The Challenge of Widespread Tutoring on the Transition Program from Early Childhood Education to Elementary School

Adim Dwi Putranti

doi:10.59890/ijsss.v3i6.152

Authors

Adim Dwi Putranti STIAMI

DOI:

https://doi.org/10.59890/ijsss.v3i6.152

Keywords:

Tutoring, Transition from Early Childhood Education to Elementary School, Fun Learning, School Readiness, Early Childhood

Abstract

The transition program from Early Childhood Education (PAUD) to Elementary School (SD) is designed to ensure children's holistic readiness, covering social-emotional, cognitive, language, and physical aspects, without emphasizing academic achievement alone. However, in practice, the prevalence of tutoring for early childhood presents its own challenges to the implementation of the transition program. This study aims to analyze how the existence of tutoring affects the principles, processes, and objectives of the PAUD to SD transition program, which is oriented towards a fun learning experience. This study uses a qualitative approach with literature study and policy analysis methods, reinforced by empirical findings from previous relevant studies. The results show that tutoring tends to encourage early academic orientation, such as reading, writing, and counting skills, which has the potential to shift the focus away from play-based learning, which is a key characteristic of PAUD. This condition can cause psychological pressure on children, reduce intrinsic motivation to learn, and create disparities in readiness among students when entering elementary school. On the other hand, tutoring has also emerged as a response to parents' concerns about academic demands at the elementary school level. Therefore, synergy between early childhood education units, elementary schools, parents, and policymakers is needed to align perceptions of school readiness, strengthen the implementation of enjoyable transition programs, and control tutoring practices so that they remain in line with the principles of early childhood development

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