Reconstruction Of A Learning Ecosystem Based On Pedagogical Space: An Integrative Analysis Of Facilities And Infrastructure Standards In Stimulating Early Childhood Development

Abstract

Early Childhood Education is the main foundation of human resource development, where the quality of stimulation from the learning environment is crucial for a child's holistic development. This research is motivated by the importance of transforming infrastructure from mere physical facilities into pedagogical spaces that actively stimulate child development. The purpose of this research is to integratively analyze the condition of infrastructure standards fulfillment, its function as a pedagogical space, aspects of child development that are stimulated, as well as supporting and inhibiting factors at Attractive Bunda Tami Kindergarten, Tasikmalaya Regency. The research used a qualitative approach with descriptive methods. Data were collected through passive participatory observation, in-depth interviews with the principal and 6 teachers, and documentation studies. Data analysis followed the interactive model of Miles and Huberman. The results show that the infrastructure at Attractive Bunda Tami Kindergarten generally meets standards and functions optimally as a pedagogical space. This is evident in the arrangement of learning centers, nature-based exploration areas, and the use of multifunctional educational play equipment (APE) that can integratively stimulate cognitive, language, motor, social-emotional, artistic, creative, as well as religious and character values ​​of children. The main supporting factors include teacher creativity and the support of the principal, while inhibiting factors include limited facilities and the administrative burden on teachers. This study concludes that meeting infrastructure standards, managed creatively and sustainably, has reconstructed the learning ecosystem into a humanistic, contextual, and meaningful pedagogical space for early childhood development.