Management integration risk disaster in early childhood education governance: A case study unit standby disasters
DOI:
https://doi.org/10.26555/jecce.v9i1.16096Keywords:
character education, disaster preparedness, early childhood education unit managementAbstract
Purpose— This study aims to describe the implementation of character education through a disaster preparedness program at PAUD Kasih Ibu as a comprehensive safe school. Design/methods/approach— The research employed a qualitative approach using a case study method. Data were collected through in-depth interviews, observations, and document analysis. Findings— The implementation of character education through the disaster preparedness program at PAUD Kasih Ibu was based on three pillars of a comprehensive disaster-safe school and integrated Disaster Risk Reduction (DRR) education into the school curriculum as a strategy to strengthen character education. The findings reveal that disaster preparedness activities provided opportunities for the development of five character values, namely religiosity, independence, cooperation, nationalism, and integrity. Research implications/limitations— This study contributes to early childhood education by providing insights into the implementation of disaster preparedness programs as a contextual approach to integrating character education in early childhood settings. Practical implications— Early childhood education institutions can integrate disaster risk management into institutional governance through safe facilities, clear emergency procedures, regular simulations, and age-appropriate disaster education. Collaboration among schools, parents, communities, and disaster management agencies is essential to strengthen preparedness and support children's character development. These findings provide practical guidance for implementing SPAB programs while considering local disaster risks, institutional capacity, and available resources. Originality/value— Although disaster preparedness programs in educational settings have received increasing attention, studies examining the integration of disaster risk management into early childhood education governance remain limited, particularly in developing comprehensive and character-based disaster preparedness systems.
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