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bibo:abstract "This research is motivated by the existence of many misperceptions regarding children's readiness for the transition to elementary school, which are still oriented towards children's reading, writing, and arithmetic abilities. However, readiness for the transition to elementary school should focus on the holistic maturity of various aspects of development. This study aims to examine the strategies designed and implemented by teachers to provide stimulus to children with diverse basic achievements, and to analyze how teachers balance supporting children's diverse achievements with learning readiness during the transition to elementary school. The study used a descriptive qualitative approach.\r\nThe research results show that both schools implement differentiated learning to address the diversity of children's developmental milestones. Assistance is provided to children who require more developmental support. In preparing for the transition to elementary school, a ready community is established through efforts to improve the quality of teachers and staff and actively educate parents. The research findings revealed that parental anxiety regarding readiness for the transition to elementary school remains a barrier to developing teacher strategies and teaching practices. An introduction to elementary school concepts and the development of discipline are implemented as learning models to prepare for the transition. The focus on graduate achievement at both schools is determined to align students with school characteristics."^^xsd:string;
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dct:title "TATA KELOLA TAMAN KANAK-KANAK TERHADAP KEBIJAKAN MASA TRANSISI KE SEKOLAH DASAR: STUDI KUALITATIF PADA TK DI KOTA YOGYAKARTA"^^xsd:string;
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dc:title "HTML Summary of #76708 \n\nTATA KELOLA TAMAN KANAK-KANAK TERHADAP KEBIJAKAN MASA TRANSISI KE SEKOLAH DASAR: STUDI KUALITATIF PADA TK DI KOTA YOGYAKARTA\n\n";
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