AN ANALYSIS ON THE BEHAVIORS DEPICTED BY CHARACTER ORIENTED KINDERGARTEN TEACHERS IN DEVELOPING AND PILOTING THE INSTRUCTIONAL ACTIVITY
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The educational paradigm implemented along this time affects the process and the conduct of education to concern more on how to develop the intellectual intelligence or rational thoughts in search of fighting against the global, but neglecting the character education, morality development and character building. The process of instructional activities, intended to direct and upgrade the development, should consider some stages as well as the engaging aspects of children development. During the child development, the newly acquired experiences do not only enrich the existing ones, but are also incorporated with building the unique characteristics and adaptation patterns within students’ life so as toenable that the new experiences acquired by the children in their early ages will give impacts to their prospective developments. Therefore, the concentrated attention on the early-age education, either formally or informally, is of urgency. Kindergarten curriculum comprises three major developments, namely: morality and religious values, socio-emotional development, and fundamental skill development. In its implementation, the development of the fundamental skills is prioritized as the preparation before being admitted in elementary school. Meanwhile, the character building expected through implementing the religion, morality, and inner characteristic has not sufficiently gained the portion in terms of creating the morally-equipped generations. In addition, the in-depth focus on implementing the universal moral values in the kindergarten and its representation in the instructional activity is supposed to contribute the development of life skills during the instructional development.