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Early Childhood Education is the most critical foundation for preparing children to navigate change in the era of the Fourth Industrial Revolution. During this golden period of development, children need comprehensive stimulation so their potential can flourish.
Widiatmika Early Childhood Education follows Indonesia’s 2013 National Early Childhood Curriculum, emphasizing a balanced growth of attitudes, knowledge, and skills. Developmental domains include religious and moral values, physical-motor, cognitive, language, social-emotional, and arts. Learning is designed with a scientific, play-based approach so children actively observe, ask questions, experiment, reason, and share their findings in line with their developmental stage.
To strengthen the learner profile, Widiatmika implements a deeper learning approach. The focus is on meaningful core understanding, the ability to connect concepts with daily experiences, productive questioning habits, basic metacognition, and relevant real-world actions. This is put into practice through small thematic projects, authentic performance-based assessment, warm formative feedback, and brief reflection routines.
Widiatmika also adopts selected Montessori-inspired practices, including a carefully prepared and engaging environment, practical life activities to build independence, sensorial materials, guided choice, and the cultivation of concentration and personal responsibility. These principles help children feel safe, independent, and intrinsically motivated to learn.
Character formation is supported through the “7 Kebiasaan Anak Indonesia Hebat” program (Seven Habits for Indonesian Children), embedded in daily routines at school and at home. The habits nurture independence, discipline, empathy, collaboration, honesty, resilience, and curiosity. Teachers integrate them through routines, role-play, and picture-story activities that children can easily understand.
Grounded in repetitive, gradual, and integrated play and a STEAM approach (Science, Technology, Engineering, Arts, Mathematics), children practice collaboration, communication, problem-solving, critical thinking, and creativity—becoming cheerful, healthy, confident, and ready for primary school.
Partnership with families is maintained through a weekly report every Friday, covering learning progress, attitudes, and teacher notes, ensuring strong continuity between home and school.
Development of multiple intelligences is also prioritized: religious, naturalistic, intrapersonal, interpersonal, bodily-kinesthetic, linguistic, logical-mathematical, musical, and spatial. A varied set of activities is planned so each domain has room to grow, from learning centers and thematic projects to creative works, outdoor play, and family-collaborative activities.
To maximize growth across these nine intelligences, a range of programs is provided, including:
