Curriculum Management Strategy in Early Childhood Education Based on Early Literacy Strengthening: A Case Study at TK Al-Battani Mranggen Demak

Abstract

This study aims to examine the curriculum management strategy in Early Childhood Education (ECE) based on the strengthening of early literacy at TK Al-Battani, Mranggen, Demak. Early literacy is a crucial foundation in shaping young children's school readiness, encompassing skills in reading, writing, and numeracy. However, structured curriculum management that aligns with children's developmental needs remains a challenge in many early childhood education institutions. This study employs a qualitative approach with a case study design. Data collection techniques include in-depth interviews, participatory observation, and documentation, involving the school principal, Group B teachers, and students' parents as subjects. The findings reveal that curriculum planning remains general and is not yet fully based on assessments of children's literacy development. Learning implementation reflects concern for reading, writing, and numeracy (calistung) skills, but the approaches tend to be conventional and lack variety. Literacy development evaluation is conducted through observation but is not systematically documented. Furthermore, the classroom environment does not fully support a literacy-rich culture, and parental involvement is still limited to administrative communication. In conclusion, the early literacy-based curriculum management strategy at TK Al-Battani needs to be strengthened through planning based on children's developmental data, contextual and engaging learning implementation, and structured, communicative evaluation. Supportive literacy environments and active parental involvement are also essential factors in optimizing early childhood literacy readiness