Guidance for Amaliyah Peley Early Childhood Education Teachers in Implementing Active and Enjoyable Learning

Abstract

This study aims to explore the guidance process for PAUD Amaliyah Peley teachers in implementing active and enjoyable learning. A descriptive qualitative approach was employed, with data collected through classroom observations, in-depth interviews with teachers, and analysis of supporting documents. The findings reveal that systematic mentoring enhances teachers’ competencies in designing creative learning activities, integrating early literacy, and adapting teaching strategies to the needs and characteristics of children. This approach promotes active engagement, increases learning motivation, and fosters positive character traits such as independence, cooperation, and self-confidence. Moreover, teachers demonstrated improved professionalism and reflective capacity, making the learning process more enjoyable, interactive, and meaningful for children. These results highlight the significance of teacher mentoring as a strategy to optimize the quality of learning and holistic development in early childhood education