A Comparative Analysis of Early Childhood Education Standards in Several East Asian Countries
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Abstract
This study discusses the Early Childhood Education (ECE) standards in six East Asian countries: Japan, South Korea, China, Taiwan, Hong Kong, and Mongolia, based on a total of [jumlah referensi] references to underscore the research scope. It explores various aspects of ECE, including curriculum, educator qualifications, educational facilities, and child development assessment methods. The results show that the approach in each country reflects local culture, societal needs, and national priorities. Japan stands out with a holistic curriculum integrating moral and social values, while South Korea emphasizes structured learning supported by information and communication technology (ICT). China places traditional values like hard work and obedience at the core of early education, while Taiwan prioritizes children’s socio-emotional development through bilingual programs. In Hong Kong, educational subsidy policies have improved access to quality ECE, while Mongolia has introduced mobile learning centers to reach nomadic communities. Despite these strengths, the study also identifies challenges, such as disparities in educational quality between urban and rural areas, especially in China and Mongolia. To address these, policies focusing on educational equity are needed. This study employs a qualitative document analysis methodology and recommends several strategies for Indonesia, including the development of curricula based on local values and global needs, improved educator qualifications and training, and the adoption of a holistic assessment approach. The findings provide insights for the development of inclusive, innovative, and sustainable ECE policies in Indonesia.
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