INTRODUCTION

The source of philosophy is human, it is known as mind and healthy human heart who
endeavor wholeheartedly to seek the truth and finally obtain the truth. Philosophy is a science
that became the principal base of all knowledge which covered the issue of epistimologi,
ethics, and the problem of the Godhead (Immanuel Kant, 1724 – 1804)

This research will discuss on consideration of experts who discussed about how children
effloresce, learn and attendance that must be received in order to obtain educational services
to their development and necessity. This research also discusses correlating between early
chidhood education and learning acquisition.

The implementation of education should be based on the educational philosophy and theory
because the practice of education without philosophy and theory education, it will establish
the education become unexplicit direction, the aim which are not relevant to the nature,
necessity and child development, even it can extend the fault treatment toward children.
Originally, early childhood education is established without refers to the philosophy and
theory of education. Adequate knowledge about how children grow, develop and learn
extremely important especially in the family environment. Although the results of the
research have shown that confer stimulation since early childhood to optimize its
development.
The Opinion of Philosophers About Early Childhood Education

During the industrial revolution in the 18th and 19th century philosophers of Europe
have written much more about the concept of the child's education. This section discussed
about the philosophical concept of which is conveyed by several philosophers associated by
early childhood education and relate to the growth of early childhood education in Indonesia.

The philosophers who formulate philosophical concept of early childhood education is as

follows:

1. Jean Jacques Rousseau (1712 – 1778)

According to Rousseua, Education of children is established naturally and compatible
with children existence. This concept extremely different by Commenius describe that
education of children is equal with education for mature person. Rousseau suggested
the early childhood educational development through the concept of "back to nature"
and an approach inherent naturally in order to aims the developmen of children
optimally without a hitch. Rousseau divide an individual life through five growth and
development are:
a. the developmental stages of childhood (0-5 years)
b. the second development stage (5 – 12 years old)
c. the third development stage (12 – 15 years)
d. fourth development stage (15-20 years)
e. fifth stage of development (20 and above)

2. Johan Heinrich Pestalozzi (1746 – 1827)

Pestalozzi integrate ideas that have been put forth Rousseau are associated with
children's education. Pestalozzi connecting kids with nature and wanted freedom,
exploration with nature and objects around. Pestalozzi teaching methods based on the
General view about knowledge must begin from an understanding, observations and
the relationship with nature. Education should be based on the psychology of the child
because every child needs guidance psychologically in selecting objects or the natural
symptoms observed (Aswardi Sujud, 1997).
Pestalozzi mengintegrasikan gagasan yang telah dikemukakan Rousseau terkait
dengan pendidikan anak. Pestalozzi menghubungkan anak-anak dengan alam dan
kebebasan berkehendak, bereksplorasi dengan alam dan benda-benda sekitar. Metode
pengajaran Pestalozzi didasarkan pada pandangan umum tentang pengetahuan yang
harus dimulai dari suatu pengertian, pengamatan dan hubungan dengan alam.
Pendidikan harus didasarkan pada psikologi anak karena setiap anak membutuhkan
bimbingan secara psikologis dalam memilih benda atau gejala alam yang diamati
(Aswardi Sujud, 1997).
The Correlation Between Early Childhood Education and Educational Psychology

Education is the process of individuals receiving knowledge and applying it to

teaching others and learning. On the other hand, Reber (1995-617) state psychology simply
cannot be defined; indeed, it cannot even be easily characterized. Psychology is what
scientists and philosophers of various persuasions have created to understand the minds and
behaviors of various organisms from the most primitive to the most complex. It is an attempt
to understand what has so far pretty much escaped understanding, and any effort to
circumscribe it or box it in is to imply that something is known about the edges of our
knowledge, and that must be wrong.

The age under five years is extremely substantial to determine the quality of a
children Including all intelligence developments that occur at this period. At this time
children have potential intelligence. But Generally the parent and teachers are only teach little
knowledge to children even though the children do not have difficulity in learning. In general,
parents and teachers will arraign the children when find children's behavior which is
contradiction with their pretension. This condition occur because of lack of knowledge and
understanding of children's mental growth and development, with the result that parent and
techers are often treat it inappropriately.

Wolfendale and Robinson (2001) developed a framework: ‘Educational psychologists

working within the early years: A framework for practice’. This framework suggests that
educational psychologist work in early years at both a ‘macro’ level, including planning and
reviewing early year services and also at a ‘micro’ level including involvement with
individual children, families and early year settings. Furthermore, they advocated an early
year development plan within the education psychologys in order to outline how an
educational psychologist may work within early year. Dennis (2003) suggests that in order to
support some of the changes to early year policy and increased provisions for children there
should be a role for Senior Specialist educational psychologist within every educational
psychologist. This role is to maintain an overview of developments within the field, thus
ensuring that the skills and experiences of education psychologist within this area are not
overlooked and opportunities for development are identified and built upon.

Early childhood education is extremely related to child psychology. There are so

many problems experienced by children concerning the various of behaviour the children
such as temper tratum which is a burst of emotional that are explosive and uncontrolled,
children who are timid, overdue in speaking and so on. By comprehend the condition,will be
easier to find the ways to educate the children. In this case collaboration between parents and
teachers is needed so that synchronization between children and teachers will occur at school
even psychological consultation which are conducted by psychologist is necessary.

The Implication of Early Childhood Education Concept

References

Sutanto, A. 2010. Filsafat Ilmu, Suatu Kajian Dalam Dimensi Ontologis, Epistimologis, dan

https://study.com/academy/answer/what-is-the-relation-between-psychology-and-
education.html

Gregg R. Henriques. 2004. Jurnal of Clinical Psychology

Erica Fawn Douglas-Osborn. 2015. A Thesis submitted to The University of Manchester for
the Degree of Doctorate in Educational and Child Psychology in the School of Environment,
Education and Development

https://www.academia.edu/15683934/KONSEP_DASAR_PENDIDIKAN_ANAK
_USIA_DINI