Assistance of Early Childhood Education Teachers in Preparing Play-Based and Literacy-Based RPPH at Mutiara Tatakalai Kindergarten

Abstract

This study aims to explore the effectiveness of mentoring early childhood education (PAUD) teachers in developing Daily Learning Plans (RPPH) based on play and literacy integration at TK PGRI Mutiara Tatakalai. A descriptive qualitative approach was employed, with data collected through direct classroom observation, in-depth interviews with teachers, and analysis of RPPH documents. The mentoring focused on enhancing teachers’ competence in designing engaging, creative learning activities that stimulate children’s foundational skills, including reading, writing, critical thinking, and communication from an early age. The findings revealed that teachers were able to create structured yet flexible RPPH, integrating play with literacy according to children’s abilities, while also fostering students’ confidence, creativity, and learning motivation. Positive impacts were also observed in classroom management, higher student engagement, and the development of a sustainable literacy culture both at school and at home. This study confirms that play-based and literacy-integrated mentoring strategies can strengthen teacher professionalism and improve the overall quality of early childhood learning experiences.