Unlike other countries where indigenous people constitute the minority groups, in Indonesia majority of the population (about 95%) are natives (pribumi). There are over 300 ethnic groups in Indonesia who live side by side and in some cases form blurred inter-ethnic boundaries. In addition, Indonesia has unique indigenous Early Childhood Education model that is different from other countries. Indigenous Early Childhood Education in Indonesia is stated in the national laws and government regulations local contents curriculum in education. Local contents defined as educational programs, substances and media transfers, which are related with the natural, social and cultural environments and the needs of regional development being taught to students. The objective of this paper is to describe the implementation Indigenous Early Childhood Education for promoting the physical, intellectual, social, emotional growth of young children aged under three years in Indonesia. The paper also intends to explain the barriers encountered and recommend remedial measures.
Abstract Introduction Research Objectives and Questions Reserach Method ECE Policies Analysis Ethnic Tradition and Local Potential Multicultural Interaction Government Roles in ECE for Children Under 3 Years Conclusion and Recommendations References
