Management Aspects of Fine Arts in Learning in Early Childhood

Early childhood education requires appropriate management characteristics and social circumstances conducive to the success of early childhood learning. The nature of cooperative learning in small groups or large part, be responsible, learn to wait their turn, to work without disturbing friends, cleaning tools, making decisions, choosing activities, and all of which occur naturally but walked without pressure.Children learn to obey rules that are made together in class, come on time, how to get attention from the teacher, the teacher asks the attention of children. Children can set the management or the management class means can arrange materials and group activities. Some are working at the desk, on the floor, with a variety of instructions for many groups, follow the progress of each child, flexible, can also be static or dynamic, a non-productive or very productive. It is also considering growth and development of their EQ (Berliner in Tolopan; 1978)Teachers who manage effective classroom will also make children succeed. From the foregoing it be known that it consists ataspembiasaan kindergarten program and basic development. So the implementation of the plan are also oriented towards two objectives that, by observing the development of the individual child. In the classroom there are groups according to ability. The ability of the child is not the same. For that teachers need to know the child's development in order to provide activities that fit the needs of children and socio-emotional development, gross and fine motor skills, observation and memory, eyesight and hearing and to express and receive language.In any kind of development, the children are sometimes quick Sagat, mediocre or slow comprehension or improvement. For those who have advanced, prepared in a form that they can trace, cut, paste and paint. The task was expected to he completed. For moderate duty, almost as degan who have advanced, with a form that is available or should he choose himself the same. For the less prepared the paper which is only given a straight line he needed scissors. Praise is equally given to them. This is where understanding must be demonstrated that the child feels successful in their ability level (Fisher in Tolopan; 1991)Management of the time they need to be highly variable. There is no level of education is very complex such as early childhood education. Everything is done with ease without pressing. Older children in kindergarten varies between two and a half to three and a half hours at school. Six days a week, or look at the situation and place. To play groups can be held three days a week. Schedule in kindergarten like opening, core, and the cover, it can be for TK A and B variant. Because the transition kindergarten children A and B variant. If the child is in kindergarten A is able to be forced to follow the same program with the kindergarten class B, then the child will be very depressed and did not like school. For that it needed flexibility of schedule, for example by the core and the opening of trade for the purpose of encouraging the children more freedom to choose activities of interest and control your emotions at the time of adjustment to the school would be more helpful. From time to time during the child's activities, there are definitely times when the teacher asked the children's attention. It can be used to mark the teacher that is not too hard, but enough to give a sign for attention.Management of material consisting of a wide range of educational games tools: sand, water, building a variety of works of art and other creative material. This material was developed of teachers according to the needs of children. Expected interaction between the teacher - material - the child as much as possible. This flexibility makes each child feel successful and the problem can be solved (Berliner in Tolopan; 1978)