Early Childhood Education in Economically Disadvantaged Rural Areas of China

RESUMONo Brasil, a história da educação institucionalizada dos bebês inicia-se com instituições voltadas para o atendimento das populações mais pobres das cidades e está relacionada à industrialização e urbanização. Essa origem explica, em parte, a escassa oferta de Educação Infantil para as populações rurais, até hoje. O estudo debate a trajetória das creches das zonas rurais, analisa alguns dos indicadores educacionais e dados da implantação do Proinfância nessas áreas. As conclusões apontam para os avanços na legislação e a melhoria dos indicadores educacionais nas primeiras décadas desse século, também apresenta o Proinfância como uma alternativa para as zonas rurais, com a oferta de apoio aos municípios na construção de políticas de inclusão dos bebês em creche com maior qualidade de atendimento. Faz-se necessário a afirmação desses bebês como sujeitos de direitos, da sua educação como condição de cidadania e da especificidade da creche nas zonas rurais como direito à diferença.Bebês. Creche. Educação Infantil do Campo. Babies in daycare centers in rural BrazilABSTRACT In Brazil, the history of institutionalized baby education begins with institutions aimed at serving the poorest populations in cities and is related to industrialization and urbanization. This origin explains, in part, the scarce offer of Early Childhood Education for rural populations, even today. The study debates the trajectory of daycare centers in rural areas, analyzes some of the educational indicators and data on the implementation of Proinfância in these areas. The conclusions point to advances in legislation and the improvement of educational indicators in the first decades of this century, it also presents Proinfância as an alternative for rural areas, with the offer of support to municipalities in the construction of policies for the inclusion of babies in daycare centers with higher quality of care. It is necessary to affirm these babies as subjects of rights, their education as a condition of citizenship and the specificity of daycare in rural areas as the right to difference.Babies. Nursery. Rural Early Childhood Education. Bebés en guarderías en zonas rurales de BrasilRESUMEN En Brasil, la historia de la educación institucionalizada de bebes comienza con instituciones destinadas a servir a las poblaciones más pobres de las ciudades y está relacionada con la industrialización y la urbanización. Este origen explica, en parte, la escasa oferta de educación de la primera infancia para las poblaciones rurales, incluso hoy en día. El estudio debate la trayectoria de las guarderías en áreas rurales, analiza algunos de los indicadores educacionales y los datos sobre la implementación de “Proinfância” en estas áreas. Las conclusiones apuntan a avances en la legislación y la mejora de los indicadores educacionales en las primeras décadas de este siglo, también presenta a “Proinfância” como una alternativa para las zonas rurales, ofreciendo apoyo a los municipios en la construcción de políticas para la inclusión de bebés en guarderías con mejor calidad de cuidado. Es necesario afirmar que estos bebés son sujetos de derechos, su educación debe ser entendida como condición de ciudadanía y la especificidad de la guardería en las zonas rurales como un derecho a la diferencia.Bebés. Guardería. Educación de la primera infancia rural. Bambini in asili nele aree rurali del BrasileSINTESEIn Brasile, la storia dell'educazione al bambino istituzionalizzata inizia con istituzioni progettate per servire le popolazioni più povere delle città ed è legata all'industrializzazione e all'urbanizzazione. Questa origine spiega, in parte, l'offerta limitata di educazione della prima infanzia per le popolazioni rurali, anche oggi. Lo studio discute la traiettoria degli asili nelle aree rurali, analizza alcuni degli indicatori e dati educativi sull'attuazione di "Proinfância" in queste aree. Le conclusioni indicano i progressi della legislazione e il miglioramento degli indicatori educativi nei primi decenni di questo secolo, inoltre presenta "Proinfância" come alternativa alle aree rurali, offrendo supporto ai comuni nella costruzione di politiche per l'inclusione dei bambini negli asili nido con una migliore qualità delle cure. È necessario affermare che questi bambini sono soggetti di diritti, la loro educazione deve essere intesa come una condizione di cittadinanza e la specificità dell'assistenza all'infanzia nelle aree rurali come un diritto alla differenza.

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KONSEP DAN KEBIJAKAN PENDIDIKAN ANAK USIA DINI DI KABUPATEN BANDUNG

Jurnal Manajemen Pendidikan Islam Al-Idarah ◽

10.54892/jmpialidarah.v2i2.13 ◽

2020 ◽

Vol 2 (2) ◽

pp. 81-87

Author(s):

Asep Hidayat

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Rural Areas ◽

Urban Areas ◽

Early Age ◽

Education Policies ◽

Childhood Education ◽

The Government ◽

Level Of Understanding ◽

The Brain

AbstractEducation obtained at an early age greatly affects the development of children both psychomotordevelopment of the brain, and child behavior and achievement when entering adulthood, especially thereach the future of the nation as the next generation must be equipped with education and cultivation ofhumanity values and personality and karaktek. Equity of early childhood education in various regions isnot evenly distributed there are only a few places for rural areas this is caused by the level of knowledgeand insight parents who do not understand and the environment that affect. While for urban areas,especially people, the importance of early education because the level of understanding and intellectual isso high, it is a motivation for the government to commit to early childhood education so important tomeet the needs of the community for education, policies that support this education has been issued basiclaw for the organizer, among others, the Decree of the Minister of Education, the Law on Education andthe regional level by the Decree of the Head of Region. Government dalah this course can facilitate bothbuilding facilities and play facilities for children's games in the room and outdoor games.AbstrakPendidikan yang diperoleh pada usia dini sangat mempengaruhi perkembangan anak baik psikomotorikperkembangan otak, dan perilaku anak serta prestasi anak ketika memasuki usia dewasa terutamajangkauan ke depan bangsa sebagai generasi penerus. Hal ini tentunya harus dibekali dengan pendidikandan penanaman nilai-nilai kemanusian serta kepribadian dan karaktek. Pemerataan pendidikan anak usiadini di berbagai daerah memang belum merata hanya ada beberapa tempat saja untuk daerah pedesaan halini diakibatkan oleh tingkat pengetahuan dan wawasan orangtua yang kurang paham dan lingkungan yangmempengaruhi. Sementara untuk daerah perkotaan khususnya masyarakat merasakan pentingnyapendidikan usia dini karena tingkat pemahaman dan intelektual sudah begitu tinggi. Hal ini merupakanmotivasi bagi pemerintah untuk berkomitmen terhadap pendidikan usia dini begitu penting untukmemenuhi kebutuhan masyarakat akan pendidikan, kebijakan yang mendukung terhadap pendidikan initelah dikeluarkan dasar hukum bagi penyelenggaraanya antara lain keputusan Menteri pendidikan,Undang-undang tentang pendidikan dan tingkat daerah dengan Surat Keputusan Kepala Daerah.Pemerintah dalam hal ini tentunya dapat memfasilitasi baik sarana bangunan maupun sarana bermain bagiana, alat permainan dalam ruangan maupun alat permainan diluar ruangan.Kata kunci: Kebijakan, pendidikan, anak usia dini

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MENCERDASKAN ANAK BANGSA MELALUI PENDEKATAN PEMBELAJARAN PENDIDIKAN ANAK USIA DINI

PRATAMA WIDYA : JURNAL PENDIDIKAN ANAK USIA DINI ◽

10.25078/pw.v3i1.589 ◽

2019 ◽

Vol 3 (1) ◽

Author(s):

Siti Zaenab ◽

I Nyoman Sueca

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Rural Communities ◽

Rural Areas ◽

Cognitive Theory ◽

Early Childhood Development ◽

Central Government ◽

Childhood Development ◽

Childhood Education ◽

Early Childhood Learning

Abstract Government policy in a program with education care, and early childhood development (PAUD) as a concrete manifestation of the government’s commitment is in the document “National Program for Indonesian Children (PNBAI). The important value of early childhood (early childhood) period for the growth and development ofchildren in the future, is increasingly realized by parents. This growing awareness raises an escalation of interest for quality early childhood education that can meet their expectations. The intelligence that occurs in children, cognitive theory and psychoanalytic theory is very important in supporting children play a reference in determining the stage of child development in terms of cognitive, afktif, psikomotorik, language, and social emotional. Early childhood learning approach as the main arena in instilling knowledge of Indonesian children aged 4-5 years is done with various setrategi as a skill in mengartur appropriate learning, in order to achieve maximum results which is the hope of society. In some rural communities, many still do not take advantage of their early childhood education opportunities, many factors affect the economy, parents, and the distance to school. During this education from tingkan PAUD to kindergarten in rural areas almost mostly built by the party suwasta in the form of the foundation. This is something that needs to get the attention of the central government to the district level. Keywords: To hatch the nation’s children Abstrak Kebijakan pemerintah dalam sebuah program dengan pengasuhan pendidikan, dan pengembangan anak usia dini (PAUD) sebagai wujud nyata komitmen pemerintah adalah yang temuat dalam dokumen berupa “Program Nasional Bagi Anak Indonesia (PNBAI). Nilai penting periode anak usia dini (PAUD) bagi pertumbuhan dan perkembangan anak dimasa yang akan datang, semakin disadari oleh orang tua. Kesadaran yang terus tumbuh tersebut menimbulkan eskalasi/pertambahan minat terhadap pendidikan anak usia dini yang berkualitas yang bisa memenuhi harapan mereka. Kecerdasan yang terjadi pada anak-anak, teori kognitif dan teori psikoanalitis sangat penting dalam menunjang main anak menjadi acuan dalam menentukan tahap perkembangan anak baik dari segi kognitif, afktif, fisikomotorik, bahasa, maupun sosial emosional. Pendekatan pembelajaran anak usia dini sebagai ajang utama dalam penanamkan pengetahuan terhadap anak Indonesia yang berumur 4-5 tahun dilakukan dengan berbagai setrategi sebagai sebuah ketrampilan dalam mengartur pembelajaran yang sesuai, agar mencapai hasil maksimal yang merupakan harapan masyarakat. Di beberapa masyarakat daerah pedesaan masih banyak belum memanfaatkan kesempatannya untuk membeikan pendidikan usia dini terhadap anak-anak mereka, hal ini banyak faktor yang mempengaruhi misalkan, ekonomi, kesibukan orang tua maupun jarak

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Challenges in establishing kindergarten education system in villages of Guizhou, China: A preliminary study

South African Journal of Childhood Education ◽

10.4102/sajce.v6i2.445 ◽

2016 ◽

Vol 6 (2) ◽

pp. 10 ◽

Cited By ~ 1

Author(s):

Keang-ieng P. Vong ◽

Min Y. Li

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Education System ◽

Rural Areas ◽

Minority Groups ◽

School Principals ◽

Influential Factors ◽

Guizhou Province ◽

Childhood Education ◽

Preliminary Study

The Miao ethnic group is among the 56 minority groups in China. Their ideas of education for young children differ from that of the mainstream education system in China. This study examines the scenario of early childhood education for Miao children living in villages of Guizhou Province. It discusses the history and traditions of the Miaos and the kinds and forms of education provided, but not necessarily desired, for their children between 3 and 5 years old. School principals and teachers responded to such issues, and visual data collected during a field trip to two different villages were used to triangulate the responses. Findings show that even though there has been a strong belief that links poverty to the opportunity of schooling, empirical evidence from this study cannot yet confirm this argument. Parents’ views of schooling were considered as influential factors. Nonetheless, challenges of early childhood education in rural areas, especially in underprivileged villages, of China are still inseparable from availability of resources and the government’s initiatives.

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PENGEMBANGAN SARANA KEGIATAN DAN SUMBER BELAJAR DI TAMAN KANAK-KANAK

DIDAKTIKA : Jurnal Kependidikan ◽

10.30863/didaktika.v12i1.175 ◽

2019 ◽

Vol 12 (1) ◽

pp. 46

Author(s):

NURHASANAH NURHASANAH

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Human Resources ◽

Rural Areas ◽

Childhood Education ◽

The World ◽

The Government ◽

Development And Management ◽

Very High

One of the mandates of the founders of the Indonesian nation as outlined in the 1945 constitution was to educate the life of the nation. One of the efforts taken to fulfill this very goal is through the world of education. Education is the main key to encourage the improvement of the quality of human resources so that they can compete with other nations. Through early childhood education institutions, the government and the community have taken a very big role in the development of education in Indonesia. Early childhood education institutions can easily emerge, grow, and develop, considering the formation process is quite easy. There are so many early childhood education institutions that have sprung up even like mushrooming, not only in big cities but in remote rural areas. Indeed, this has become a distinctive achievement for this nation, given that community participation is very high in playing a role in the world of education through the establishment of various early childhood education institutions. Apart from all these positive aspects, several problems emerged regarding these early childhood education institutions. The biggest problem is the management of facilities, this is due to the lack of knowledge of the managers of early childhood education institutions on the development and management of infrastructure and the use of learning resources.

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Densitas Gizi dan Morbiditas serta Hubungannya dengan Status Gizi Anak Usia Prasekolah Pedesaan

Media Kesehatan Masyarakat Indonesia ◽

10.30597/mkmi.v14i3.4551 ◽

2018 ◽

Vol 14 (3) ◽

pp. 251

Author(s):

Sarah Melati Davidson ◽

Cesilia Meti Dwiriani ◽

Ali Khomsan

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Rural Areas ◽

Psychosocial Intervention ◽

Growth And Development ◽

Cross Sectional Study ◽

Child Growth ◽

Sectional Study ◽

Cross Sectional ◽

Childhood Education

Usia prasekolah merupakan periode golden age yang rentan terhadap penyakit infeksi sehingga harus diperhatikan pemenuhan gizinya agar dapat tumbuh kembang secara optimal. Tujuan penelitian ini adalah untuk mengkaji densitas zat gizi dan energi pangan, densitas asupan zat gizi dan energi, morbiditas, serta hubungannya dengan status gizi BB/U, TB/U, dan BB/TB pada anak usia prasekolah di daerah pedesaan. Penelitian ini menggunakan data Improving Child Growth and Development through Nutrition and Psychosocial Intervention in Early Childhood Education (PAUD) Setting in Rural Areas berkerja sama dengan Nestle Foundation (NF) Switzerland. Desain penelitian ini adalah cross-sectional study melibatkan 120 anak usia prasekolah usia 4-6 tahun. Lokasi dan subjek dipilih secara purposive dilakukan di Kecamatan Tamansari dan Kecamatan Dramaga, Kabupaten Bogor. Studi ini menemukan bahwa sebagian besar subjek memiliki status gizi yang baik. Densitas gizi pangan anak usia prasekolah pedesaan rendah kualitas zat gizinya. Densitas asupan zat gizi mikro ditemukan rendah tetapi tinggi densitas asupan energi. Lebih dari setengah subjek dengan tingkat morbiditas tinggi. Densitas asupan energi signifikan berhubungan dengan status gizi BB/U dan BB/TB (p<0.05). Densitas asupan protein signifikan berhubungan dengan status gizi BB/U dan TB/U (p<0.05). Morbiditas tidak signifikan berhubungan dengan status gizi.

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Exploring Public-Private Partnership in Preschool Education Provision: Potential for Socio-Economic Development

Khazar Journal of Humanities and Social Sciences ◽

10.5782/2223-2621.2013.16.4.5 ◽

2012 ◽

Vol 16 (4) ◽

pp. 5-25

Author(s):

Vitaly Radsky ◽

Aynur Nabiyeva ◽

Ulviyya Mikayilova

Keyword(s):

Economic Development ◽

Early Childhood ◽

Early Childhood Education ◽

Rural Areas ◽

National Level ◽

Preschool Education ◽

Childhood Education ◽

Socio Economic Development ◽

Development Participation ◽

Capital Development

This paper explores the role of public-private partnerships in expanding access to preschool education. The first part of the paper summarizes global findings on the importance of quality early childhood education (ECE) for child development, participation of parents in the labor market and overall human capital development of a society. The second section provides a brief overview of the current ECE situation in Azerbaijan. The final section presents a community-based preschool model that was piloted in the Shamkir region by the Center for Innovations in Education (CIE), a Baku-based nonprofit organization as a model for expansion of ECE education in Azerbaijan. Developed as a partnership between a nonprofit, local municipality and a private business, the model offers an opportunity to increase access to ECE nationwide, particularly in rural areas where availability of ECE services is a major issue. Given the multi-faceted benefits of early childhood education (ECE) and quality childcare, this paper suggests that introducing alternative models of preschool education on national level can contribute to socio-economic development in Azerbaijan.

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‘Old, borrowed, and renewed’: A review of early childhood education policy in post-Reform Indonesia

Policy Futures in Education ◽

10.1177/1478210317736207 ◽

2017 ◽

Vol 16 (1) ◽

pp. 80-91

Author(s):

Harla Sara Octarra ◽

Agustina Hendriati

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Rural Areas ◽

Policy Development ◽

Local Level ◽

Critical Approach ◽

Policy And Practice ◽

Childhood Education ◽

Urban And Rural Areas ◽

Global Agenda

Early childhood education (ECE) is not new in Indonesia. However, in the past decade, it has received more attention, as shown by the growing number of ECE centres in both urban and rural areas. This growth is accompanied by policy development that corresponds to the global agenda of ECE. Policy development is inevitably linked with the support of international organisations (such as UNICEF and the World Bank) at both national and local levels, through loans and grass-roots pilot projects. Such neo-liberal policies have been seen as contributing to inequality in educational access in developing countries. What is lacking is an understanding of how policies, caught up in the interwoven nature of global discourse and social problems, are being implemented at the local level. Such understanding is especially important in the changing social and political context of post-Reform Indonesia. Using a critical approach, this article examines the discourse around ECE policies and practice through critical engagement with policy documents and relevant reports. Because policy processes are messy and in many ways relative, this perspective enables the dominant discourse, within which ECE operates, to be challenged. This article concludes by suggesting the integration of ECE and health services at the practice level in order to bridge the current gap between ECE policy and practice.

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