PENGEMBANGAN PEMBELAJARAN BAHASA INGGRIS PADA ANAK USIA DINI DI TK KINDERSTATION MAGUWOHARJO DEPOK SLEMAN YOGYAKARTA

English learning is one of the subjects of learning in all levels of education in Indonesia because English is a universal language so it is very important that the learning development is carried out from an early age as in the KinderStation Kindergarten Maguwoharjo Depok Sleman Yogyakarta. Based on this there are three formulations of the problem in this research. (1) The cornerstone of English learning was developed at the KinderStation Maguwoharjo Depok, Sleman, Yogyakarta. (2) The development of early childhood English learning at the KinderStation Maguwoharjo Depok, Sleman, Yogyakarta. (3) factors support and inhibit the development of early childhood English learning in KinderStation Maguwoharjo Depok Sleman Yogyakarta. This type of research is field research with a qualitative approach. The data collection method uses observation, documentation, interviews and triangulation. Data analysis was performed by data collection, data reduction, data display, drawing conclusions and verification. The results showed that (1) three foundations for the development of English learning in KinderStation Kindergarten. First the vision, mission and values of KinderStation Kindergarten. Secondly Learning English as a school excellence. The third curriculum applied at the KinderStation Kindergarten is the International Early Years Curiculum. (2) the development of Early Childhood English learning in Kinderstation Maguwoharjo Kindergarten Depok Sleman Yogyakarta is implemented through two channels namely English learning as a subject focused on phonetic learning and thematic English learning through integration learning. (3) Supporting Factors of Early Childhood English Learning in KinderStation Kindergarten are adequate school facilities and infrastructure, good communication with the guardians of students, improving the quality of educators, bilingual environment, language development of students. The inhibiting factor is that there are students who experience speech delay and the environment outside of school that does not support the use of English in daily activities