STRUCTURED LEARNING ANALYSIS OF EARLY CHILDHOOD PSYCHOLOGICAL DEVELOPMENT

Abstract

The purpose of this study aims to analyze structured learning toward psychological development in early childhood. The method used in this study is a qualitative method with a literature study approach. The findings of this study are that structured education is very important for early childhood education. This is because it can help a more comprehensive educational process. However, massive changes are needed to several important components of structured education. Components such as cognitive, structural reorganization, and organizational maturity must be prepared more dominantly because one with another is interrelated in the context of providing early childhood education for the development of children's creativity. Indicators of the cognitive realm, the cognitive abilities of children are in a concrete preoperational stage. This concrete preoperational stage has a relationship with identifiable thinking or reasoning skills. Furthermore, the indicator of structural reorganization, namely the success of an educational institution, is largely determined by management and organizational factors as well as interpersonal communication skills possessed by each stakeholder in carrying out their duties. Also, the measurement of the maturity of educational organizations is closely related to the management process. The variables measured in measuring organizational maturity are areas of the management process that are the activities of the organization.