PENGELOLAAN LINGKUNGAN BELAJAR  INDOOR OUTDOOR PLAYGROUND BERBASIS MULTIPLE INTELLIGENCES UNTUK ANAK USIA DINI

The purpose of the study is to develop a learning environment design that integrates indoor and outdoor playground to optimize multiple intelligences. Background research is the low ability of multiple intelligences of early childhood. The research approach uses research and development. Develop some of the intelligence needed to support the indoor learning environment and outdoor playground. Through the design of the learning environment setting indoor and outdoor playground to optimize multiple intelligences of early childhood. The implementation of main learning environments to develop multiple intelligences in early childhood education institutions. Keywords: Learning environment, Indoor Outdoor Playground, Multiple Intelligences, Early Childhood. Tujuan penelitian untuk mengembangkan desain lingkungan belajar indoor dan outdoor playground terintegrasi untuk mengoptimalisasi multiple intelligences anak usia dini. Latar belakang penelitian adalah rendahnya kemampuan multiple intellegences anak usia dini. Pendekatan penelitian menggunakan penelitian dan pengembangan. Pengembangkan instrumen multiple intelligences diperlukan untuk mendukung pengaturan lingkungan belajar indoor dan outdoor playground. Melalui rancangan seting lingkungan belajar indoor dan outdoor playground untuk mengoptimalisasi multiple intelligences anak usia dini berdasarkan tahapan pengembangan. Implementasi rancangan lingkungan belajar indoor dan outdoor playground terintegrasi untuk mengembangkan multiple intelligences anak di lembaga pendidikan anak usia dini. Kata Kunci: Lingkungan Belajar, Taman bermain Indoor-outdoor, macam-macam kecerdasan, anak Usia dini.

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Space speaks: A portrait of an early childhood centre and the affordances provided by the learning environment

10.18296/ecf.0084 ◽

2020 ◽

Vol 24 (2) ◽

pp. 26-34

Author(s):

Katrina McChesney ◽

Jeanette Clarkin-Phillips

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Learning Environment ◽

Learning Environments ◽

Reggio Emilia ◽

Children And Families ◽

Childhood Education ◽

Education And Care ◽

Early Childhood Learning

The quality of early childhood education and care fundamentally depends on teachers’ wise practice. However, the environments in which that education and care occur can influence, inform, and shape teachers’ practice, and children’s and families’ experiences. This article draws on a written “portrait” of the learning environment created at one New Zealand early childhood education (ECE) centre, capturing both physical and non-physical aspects of the environment and highlighting the affordances the environment offered to children and families/whānau. A Reggio Emilia lens is used to inform analysis of the learning environment and the associated affordances. The portrait (McChesney, 2020) and this article may support practitioners by providing a vision of what can be in terms of early childhood learning environments, and by providing a possible framework for self-review and inquiry.

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PENATAAN LINGKUNGAN BELAJAR TERPADU UNTUK MENINGKATKAN POTENSI KECERDASAN JAMAK ANAK

PEDAGOGIA Jurnal Ilmu Pendidikan ◽

10.17509/pdgia.v15i3.11020 ◽

2018 ◽

Vol 15 (3) ◽

pp. 241

Author(s):

Rita Mariyana ◽

Ocih Setiasih

Keyword(s):

Early Childhood ◽

Learning Environment ◽

Research And Development ◽

Development Stage ◽

Learning Design ◽

Integrated Learning ◽

Environment Management ◽

Two Stages ◽

Indoor And Outdoor ◽

Integrated Learning Environment

The aim of the research is to develop an integrated indoor and outdoor playground learning design to optimizemultiple intelligences. Through research and development carried out two stages. The first stage, developingmultiple intelligence instruments is needed to support the design of an integrated learning environment. Thesecond stage, designing the setting design of integrated learning environment based on development stage. Theresults showed that the design of integrated learning environment management can optimize the multipleintelligence of early childhood.

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Learning Environments About Colombian Legends as a Didactic Strategy

Advances in Early Childhood and K-12 Education - Physical Education Initiatives for Early Childhood Learners ◽

10.4018/978-1-7998-7585-7.ch011 ◽

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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Mash-Up Personal Learning Environments

E-Infrastructures and Technologies for Lifelong Learning ◽

10.4018/978-1-61520-983-5.ch005 ◽

2011 ◽

pp. 126-149 ◽

Cited By ~ 1

Author(s):

Fridolin Wild ◽

Felix Mödritscher ◽

Steinn Sigurdarson

Keyword(s):

Learning Environment ◽

Learning Environments ◽

Technology Enhanced Learning ◽

Environment Design ◽

End User ◽

New Approach ◽

Personal Learning ◽

Personal Learning Environment ◽

Learning Environment Design ◽

Enhanced Learning

In this chapter, the authors formulate a critique on the contemporary models and theories of learning environment design, while at the same time proposing a new approach that puts the learner centre stage. It will be argued that this approach is more apt to explain technology-enhanced learning and is more helpful in guiding (even end-user driven) engineering and maintenance of personalized learning environments. The authors call this new approach a mash-up personal learning environment (MUPPLE) and it is a vision (and prototype) of the future of personalized, networked, and collaborative learning.

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Toward Diversity in Researching Teaching and Technology Philosophies-in-Practice in e-Learning Communities

Handbook of Research on Methods and Techniques for Studying Virtual Communities ◽

10.4018/978-1-60960-040-2.ch004 ◽

2011 ◽

pp. 61-86 ◽

Cited By ~ 4

Author(s):

Gale Parchoma

Keyword(s):

Higher Education ◽

Learning Environment ◽

Research And Development ◽

Learning Communities ◽

Teaching And Learning ◽

Large Scale ◽

Environment Design ◽

Research And Practice ◽

Learning Environment Design ◽

E Learning

e-Learning is pervasively perceived as a singular enterprise, subject to broad claims and overarching critiques. From this viewpoint, the strengths and weakness of large-scale e-learning implementations in supporting all forms of teaching and learning in higher education can be examined through best-practices lenses. This chapter contests the e-learning singularity paradigm through examining a sample of diverse e-learning communities, each of which may be associated with distinct teaching and technology philosophies-of-practice, as well as divergent research and development histories. A gestalt view of interacting and interlocking teaching and technology philosophies underpins a call for local actions aimed at achieving the democratization of e-learning environment design and fostering both difference and connectivity across e-learning communities of research and practice.

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Distributed Learning Environments and Social Software

Handbook of Research on Social Software and Developing Community Ontologies ◽

10.4018/978-1-60566-208-4.ch011 ◽

2010 ◽

pp. 145-158 ◽

Cited By ~ 16

Author(s):

Sebastian Fiedler ◽

Kai Pata

Keyword(s):

Learning Environment ◽

Activity Theory ◽

Learning Environments ◽

Distributed Learning ◽

Social Software ◽

Environment Design ◽

Distributed Learning Environments ◽

Learning Environment Design ◽

Adequate Design

This chapter discusses how the construction of an adequate design and intervention framework for distributed learning environments might be approached. It proposes that activity theory has some interesting concepts and perspectives to offer in this regard. In addition, it discusses the concept of affordance, understood as perceived possibilities for action, and its potential consequences for learning environment design. Furthermore, some current technical and conceptual challenges for the implementation and maintenance of distributed learning environments are addressed. The authors consider their text as a proposal for a necessary reorientation and a call for contributions to the search for an adequate design and intervention framework for distributed learning environments.

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