Minister urges schools to create safe, comfortable MPLS environment

Minister of Primary and Secondary Education Abdul Mu’ti has invited all educational units, including kindergartens, to provide a series of School Environment Introduction Period (MPLS) activities that are safe and comfortable for new pupils. In a written statement on Friday, he said a positive learning environment can serve as a memorable first experience for every child entering the world of school.

“In accordance with the President’s directive on building a cultural movement that is ASRI: Safe, Healthy, Clean, and Beautiful, we invite all education providers to create a safe and comfortable environment, be it physical, social, spiritual, or intellectual,” he said. To achieve this, synergy between schools, teachers, parents, and the community is highly expected so that every child gains a safe, comfortable, and enjoyable first learning experience as a foundation for pursuing the next level of education.

For students, especially early childhood learners, he said the first days of school are an important transition period. During this phase, children not only begin to recognise a new environment but also build a sense of security, self-confidence, and closeness with teachers and peers. Therefore, he said the implementation of MPLS must be designed as a child-friendly adaptation process oriented towards their developmental needs.

One implementation of this approach can be seen at TK ABA Semesta in Sleman Regency, Yogyakarta Special Region, which has designed its MPLS as an adaptation period focused on children’s comfort before full learning begins. The head of TK ABA Semesta, Shofia Amalia, explained that the school has prepared a two-week adaptation period. During this period, children are invited to get to know the school environment, build closeness with teachers, and participate in various activities designed according to the characteristics of early childhood.

“During the first two weeks, there is no structured learning. Our focus is on introducing the school environment, building closeness between children and teachers, and providing various play and exploration activities so that children feel comfortable,” she said. During this period, teachers also conduct initial observations to gain an overview of each child’s abilities, needs, and characteristics as a basis for designing learning activities appropriate to their developmental stage. This approach is then translated into various activities that help children adapt gradually to the school environment. During the introduction period, she added, children participate in a variety of activities such as playing together, physical motor activities, listening to stories, and creating simple artworks that they can take home each day.