Educational Services for Early Childhood: Hyperactive Child Behavior Management in Kindergarten

Abstract

Educational services at the early childhood level are designed to be inclusive and accessible to all, without discrimination based on background, race, ethnicity, religion, or other differences. This study aims to analyze early childhood education services in managing hyperactive child behavior in kindergarten settings. The research employs a qualitative descriptive method, with data collected through observation, interviews, and document analysis. The collected data were then categorized, processed, presented, and analyzed to draw conclusions. An ideal regular early childhood education program for children with special needs necessitates an inclusive and responsive approach. Such an approach requires appropriate support and a commitment to meeting the individual needs of each child. The findings underscore the critical importance of early childhood education services in addressing hyperactive child behavior. The effectiveness of these services in managing hyperactive behavior in kindergarten can be evaluated across several dimensions. These include structured lesson planning aligned with educational modules and curriculum standards, the multifaceted role of teachers encompassing their responsibilities as educators, facilitators, and evaluators, as well as the supporting and inhibiting factors influencing the quality of educational services. These factors must be addressed comprehensively to ensure the success of early childhood education in fostering optimal development and learning for hyperactive children.