Healthy School Movement and Holistic-Integrative Early Childhood Development: A Kindergarten Case Study in Indonesia
https://doi.org/10.53770/medica.v8i10.1070
Keywords
Child Development Early Childhood Education Health-Promoting Schools Kindergarten Qualitative ResearchAbstract
Integrating health promotion into early childhood education remains an under-implemented priority in Indonesia. The Healthy School Movement (Gerakan Sekolah Sehat, GSS) is a government-mandated initiative that embeds health principles in educational institutions, yet little is known about how it operates within the Holistic-Integrative Early Childhood Development (PAUD HI) framework. This study aimed to explore how the GSS is implemented at the kindergarten level and how it contributes to holistic-integrative early childhood development. A qualitative single-case study was conducted at an Islamic kindergarten in Bekasi City, West Java. Data were collected through in-depth interviews, participatory observation, and document review involving 13 participants: four teachers, including the principal, six school committee members, and three parents. The data were analyzed using reflexive thematic analysis and mapped against the PAUD HI service pillars defined in Presidential Regulation No. 60 of 2013. The GSS was implemented across five domains: nutritional, physical, immunization, mental, and environmental health. These domains directly supported four PAUD HI pillars, namely education, caregiving, health and nutrition, and child welfare, whereas child protection was addressed through complementary partnerships with the police, fire services, and other agencies. Parental co-implementation and collaboration with community health centers and integrated health posts were the main enablers, while inconsistent program socialization, limited local government support, and the absence of a monitoring system were the main challenges. The GSS can serve as a practical vehicle for delivering PAUD HI services in kindergartens when supported by structured parent engagement, teacher training, and formal monitoring.
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