Perlindungan Hukum Bagi Guru dan Wali Murid Smart Kids Wagir dalam Menciptakan Kenyamanan Proses Belajar di PAUD

Debrina Rahmawati; Ismawati Ismawati

doi:10.56910/sewagati.v4i1.2287

Authors

Debrina Rahmawati Universitas Wisnuwardhana Malang
Ismawati Ismawati Universitas Wisnuwardhana Malang

DOI:

https://doi.org/10.56910/sewagati.v4i1.2287

Keywords:

Legal Protection, Ethics, Morals, Early Childhood Education

Abstract

A conducive early childhood education environment requires the integration of legal aspects, ethics, and moral communication between teachers and guardians. Understanding related to this needs to be done at KB Smart Kids Wagir, Malang because it has never been done before. This service activity aims to increase the understanding of teachers and student guardians of KB Smart Kids Wagir, Malang regarding legal protection and the importance of ethical and moral communication in supporting the comfort of the learning process in PAUD. The method used in this service is in the form of socialisation which is attended by teachers and student guardians. The socialisation was carried out with lectures and questions and answers which began with a pre test and ended with a post test. The result of this service is an increase in science and technology from the socialisation participants. In addition, teachers and guardians better understand legal protection, legal relations, morality and ethics in the teaching and learning process in PAUD. The implication of this activity is the importance of strengthening legal literacy and ethical communication in building harmonious relationships between teachers and student guardians in PAUD institutions.

References

Avari, P., Hamel, E., Schachter, R. E., & Hatton-Bowers, H. (2023). Communication with families: Understanding the perspectives of early childhood teachers. Journal of Early Childhood Research, 21(2), 241–255. https://doi.org/10.1177/1476718X221140747

Baier, E., & Kurianov, N. (2020). Department of social pedagogy: An effective model of successful practice in the field of child support. E3S Web of Conferences, 210, 18103. https://doi.org/10.1051/e3sconf/202021018103

Bang, Y. S., Jang, H. J., & Jung, J. H. (2021). Understanding Korean early childhood teachers’ challenges in parent–teacher partnerships: Beyond individual matters. Social Behavior and Personality, 49(10), e10764. https://doi.org/10.2224/sbp.10764

Bayraktaroglu, E., & Wee, D. (2025). Ethics and morality studies in tourism research: A bibliometric analysis. In Modern Social Challenges Impacting Tourism: Ethics, Societal Disruption, and Intimacy (pp. 1–34). IGI Global. https://doi.org/10.4018/979-8-3693-8794-8.ch001

Blewitt, C., Morris, H., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2020). Strengthening the quality of educator-child interactions in early childhood education and care settings: a conceptual model to improve mental health outcomes for preschoolers. Early Child Development and Care, 190(7), 991–1004. https://doi.org/10.1080/03004430.2018.1507028

Brennan, C., & Packard, M. (2022). Notes to home: supporting pre-service early childhood education teachers in building authentic family relationships. Journal of Early Childhood Teacher Education, 43(4), 495–508. https://doi.org/10.1080/10901027.2021.1902436

Chaddha, R., & Agrawal, G. (2023). Ethics and Morality. Indian Journal of Orthopaedics, 57(11), 1707–1713. https://doi.org/10.1007/s43465-023-01004-3

Cronqvist, M. (2024). Teachers’ ethical responsibility in teaching; to guide the children about right and wrong. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2024.2360901

Ge, Y., Li, W., Chen, F., Kayani, S., & Qin, G. (2021). The Theories of the Development of Students: A Factor to Shape Teacher Empathy From the Perspective of Motivation. Frontiers in Psychology, 12, 736656. https://doi.org/10.3389/FPSYG.2021.736656/PDF

Gisewhite, R. A., Jeanfreau, M. M., & Holden, C. L. (2021). A call for ecologically-based teacher-parent communication skills training in pre-service teacher education programmes. Educational Review, 73(5), 597–616. https://doi.org/10.1080/00131911.2019.1666794

Hadley, F., & Rouse, E. (2022). Educators Listening and Partnering with Parents: Recognising Parental Wellbeing and Agency. New Zealand International Research in Early Childhood Education Journal, 24, 34–45. https://www.scopus.com/record/display.uri?eid=2-s2.0-85189634066&origin=resultslist&sort=plf-f&src=s&sot=b&sdt=b&s=TITLE-ABS-KEY%28Educators+Listening+and+Partnering+with+Parents%3A+Recognising+Parental+Wellbeing+and+Agency%29&sessionSearchId=2bfb944fb51e5d4acb170b1de7569066

Hakyemez-Paul, S. (2020). A Brief Introduction to Parental Involvement in Early Childhood Education in Turkish and Finnish Contexts. Nordic Journal of Comparative and International Education, 4(2), 84–91. https://doi.org/10.7577/njcie.3762

Lu, A. J., DIllahunt, T. R., Marcu, G., & Ackerman, M. S. (2021). Data Work in Education: Enacting and Negotiating Care and Control in Teachers’ Use of Data-Driven Classroom Surveillance Technology. Proceedings of the ACM on Human-Computer Interaction, 5(CSCW2), 452. https://doi.org/10.1145/3479596

Machovcová, K., Beláňová, A., Kostelecká, Y., & McCabe, M. (2020). Parental views of children’s needs and their role in the decision to homeschool[Rodičovské vnímání dětských potřeb a rozhodnutí vzdělávat doma]. Studia Paedagogica, 25(1), 33–50. https://doi.org/10.5817/SP2020-1-2

Minke, K. M., & Woodford, J. S. (2020). Parent-teacher relationships. In The Cambridge Handbook of Applied School Psychology (pp. 519–537). Cambridge University Press. https://doi.org/10.1086/731239

Sands, M. M., & Meadan, H. (2024). Transition to Kindergarten for Children with Disabilities: Parent and Kindergarten Teacher Perceptions and Experiences. Topics in Early Childhood Special Education, 43(4), 265–277. https://doi.org/10.1177/02711214221146748

Sun, B., Wang, Y., Ye, Q., & Pan, Y. (2023). Associations of Empathy with Teacher–Student Interactions: A Potential Ternary Model. Brain Sciences, 13(5), 767. https://doi.org/10.3390/brainsci13050767

Wang, X., Liu, D., & Liu, J. (2022). Formality or Reality: Student Teachers’ Experiences of Ethical Dilemmas and Emotions During the Practicum. Frontiers in Psychology, 13, 870069. https://doi.org/10.3389/fpsyg.2022.870069

Weisberger, I., & Ziv, Y. (2023). The Child–Mother–Father–Teacher Relationship Network in Kindergarten and Its Association with Children’s Social and Academic Development: An Ecological Perspective. Children, 10(7), 1102. https://doi.org/10.3390/children10071102

Wolf, S. (2020). “Me I don’t really discuss anything with them”: Parent and teacher perceptions of early childhood education and parent-teacher relationships in Ghana. International Journal of Educational Research, 99, 101525. https://doi.org/10.1016/j.ijer.2019.101525