EDUCATION LEARNING PATTERN OF EARLY CHILDREN AGE

PROBLEM The child is the future of the nation that must be grown to develop the soul and body to become a smart, skilled and noble child. Early childhood should be developed harsh motor and motor haluasnya. For children to play is to learn or learn while playing. How to create a game that can develop physical growth through rough motor and how to develop fine motor. 

Early childhood education is one form of education that focuses on laying the foundation toward physical growth and development (fine and coarse motor coordination), intelligence (intellect, creativity, emotional intelligence, spiritual intelligence), emotional (attitude and behavioral as well as religion) language and communication, in accordance with the uniqueness and stages of development traversed by early childhood. Early Childhood Education (PAUD) is very important today for the growth of our children, especially at the age of 0 to 6 years. It is very important for the development of children especially in the development of behavior, talents, knowledge. 

In those ages the child is very sensitive to everything in his environment. If the environment teaches positive things leads to behaviors that make children well educated, then children will be formed both pattern of education and behavior. For that required a proper learning pattern for early childhood. SOLUTION he basic concept of learning is basically a series with the concept of learning and teaching. In principle teaching is a process that occurs in the teacher how to convey the subject matter to the students. Teaching in principle is fostering how to learn, think, practice for the mastery of a knowledge, skills and attitude changes. Teaching according to Zamroni (2000: 61) is the art of transferring knowledge, skills, and values ​​directed by the values ​​of education, the needs of the students. 

Environmental conditions, and beliefs that teachers have. Early childhood learning should pay attention to: 1. Child development. The child will be able to learn well if the child feels safe and happy in the learning situation. To realize that the child must be met his physical needs such as eating and drinking enough and psychologically safe and happy in doing activities. If the learning process of the child is not in a pleasant condition will undoubtedly be difficult to develop a child potesi naturally, good, and maximum. The task of learning skills is to develop the potential of the child through playing with skills. Choose the kind of skills that are interesting and liked by children. 2. Children's Needs A thousand children will have a thousand wishes, whether we as a child's guide will be able to serve that desire. 

The task of mentor is not to fulfill the child's desire but to nurture, direct, and nurture the child so that desire is channeled in the context of learning. Children will be able to play and learn well if their physical needs are met. 3. Playing while learning The world of children is a world of play, if children play is learning may be different from adult play has negative connotations. Children learn through play, let alone learn the arts and skills that have the value of games and recreation. The task of mentors is how to package the art materials and early childhood skills that are interesting and can be done while playing. This is the task of the mentor who must provide material according to the child's development. Forms of child play can be social play, play with objects, and play sociodramatic. Early childhood skills in painting many related to the game, then prepare a game that can develop creativity and skill. 4. Thematic Approach Skill learning is learning to play, children will play and learn well if the theme of play in accordance with the development and fun. To that end, the coach should be able to choose and determine the theme according to the child's life the most actual and contextual. 5. 

Creative and Innovative The task of learning skills is to develop the creativity of children, choose the type of skills that can explore the imagination and develop the creativity of children. The development of challenging and innovative new ideas can motivate and foster children's creativity. The function of art and skill learning is to develop sensitivity, creativity, and skills. Children will play to learn to imagine to develop the creativity. 6. Conducive Environment Early childhood education can be attributed to a comfortable and safe environment for playing and learning. This is important for the implementation of the learning and play process of children, the child's environment in accordance with the world of children and can develop children's fantasies. 7. Develop Life Skills In general life skills for children include personal, social, academic, and vocational skills. The coach should be able to develop the personal skills well according to the child's development. Playing, learning, skillful activities presented in a fun form will help the child's development well. DISCUSSION Learning model is a design or design that describes the process of details and the creation of environmental situations that allow children to interact in learning, resulting in changes or developments in children. 

The learning model components include; concepts, learning objectives, materials / themes, steps / procedures, methods, tools / learning resources, and evaluation techniques. From the method, the learning technique is derived in an applicable, real, and practical in the classroom as the lesson takes place. Techniques are concrete ways used during the learning process. Teachers may alternate techniques even in the corridors of the same method. One method can be applied through various learning techniques. Wrap from the application of approaches, methods, and learning techniques are called learning models. Preparation of learning model for early childhood is based on syllabus that developed into semester planning, weekly activity unit (SKM), and daily activity unit (SKH). Thus, the learning model is a concrete picture of educators and learners in accordance with daily activities. We recognize some of the patterns / methods of learning that are applied, such as: 1. Model of classical learning 2. Model learning group activities with safety activities 3. Learning model based on activity angle 4. Model of area learning 5. Model based learning center The learning models generally use the same learning steps in a day, namely: initial / preliminary activities, core activities, rest / meal, final or closing activities. Preliminary / preliminary activities are the initial activities in the learning that is intended to focus attention, generate motivation so that learners are ready to follow the learning activities. 

Core activities are the main activities to achieve basic competencies that must be implemented in an interactive, inspiring, fun, challenging, and participatory way. The core activities are carried out through the process of exploration, experimentation, elaboration, and confirmation. Closing activities are activities undertaken to end learning activities. Form of activities in the form of conclude, feedback, and follow-up. THEORY Learning methods can be interpreted as the means used to implement the plan that has been prepared in the form of concrete and practical activities to achieve learning objectives. There are several learning methods that can be used to implement learning strategies, including: (1) lecture; (2) demonstrations; (3) discussion; (4) simulation; (5) laboratory; (6) field experience; etc. From the method, the learning technique is derived in an applicable, real, and practical in the classroom as the lesson takes place. Techniques are concrete ways used during the learning process. 

Teachers may alternate techniques even in the corridors of the same method. One method can be applied through various learning techniques. Wrap from the application of approaches, methods, and learning techniques are called learning models. There are several models of learning that are usually applied in early childhood, including: 1. Model of classical learning. A learning pattern where at the same time, activities are performed by all children equally in one class. This learning model is the earliest learning model used in kindergarten, by means of learning that is generally very limited, and less attention to individual interests of children. Along with the development of theory and development of learning model, this model has been abandoned. 2. Group learning model with safety A learning pattern where children are divided into groups (usually into three groups), each group performs different activities. In one meeting, the child is encouraged to be able to complete 2 - 3 activities in groups in turn. If there are children who have completed their tasks more quickly than in their group, then the child can continue with other activities while others are still in place. If there is no place, the children can play at a certain place that has been provided by the teacher, and the place is called the safety activities. In safety activities should be provided tools that are more varied and often replaced in accordance with the theme or subtema discussed. 3. Learning model based on activity angle. 

This learning model provides activity angles that become centers of learning activities based on the interests of children. The tools provided should vary considering the diverse interests of the child. The tools should also be replaced frequently according to the themes and subthemes discussed. 4. Model based learning area. This model is basically almost the same as the learning model based on the angle of activity. This model gives more opportunity to the students to choose their own activities according to their interests. The lessons are designed to meet the child's specific needs and respect cultural diversity. It also emphasizes the learning experience for each child, the choice of activities and activities centers and the participation of the family in the learning process. 5. Learning center model. The center-based learning model has the main characteristic of scaffolding to build children's concepts, rules, ideas, and knowledge as well as the concept of density and intensity of play. This learning model focuses on children who are in the learning process centered on the center of play and when the child is in a circle. In general the foothold / support in this model is to support the child's development, ie a foothold before play, a foothold during play and a foothold after playing. 

This foothold is intended to support higher child development. There are 3 types of games provided in this model namely; playing sensorimotor or fingsional, role playing, and playing development (constructive, that is building children's thinking). CONCLUSION Each learning model has its own advantages and disadvantages and requires different conditions. Therefore, teachers can choose the learning model that will be applied taking into account the capabilities possessed, facilities and infrastructure are available, as well as other supporting factors.