<![CDATA[Curriculum plagiarism and methodological anxiety occur among early childhood educators with non-linear backgrounds as a result of conventional, one-way training that focuses solely on fulfilling theoretical administrative requirements. This study aims to develop and test the effectiveness of the SIAP (Align, Identify, Apply, Refine) Training Model, which employs a clinical supervision approach, to transform teachers into authentic curriculum designers. Using the Research and Development (R&D) method, which adapts the first five stages of the Borg and Gall model, this study involved 12 early childhood educators in Ciamis Regency and three expert validators through a pre-experimental design. Empirical data were collected through a feasibility scale instrument, participatory clinical observation, questionnaires, and document analysis, which were subsequently analyzed using a combination of qualitative and quantitative methods. The results showed that the model’s theoretical feasibility and operational practicality reached 92.26%, falling into the “highly feasible” category. The average score for teachers’ curriculum development competencies increased from 43.83 to 89.50, with an N-gain score of 0.81, which falls into the “high” category. Observational findings indicate that the implementation of video-micro-based clinical mirroring is associated with the emergence of critical reflection among participants and a reduced tendency to adopt curriculum documents directly. This study recommends institutionalizing workplace-based clinical supervision with a 1-1-2 time ratio as a new policy standard for enhancing the capacity and professional agency of early childhood educators independently.]]>
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