PERAN GURU DALAM MENGEMBANGKAN KREATIVITAS ANAK USIA DINI MELALUI KEGIATAN SENI KOLASE DI TK NEGERI RAUDHATUL JANNAH KECAMATAN TABONGO KABUPATEN GORONTALO

Abstract

This study describes teachers’ roles in developing early childhood creativity through collage art activities and their implications for children’s development at Raudhatul Jannah Public Kindergarten, Tabongo District, Gorontalo Regency. The study employed a descriptive qualitative approach. Primary and secondary data were collected through observation, interviews, and documentation and analyzed through data reduction, data display, verification, and conclusion drawing. The findings identify five major teacher roles: preparing collage activities according to learning themes through lesson plans and varied materials; providing initial demonstrations on applying glue and attaching materials without limiting children’s final products; assisting children who experience difficulties without taking over their work; allowing children to choose materials and colors; and giving praise and appreciation for each child’s work without comparison. These practices position teachers as planners, facilitators, guides, motivators, and providers of appreciation. The implications are reflected in children’s greater courage to express ideas through their work, increased independence, improved finger and hand skills, stronger self-confidence in presenting their work, and better ability to share materials and appreciate peers’ creations. Collage activities provide learning experiences that combine exploration, simple decision making, visual expression, fine-motor practice, and social interaction. The findings indicate that creativity develops more effectively when teachers provide clear initial structure while preserving sufficient freedom for children to experiment and create distinctive works.