Advances in Social Science, Education and Humanities Research (ASSEHR), volume 58

3rd International Conference on Early Childhood Education (ICECE-16)

Multicultural Education for Early Childhood

Gia Nikawanti

Universitas Pendidikan Indonesia Campus Purwakarta & STKIP Purwakarta, Purwakarta, Jawa Barat, Indonesia

Corresponding e-mail: gyanikawanti@[Link]

Abstract

Indonesia is the country with a diversity of cultures. The cultural diversity makes Indonesia as one nation in the world
which have a rich language, ethnicity, and religion. The Motto of diversity is Bhinneka Tunggal Ika, the meaning "unity in
diversity". Bhinneka Tunggal Ika is not just slogans but more than that, Bhinneka Tunggal Ika is a spirit which must be
assimilated in mutual love, accept differences, and respect. By image diversity of culture can be said Indonesia as the
multicultural country. The base of multicultural is democratic and humanitarian values. The human values will emerge and
embedded through the provision of education. Education is the process to create the quality human in accordance with
nature and culture held. Therefore, the beginning implanting of multicultural education is a right educate for created the
quality human. The function of multicultural education is educating children for learning to live together in peace and
accept differences in life.

Keywords: multicultural education, early childhood

1 INTRODUCTION diversity in a nation breaking down because of

misconception in a group.
Indonesia is the country has a diversity of cultures. Such as a case problem in Tanjung Balai,
The diversity of cultures makes Indonesia as one North Sumatra in July 2016. The online media
nation in the world which have a rich culture, race, [Link] reported about a group of resident does
ethnicity, language, and religion. On the sighting of vandalism at Buddhist worship place. The case
such diversity can be said Indonesia including of triggered because of disagreements between groups.
multicultural country. However, the case is clear because the religious
Suparlan (2004) explains multicultural is the leaders and leaders of ethnic are facilitated by the
diversity of the culture in a nation. In the view of a government for making a peace (Fachrudin, 2016).
diversity, culture should be guided by democracy Therefore, awareness to believe in a form
and humanitarian values. As explained by Suparlan, equality the difference must be implanted in
Tilaar (2004) states that the multicultural is wisdom children. Every school emphasizes on a formation of
to see cultural diversity as a fundamental reality in the human noble character and morals to make
public. children grow into a person who can respect all
Arifin (2015) argue in multicultural we are kinds of difference in his life.
must be understanding for emphasizes the equality As described by Abdullah (2009) explain about
of local cultures without ignoring the rights and any the support of services on educating multicultural
cultural existence. The main focus in multicultural is makes a potential for had realize to their children
the culture of equality in situations condition of a being able to live together in diversity.
society composed of many cultures. Implanting of multicultural education at early
Multicultural is not only about culture. childhood make the strong character for they are
Multicultural is the shape of a consciousness that future. Hopefully, the next generation to be a man of
who believes the existence of equality in a society to faith, noble, healthy, knowledgeable, skilled,
respect each other. The point is, don't make the

Copyright © 2017, the Authors. Published by Atlantis Press. 228

This is an open access article under the CC BY-NC license ([Link]
 Advances in Social Science, Education and Humanities Research (ASSEHR), volume 58

creative, independent, and become a democratic Therefore, with multicultural education

citizen. learners are able to accept differences, criticism, and
It can be said multicultural education as fresh have a sense of empathy, tolerance for others
air in the education to give the same opportunities to regardless of class, status, and gender. Multicultural
everyone, regardless of ethnic origin, culture, and education provides lessons that can educate the
gender, to jointly acquire knowledge. cognitive and social development.
So from the explanation above, I can conclude Actually, multicultural education is the
about the concept of multicultural education. beginning of the awareness in children for respect to
Multicultural education can be an alternative differences in ethnicity, religion, and culture.
education which given the community-wide view of Multicultural education does not to block up
children for being able to unite and work together in
differentness owned. Multicultural education should
social life.
able to confirm the identity and encourage the
Mahfud (2006) explained the basic objective of
convergence of ideas and accomplishments were multicultural education is to provide equal
strengthening of peace, and solidarity. opportunities for each child to get a lesson in the
Therefore in order to provide the best service form mutual respect. So, there are not the mutual
for educating multicultural in the school, the school difference between individual contrasted with other
must design, plan and control all elements to support individuals and also nothing is sacrificed for the
the process of multicultural education well. Schools sake of unity. In multicultural education, children
should plan the learning process, to foster an attitude implanted lateral thinking for accustomed to living
of multicultural students to become members of a by accepting the uniqueness of each other.
democratic society. Multicultural education has a function to seed
Based on the background exposure, the author and develops cultural sensitivity, cultural tolerance,
interested to writing the article titled about respect for cultural identity, the development of
multicultural education for early childhood. The attitudes cultural responsiveness and expertise to
purpose of this article, among others: (1) to know challenge and conflict resolution.
and understand the roles and function of At the cognitive level, multicultural education
multicultural education in creating a generation the has a purpose for the attainment of academic skills,
democratic nation and (2) to share insights with the knowledge of the development of cultural pluralism,
public about Inculcating of multicultural education the competence to perform the analysis and
to early childhood. interpretation of cultural behavior, and the ability to
develop a critical awareness of their own culture
(Hanum, 2009).
2 MULTICULTURAL EDUCATION Bruch., Higbee., & Lundell (2003) explained
that multicultural education is elements of mutual
Multicultural is an effort in understanding a respect for human rights in a pluralistic life. So that,
difference in the lives. This is closely related to the multicultural education is capable of creating a
diversity of cultures, languages, customs, systems democratic education.
social, gender differences, ethnicity, race, politics,
religion, and equality of opportunity in education.
The meaning of multicultural is how a person can
3 THE IMPORTANCE OF
appreciate and respect the human rights. MULTICULTURAL EDUCATION
As described by Hernandez (1989) education FOR EARLY CHILDHOOD
can be interpreted as a vision of multicultural
education to appreciate cultural diversity as an Indonesia is a plural archipelago. There are a wide
objective reality in people's lives. The vision of variety of ethnic groups in it. Plural characteristics
multicultural education should have to be able to of a country that is a country that has diversity in
create an academic culture that is tolerant and terms of culture, religion, ethnicity, language, social
inclusive. status, gender, and even political views. Plural
In agreeing with Hernandez, Banks (1993) countries make such a unifying diversity not even
suggest multicultural education is an idea, motion, make a difference.
education reform and the education process whose Suseno (2014) explained Indonesia is a country
sole purpose is to change the structure of educational of plurality. Indonesia should have to understand
institutions so that students both men and women, and accept the plurality of through mutual tolerance
students with special needs, racial group, ethnicity, among each other. Live in peace and harmony is the
and culture are an assortment that will have an equal result of the attitude of people who live in plurality.
opportunity for education.

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On the contrary, pluralism can make a country In there, the children taught to respect and love
be dispersed. That will happen when people are not each other. The kindergarten has five houses of
able to understand and accept the obvious worship according to the five religions in Indonesia.
differences. The typical Conflicts related the They are always celebrating festivities of religious
elements of SARA (ethnic, religious, racial, and together and giving greeting feast. The children
intergroup). taught to know the difference of their religion and
For example, some people think pluralism is taught to respect each other religions.
negative ideology, they are concerned that all The teacher and the academic community
religions and God is a same. In fact, pluralism is a provide lessons about the values of peace, respect of
framework of social interaction in a society that differences, love, responsibility, happiness,
shows mutual respect and tolerance of each other, cooperation, honesty, humility, tolerance, simplicity
including mutual respect between religious and unity, as well as empathy.
communities. According to Nganga (2015) the role of
Pluralist will be negative significantly when teachers in multicultural education should have a
examined in the study based on religion because it different cultural background with his students. This
will be directly correlated to a state that is all in one. will make them learn to understand with each other.
Actually, pluralism is substantially manifested in As well as described by the Ministry of
attitudes to mutually recognize at once appreciate, National Education, that cultivating an attitude to
respect, preserve, develop or enrich the state of a children in school, the teacher has a strategic
plurality (Arifin, 2015). position as the main actors. The teacher is a figure
If pluralism is regarded as a complex and that can be emulated or a role model for children
regarded as irreconcilable differences, the State will (Kemendikbud, 2015).
have a split that led to the destruction. Therefore, for The teacher can be a source of inspiration and
the sake of peace and human rights, education motivation for the students. The personality of the
regarded as an important element in the intellectual teacher becomes a reflective surface for children.
life of the nation and made the person as a living Thus, teachers have a great responsibility to produce
being democratic. Proper education to achieve this is the next generation of character, culture, and moral.
multicultural education.
Multicultural education brings forth a new 4 IMPLEMENTATION
pedagogical as well as new insights into the MULTICULTURAL EDUCATION
educational Praxis that gives equal opportunity and IN EARLY CHILDHOOD
respect for all children, regardless of their origin and
religion (Hanum, 2009). Multicultural education is a process of cultivation of
Multicultural education should be given to democratic values and morals which aim to establish
children through daily habituation by providing role an attitude of mutual respect. Children need to be
models from the environment around the child, one given educate guidance mutual respect from adults.
of them through the provision of learning in schools. So, that they can understand and recognize about
Supported by research from Berthelsen & tolerance.
Karuppiah (2011) study found that preschool The emergence of a tolerant attitude to the
teachers support the needs of multicultural education child cannot simply be achieved without a process of
in kindergarten and believe it is important for education. The process begins with the implanted
children to learn and understand other cultures. the values of tolerance behavior committed by adults
In a study by Buchori & Dobinson (2012) to children (Irvine & Armento, 2001).
about perspective the early childhood teachers in As well as an explanation by Chan (2011)
cultural diversity in Australia. They say that the explained about early childhood teachers can
actual practice of teaching the diversity is hard influence the development of positive attitudes
because the fact many children stay still trapped in towards others.
their culture of their own and it not easy to dive. In providing multicultural education, children
Another case with the findings of the author. are taught activities for would help a friend, willing
The author has visited the kindergarten in to share a toy, played the games together, to
Purworejo, Central Java. The Kindergarten has its cooperate in a group and greetings when they met
own advantages. They are an only center of each other.
education for early childhood in Purworejo which By giving the children of multicultural
uses multicultural education. education as a whole will gain knowledge about

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tolerance and democracy. When children already comprehensively can be done using methods that
have knowledge of it all intact, then the child will communicate the value inclusion values along with
realize that these values are essential for life the reasons underlying accompanied by the
eventually the child will willingly the tolerant provision of modeling or giving examples from
behavior. adults.
According to Lickona (2013) tolerance is the Giving the values of tolerance in early
attitude and action that respect differences of childhood can be done with an explanation arouses
religion, race, ethnicity, opinions, attitudes, and that very clear to the child through a discussion in
actions of others who are different from themselves. fostering a sense of mutual respect in the classroom
For building a tolerant attitude in children is so that children are able to show a tolerant attitude
not enough just begins and ends with the stage of the (Furman, 1987).
mission alone, but need to be followed by a process Implementation of multicultural education is a
carried out continuously throughout life. lifelong process in character development. The
Multicultural education instills in children character development of children is an effort that
requires a systematic and gradual process in should involve all parties both the family, school,
accordance with the phase of growth and and community. Therefore, all three components
development of children (Vogt, 1997). (family, school, and community) should work
Described by Lickona (2013) tolerance in synergistically.
children develop not only covers all of the Therefore the Government, social agencies,
knowledge (moral knowing), but also had to reach religious leaders, traditional leaders, and others have
the area of emotions (moral feeling) and the habit equal responsibility in implementing multicultural
(moral action), these three components are needed education for mutual interest.
so that children are able to understand, feels, and
making the same good values. 5 CONCLUSIONS
Provide multicultural education to the early
children is useful for directing the child to learn Multicultural education is an implanting process of
about the good things that are a preparation for their democratic values and morals to a child for
future. Hopefully, with multicultural education was understanding about tolerance and human right.
expected to make their lives happy, successful, and Multicultural education is needed by the education
affectionate. in the world today, especially for early childhood.
Atmosphere and environment must be safe and With giving on earlier multicultural education make
comfortable to be created in the process of children to learning interact and accept differences
multicultural education. Teacher and Civitas in the life.
academic must be realized and believed to children The implementation of multicultural education
so that they feel that the value was right and will happen if all component in education (family,
beneficial for himself and his environment. Thus, school, and community) working synergistic.
they are motivated from within to implement and Hopefully, by awarding an implanting genuine
continue to maintain these values in their daily lives. of multicultural education the children be expected
Gauvain & Parke (2009) explains that the to grow into a society and can live in peace without
multicultural education program is the right program seeing or compare the differences.
for the character building in the development of
young children should be drafted fun, exciting, and 6 ACKNOWLEDGEMENTS
democratic in order to attract children to engage in
any learning activity. The author says thankfulness to God for blessing
The school environment is conditioned to allow this scientific article finished. Thank you for my
the child together with the school community University and my colleague for supporting this
accustomed to making daily activities at the school
article. The author hopes this article can give
who realize the value of tolerance.
benefits for developmental science in early
This can be achieved in the form of daily
childhood education.
activities such as the creation of school culture
displays of affection, respect each other and mutual
assistance.
According to Mulyasa (2012) in the learning
process of implementing tolerance education

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