Reconstructing Early Childhood Education from Learning Crisis of Indonesian College Students with Inner Child Trauma

Abstract

Inner child trauma is one of the vital aspects that disrupt early adult development, especially in learning crises in university students as how they respond to reality as adults influenced by childhood trauma. The method in this study uses autoethnography as a counselor lecturer who accompanies several college students at Gadjah Mada University who have accessed a psychologist or psychiatrist. Based on the findings of the early adult phase obtained from the university level can be used as material for reflection on the reconstruction of early childhood education in Indonesia. This study concludes with several reconstruction strategies. First, it is necessary to reformulate a family and community-based mental health awareness curriculum to support the growth and development of early childhood. Second, there is a parenting class that supports the success of early childhood education that is sensitive to mental health in the family environment. Third, increasing the capacity of early childhood education teachers and professional support for social workers susceptible to anxiety disorders in early childhood. Fourth, teaching education without cognitive competition is based on experiential learning that emphasizes morality-based resilience to accept failure from an early age.