus, the authors are interested in following up related to the principal’s leadership in implementing full-day kindergarten.
Highlights
Learning activities in kindergartens occur in the process of participation, students learn through their environment both indoors and outdoors (Shoval, Sharir, Arnon, & Tenenbaum, 2018)
The success of an educational institution depends very much on the leadership of the principal. Because he as a leader in his institution, he must be able to bring his institution towards the achievement of the goals set, he must be able to see a change and be able to see the future in a better globalization life (Hadi, 2020) Principal's leadership is very important for the success of school organizations because leaders create positive changes in education by encouraging existing staff in schools to take initiative and change (Quin, Deris, Bischoff, & Johnson, 2015)
The analysis selects most of the articles based on the principal's leadership in implementing full-day kindergarten education
Summary
Learning activities in kindergartens occur in the process of participation, students learn through their environment both indoors and outdoors (Shoval, Sharir, Arnon, & Tenenbaum, 2018). The fullday kindergarten program can benefit children, with regard to the child's holistic development, transition in the primary classroom and academic development. This full-day program provides universal opportunities for students and families to access quality early learning environments (Langford, Di Santo, Valeo, Underwood, & Lenis, 2018) The beginning of era full-day kindergarten education system today is marked by the number of favorite and excellent labeled schools. The authors of this article focus on using the term full-day used in Indonesia In this regard, it has been known that several studies have examined full-day kindergarten in various countries such as the United States In 1998-1999 in America began to develop full-day kindergarten schools, even 61% of Kindergarten institutions have provided full-day services, it is different from in Indonesia because the concept of PAUD Full-day only developed in 2010, even today the implementation of Full-PAUD day could not yet be identified and recorded by the government to find out the exact number of institutions that hold PAUD Full-day (Fauziah & Sugito, 2016)
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call