scholarly journals PENGARUH PENDIDIKAN ANAK USIA DINI TERHADAP PERKEMBANGAN KONDISI SOSIAL-EMOSI ANAK USIA PRASEKOLAH

2020 ◽  
Vol 2 (1) ◽  
pp. 36
Author(s):  
Asmarita Asmarita ◽  
Abdurrahman Hamid ◽  
Agnita Utami
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Emotional Development ◽  
Sampling Technique ◽  
P Value ◽  
Social And Emotional Development ◽  
Cross Sectional ◽  
Childhood Education ◽  
Social And Emotional ◽  
Value Of Children

The social and emotional development of young children is affected by many stimulating factors, and one of those factors is early childhood education. However, not all pre-school children have the opportunity to attend early childhood education. This study was aimed at comparing children’s social and emotional development of those who attend and do not attend early childhood education. This comparative study was carried out using a cross-sectional approach among 72 participants divided into 2 groups: 36 participants who attend early childhood education and 36 participants who do not attend early childhood education. Accidental sampling technique was applied to select samples, Non-parametric statistical test employed was the Mann Whitney test.  Comparison value of children attending and not attending early childhood education was P-value 0.000; the emotional comparison value was P-value 0.040. It means there were differences in social and emotional development between children who attend early childhood education and those who do not attend early childhood education. It can be concluded that early childhood education can help stimulate the development of children. Parents should pay more attention to their children’s social and emotional development, whereas if parents cannot be the medium to support children’s social and emotional development, they should engage their children to early childhood education.

scholarly journals Does the Intensity of Gadget Use Impact Social and Emotional Development of Children aged 48-72 Months?

2021 ◽  
Vol 7 (2) ◽  
pp. 135-144
Author(s):  
Nabila Ilma Nisa Rukmana ◽  
Nur Ainy Fardana ◽  
Linda Dewanti ◽  
Farah Mujtaba
Keyword(s):  
Emotional Development ◽  
High Intensity ◽  
Sampling Technique ◽  
P Value ◽  
Social Emotional Development ◽  
Social And Emotional Development ◽  
Social Emotional ◽  
Cross Sectional ◽  
Social And Emotional ◽  
The Social

Purpose –This study aims to analyze the correlation between the intensity of gadget use and the social-emotional development of children aged 48-72 months.Design/methods/approach – The Study uses quantitative research with a cross-sectional study. The sample includes 126 children using a simple random sampling technique at Al-Furqon Kindergarten and Bunda Ghifari Kindergarten Surabaya, Indonesia. The independent variable is the intensity of gadget use which is measured using a questionnaire. The dependent variable is the children’s social-emotional development as measured by the Questionnaire of Problems and Emotional Behavior.Findings – There is a significant correlation between the intensity of gadget usage and the social-emotional development of children aged 48-72 months (p-value < 0.05). High-intensity gadget use will increase their social-emotional development in the referral category, which means it requires treatment by the experts.Research implications/limitations - The result of this study supports the theory that high intensity of gadget usage on children will affect their social and emotional development. This study only focuses on children’s social and emotional development without examining another developmental variable that may affect the study results.Practical implications – Parents are expected to play a role in supervising and limiting the use of gadgets on children to avoid the negative impacts.Originality/value –This study contributes to the literature by showing the effect of gadget use on children’s social and emotional development. Paper type Research paper

scholarly journals Sharing is Caring: A Study of Food-Sharing Practices in Australian Early Childhood Education and Care Services

Nutrients ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 229
Author(s):  
Ruth Wallace ◽  
Karen Lombardi ◽  
Charlotte De Backer ◽  
Leesa Costello ◽  
Amanda Devine
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Emotional Development ◽  
Food Sharing ◽  
Social And Emotional Development ◽  
Childhood Education ◽  
Social And Emotional ◽  
Care Services ◽  
Education And Care ◽  
Family Style

Food connects people, and can significantly impact the physical, social and emotional development of young children. Food sharing and family-style mealtimes can support healthy eating practices and psychological well-being among young children, and carersother than family members, such as Early Childhood Education and Care staff, play an important role in the provision of these practices. Despite increasing numbers of Australian children attending Early Childhood Education and Care services, there is often reluctance among staff to promote such mealtime practices, to the detriment of children’s social and emotional development. The aim of this paper was to focus on the potential role of Early Childhood Education and Care services in facilitating food sharing and family-style mealtime practices in the earliest stages of the lifespan. A qualitative, netnographic approach was used, and data was collected as part of the broader ’Supporting Nutrition for Australian Childcare’ (SNAC) study, via online conversation threads, observations and qualitative interviews. Findings demonstrated that whilst many Early Childhood Education and Care services are committed to supporting food sharing and family-style mealtime practices, a number of barriers were reported. These included the perception that babies and toddlers could not participate in these practices, concerns about food hygiene and cross contamination of allergens, and negative parental influences on food sharing. In conclusion, this paper supports the practice of food sharing in Early Childhood Education and Care settings and calls for them to become embedded in everyday operations to support the physical, social and emotional development of Australia’s future generations.

Learning Environments About Colombian Legends as a Didactic Strategy

2021 ◽  
pp. 187-211
Author(s):  
Yulmis Isabel Rodríguez ◽  
Pedro Gil-Madrona ◽  
Luz Marina Méndez Hinojosa
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Emotional Development ◽  
Social And Emotional Development ◽  
Childhood Education ◽  
Social And Emotional ◽  
Material Resources

This chapter presents a proposal for a didactic intervention in physical education for early childhood education in a learning environment created from the Colombian legends. The purpose is to contribute to the cognitive, motor, perceptual, social, and emotional development and a progress in the knowledge of their own culture. Throughout it, the objectives of the didactic proposal, the methodological strategies, the material resources, the clusters, the environments, as well as the evaluation will be exposed.

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2017 ◽  
Vol 19 (7) ◽  
pp. 46-48
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Early Years ◽  
Social And Emotional Development ◽  
Childhood Education ◽  
Social And Emotional ◽  
School Learning ◽  
Learning Alliance ◽  
Children’S Behaviour ◽  
Father And Son

scholarly journals PERBEDAAN TINGKAT KEMANDIRIAN PADA ANAK PRASEKOLAH (3-5 TAHUN) YANG MENGIKUTI PAUD dan TIDAK MENGIKUTI PAUD KOTA PEKALONGAN

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Ni’matul Ulya ◽  
Pedvin Ratna Meikawati ◽  
Putri Andanawarih
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
P Value ◽  
Cross Sectional ◽  
Childhood Education ◽  
Significant Difference ◽  
Quota Sampling

Salah satu prinsip dasar PAUD memberikan rangsangan pendidikan mencakup semua aspek perkembangan anak termasuk perkembangan kemandirian anak.Salah satu hal penting dalam perkembangan anak umur 3-5 tahun adalah perkembangan sikap sosialnya.Tujuan penelitian ini untuk mengetahui perbedaan tingkat sosialisasi anak prasekolah (3-5 tahun) yang mengikuti PAUD dan tidak mengikuti PAUD.Penelitian menggunakan desain penelitian deskriptif komparatif dengan pendekatan cross sectional. Populasinya adalah 164 anak usia prasekolah (3-5 tahun) di Kelurahan Medono Kota Pekalongan. Teknik pengambilan sampel dengan simple random sampling untuk 40 anak prasekolah yang mengikuti PAUD dan quota sampling untuk 40 anak prasekolah yang tidak mengikuti PAUD. Analisis univariat menggunakan tabel distribusi frekuensi dari setiap variabel, sedangkan analisis bivariat menggunakan uji statistik kruskal wallis untuk menguji hipotesis komparatif dua sampel independen.Hasil penelitian tingkat kemandirian anak yang mengikuti PAUD sebagian besar dalam kategori sedang (62,5 %) dan tidak mengikuti PAUD sebagian besar dalam kategori sedang (82,5 %) dan kurang (10 %). Melalui uji independent kruskal wallis didapatkan p value = 0,000 < α (0,05), sehingga disimpulkan ada perbedaan yang signifikan tingkat sosialisasi anak prasekolah yang mengikuti PAUD dan tidak mengikuti PAUD.Kata Kunci : Kemandirian, Anak Prasekolah, PAUDOne of the basic principles of early childhood education provides educational stimulation covering all aspects of child development including the development of child self-reliance. One important thing in the development of children aged 3-5 years is the development of social attitudes. The purpose of this study to determine the difference in the level of socialization of preschoolers (3-5 years ) who follow PAUD and do not follow PAUD.The research used descriptive comparative research design with cross sectional approach. The population is 164 preschoolers (3-5 years old) in Medono Urban Pekalongan City. Sampling technique with simple random sampling for 40 preschool children who follow PAUD and quota sampling for 40 preschool children who do not follow PAUD. The univariate analysis used the frequency distribution table of each variable, while the bivariate analysis used a crucial wallist statistic test to test the comparative hypothesis of two independent samples.The results of the research on the independence level of children following the early childhood education were mostly in the medium category (62.5%) and did not follow the PAUD mostly in the medium category (82.5%) and less (10%). Through independent test kruskal wallis obtained p value = 0,000 <α (0,05), so it is concluded there is significant difference of level of socialization of preschool children who follow early childhood and not follow PAUD.Keywords: Independence, preschool children, PAUD

scholarly journals The Relationship Between Fulfilment of Basic Needs with the Incidence of Stunting In Toddlers

Jurnal NERS ◽  
2020 ◽  
Vol 15 (1) ◽  
pp. 26
Author(s):  
Endang Surani ◽  
Endang Susilowati
Keyword(s):  
Early Childhood ◽  
Complementary Feeding ◽  
Basic Needs ◽  
Sampling Technique ◽  
Education Programme ◽  
P Value ◽  
Cross Sectional ◽  
Integrated Healthcare ◽  
Childhood Education ◽  
The Relationship

Introduction: The prevalence of toddlers who very short and short at the age of 0-59 months in Indonesia is still high. One cause of stunting is lack of nutrition, mainly in the first 1000 days of life. The purpose of this study was to identify the relationship between the fulfilment of basic needs with the incidence of stunting in toddlers.Methods: A quantitative analytic research methods using cross-sectional approach was applied on this study. The sample was100 toddlers collected by purposive sampling technique. The questionnaires were used to measure the fulfilment of the basic needs of children and included questions about physical, emotion  and stimulation. The data were analysed using Chi-Square.Results: There was a relationship between fulfilment of the basic needs in physical and emotion category with stunting (p value of 0.000), while there was no relationship between fulfilment of basic needs in the category of stimulation with stunting (p value of 0.090).Conclusion: The fulfilment of the basic needs of physical and emotion affects the condition of toddlers with stunting. Thus, all of children should get exclusive breastfeeding, appropriate complementary feeding, early childhood education programme, attend an  Integrated Healthcare Centre routinely, have adequate access to immunisation services.

scholarly journals Efek Pendidikan Anak Usia Dini (PAUD) Bagi Kemampuan Interaksi Sosial Anak

2020 ◽  
Vol 11 (4) ◽  
pp. 431
Author(s):  
Tri Sakti Widyaningsih ◽  
Tamrin Tamrin
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Early Childhood Education ◽  
P Value ◽  
Chi Square ◽  
Cross Sectional ◽  
Childhood Education ◽  
The Social ◽  
Social Interaction Skills ◽  
Interaction Skills

Background: Given the importance of early childhood education in child growth and development, the role of child caregivers in the school area community needs to conduct research on how management provides good stimulation when children enter pre-school age by providing an overview of the effectiveness of early childhood education (PAUD) on interaction ability Children Social at RA Islamic Tunas Bangsa 4 Semarang City. Methods: This study aims to determine the effectiveness of Early Childhood Education (PAUD) on the Social Interaction Ability of Children in RA Islamic Tunas Bangsa 4 Semarang City. The type of research used was quantitative with non-experimental used a cross-sectional design where the researcher seeks to analyze the effectiveness of children's social interaction skills assessed through the snake and ladder game intervention between groups of children who have attended PAUD and children who do not participate in PAUD in RA Islamic Tunas Bangsa 4 Semarang City by involving all children who fall into the criteria, according to the needs of the researcher. The population in this study were 57 children at kindergarten (TK A) in RA Islamic Tunas Bangsa 4 Semarang City. The sample in this study were members of the population who met the inclusion and exclusion criteria of the study sample, as many as 36 children. Results: The study used the Chi Square analysis test and statistically the p value was 0.001 (<0.05). Conclusion: The conclusion in this study is that H0 is rejected Ha is accepted, there are differences in the social interaction of children who attend PAUD and do not participate in PAUD in RA Islamic Tunas Bangsa 4 Semarang City. Suggestion: So that teachers can be creative in using game tools that function to develop the social interaction skills of students in RA Islamic Tunas Bangsa 4 Semarang City. Keywords: social interaction skills; early childhood education ABSTRAK Latar Belakang: Mengingat pentingnya pendidikan Usia Dini dalam pertumbuhan dan perkembangan anak, maka peran perawat anak di komunitas area sekolah perlu melakukan penelitian bagaimana cara manajemen memberikan stimulasi yang baik ketika anak memasuki usia pra sekolah dengan memberikan gambaran tentang Efektifitas Pendidikan Anak Usia Dini (PAUD) Terhadap Kemampuan Interaksi Sosial Anak Di RA Islamic Tunas Bangsa 4 Kota Semarang. Metode: Penelitian ini bertujuan mengetahui Efektifitas Pendidikan Anak Usia Dini (PAUD) Terhadap Kemampuan Interaksi Sosial Anak Di RA Islamic Tunas Bangsa 4 Kota Semarang. Jenis penelitian yang digunakan adalah kuantitatif dengan metode non eksperimental (observasional) dengan menggunakan rancangan cross sectional dimana peneliti berupaya untuk menganalisis efektifitas kemampuan interaksi sosial anak yang dinilai melalui intervensi permainan ular tangga antara kelompok anak yang sudah pernah mengikuti PAUD dan anak yang tidak mengikuti PAUD di RA Islamic Tunas Bangsa 4 Kota Semarang dengan cara melibatkan semua anak yang masuk dalam kriteria, sesuai kebutuhan peneliti. Populasi dalam penelitian ini adalah anak yang duduk pada usia taman kanak-kanak (TK A) di RA Islamic Tunas Bangsa 4 Kota Semarang sejumlah 57 anak. Sampel dalam penelitian ini adalah anggota populasi yang memenuhi kriteria inklusi dan ekslusi sampel penelitian, sebanyak 36 anak. Hasil: Penelitian menggunakan uji analisis Chi Square dan secara statistik didapatkan nilai p-value = 0,001 (<0,05). Kesimpulan :Kesimpulan dalam penelitian ini adalah H0 ditolak Ha diterima, ada perbedaan interaksi sosial anak yang mengikuti PAUD dan tidak mengikut PAUD di RA Islamic Tunas Bangsa 4 Kota Semarang. Saran: Agar guru dapat berkreasi dalam menggunakan alat permainan yang berfungsi untuk mengembangkan kemampuan interaksi sosial peserta didik di RA Islamic Tunas Bangsa 4 Kota Semarang. Kata Kunci: kemampuan interaksi sosial; pendidikan anak usia dini

scholarly journals Perbedaan Perkembangan Bahasa Anak Pra Sekolah yang Mengikuti dan Tidak Mengikuti PAUD

2019 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Yuliana Purnama Dewi ◽  
Artika Nurrahima
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Development ◽  
Quantitative Research ◽  
Subsequent Development ◽  
Sampling Technique ◽  
School Age Children ◽  
P Value ◽  
Childhood Education ◽  
Kolmogorov Smirnov

Background: Delay in language development can affect subsequent development in children. Research comparing language development of pre-school age children who participated and did not participated in PAUD had never been done before. The purpose of this study was to analyze differences in language development of pre-schoolers who attended Early Childhood Education (PAUD) and did not attend Early Childhood Education (PAUD).Methods: This research was a quantitative research with comparative descriptive method. The sampling technique was proportionate random sampling and involved of 82 children in Bulusan Village, Tembalang District, Semarang City. Data analysis used Kolmogorov-Smirnov test.Results: The results showed that the language development of pre-schoolers attending the early childhood was better than the non-attending pre-schoolers with p-value from non-parametric test Kolmogorov Smirnov (0.032) <α (0.005).Conclusion: There are differences of preschool language development who attended and did not attend PAUD. Based on the results of the study, it is advisable for parents of children to provide stimulation appropriate to the stage of language development of children according to their age and to include children in PAUD.

scholarly journals Rola wczesnej edukacji i opieki w ograniczaniu skutków ubóstwa wśród dzieci

2017 ◽  
Vol 38 (3) ◽  
pp. 21-33
Author(s):  
Elżbieta Subocz
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Skills ◽  
Negative Consequences ◽  
Social And Emotional Development ◽  
Criminal Proceedings ◽  
Childhood Education ◽  
Social And Emotional ◽  
The Social ◽  
Education And Care

This article attempts to answer the question: what role does the process of early childhood education and care play in reducing the effects of poverty among children? The main argument of the article states that education (started as early and lasting as long as possible) is the only chance to limit the negative consequences of poverty, as well as to overcome the intergenerational transmission of poverty and social exclusion. Relying on the results of foreign (mostly American) surveys, it has been proven that good quality early childhood education and care is beneficial for children living in poverty, as well as for society as a whole. It positively influences the social and emotional development of children, their language skills and school achievements. Children who benefited from institutions / programmes for early childhood education and care, in adulthood do better in the labour market, have higher earnings and are less likely to seek stimulants. Society bears lower costs of special education, anti-social behaviour, criminal proceedings, social welfare and health of young people and adults.

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