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This study aimed to analyze the implementation and strategies of parenting practices of Early Childhood Education (PAUD) teachers to develop the communicative skills and critical thinking of early children aged 5-6 years. This study employed qualitative method with a case study. Three kindergartens (TK) whose grade or accreditation is A and located in Jambi Province were involved as the sites of this study. Teachers, the principles and children aged 5-6 years were chosen as the participants of the study. The findings revealed that the implementation of parenting practices of PAUD teachers in developing the communicative and critical thinking skills of children aged 5-6 years referred to the lesson plan. Moreover, it was also found that the play time in two PAUD lasted for 60 minutes and another for 20 minutes, the teachers asserted that they did not really remember the learning theory of early childhood as the learning only referred to the lesson plan made in advance. Two PAUD assessed their students based on what those students had done, and another put an indicator derived from the basic competence. The materials designs and teachers competence in performing the learning process focused more on developing the communicative skill than the critical thinking. Almost all indicators of teachers treatment aimed to improve the communicative skill of children were achieved; however, two of four indicators aimed at improving the critical thinking were not made well by the teachers. The next researchers whose interests and passion deal with this similar issue might observe and investigate the correlation between the parenting practices of PAUD teacher and parents to develop and improve the early childrens skills.

PARENTING PRACTICES OF EARLY CHILDHOOD EDUCATION TEACHERS IN DEVELOPING EARLY CHILDHOOD COMMUNICATION AND CRITICAL THINKING SKILLS: CASE STUDIES