IMPLEMENTATION OF PANCASILA STUDENT PROFILE TO CHILDREN AGED 3-6 YEARS: A SUPPORTIVE CO-PARENTING MODEL OF PARENTS AND TEACHER

Abstract

The relationship between parents and teachers are importants in quality of good parenting and education, especially for children aged 3-6 years or what is commonly called early childhood. However, there are few facts for parents to know the importance of co-parenting in early childhood education, especially in implementing the Pancasila student profile. Through individual semi-structured qualitative interviews, researchers examined 15 parents where parents were involved in program activities planned by the school. This study employs iterative, inductive, and deductive analyzes based on Feinberg's (2003) definition of the major dimensions of co-parenting, a guiding theoretical framework that critical for understanding parent-teacher coordination and interaction. Three main themes emerge the importance of good and open communication. Between parents and educators, challenges when tribulation versus support used in their interactions, and tensions when parents and educators disagree versus agree on practices such as providing mutual respect, and cooperative training. This study found evidence of good supportive co-parenting interactions, especially positive communication associated with effective care coordination. The concept in supportive co-parenting offers a practical framework for supporting strong parent-teacher relationships and a theoretical tool to facilitate future research on parent-teacher relationships in early childhood education.