scholarly journals Exploring Early Childhood Teachers’ Beliefs About STEAM Education in Saudi Arabia

2022 ◽  
Author(s):  
Ahlam A. Alghamdi
Keyword(s):  
Early Childhood ◽  
Professional Training ◽  
Early Childhood Teachers ◽  
Integration Process ◽  
Chi Square ◽  
Childhood Education ◽  
Steam Education ◽  
Teachers Beliefs ◽  
Chi Square Test ◽  
And Training

AbstractThis study explores Saudi teachers’ beliefs about STEAM education in early childhood education settings. The study sample consisted of 245 teachers working in kindergartens. The participants completed a survey comprising twelve items to elaborate teachers’ beliefs toward implementing STEAM practices in their classrooms, as well as four close-ended questions to evaluate teachers’ knowledge of and familiarity with the terminology of STEAM education and their professional training in STEAM-related content. The findings reveal overall positive beliefs toward STEAM education for young children and rather moderate beliefs regarding the implementation of STEAM practices. The results also reveal that teachers were somewhat familiar with the term STEAM; however, they reported limited knowledge of the integration process and basic strategies and skills needed for its implementation. The results also demonstrate that the majority of the Saudi teachers participating in this study believed they needed additional professional development and training regarding STEAM implementation. A chi-square test indicated statistically significant associations between teachers’ knowledge of STEAM education and their beliefs and between teachers’ previous professional training in STEAM education and their beliefs. The implications and future recommendations are also discussed.

scholarly journals Hubungan Pola Asuh Orang Tua dan Pemberian Stimulus Alat Permainan Edukatif (APE) Terhadap Perkembangan Motorik Halus Anak di PAUD Kelurahan Sendangguwo

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Witri Siti Nurhayati Sabatini Kusuma Dewi, Witri Hastuti
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Parenting Style ◽  
Chi Square ◽  
Childhood Education ◽  
Number Of Children ◽  
Central Java ◽  
Chi Square Test ◽  
Educational Toys ◽  
Relationship Of

Berdasarkan data WHO di Indonesia pada tahun 2012 jumlah anak yang diberikan permainan edukatif  pada tahun 2010 mencapai hingga 24.120 jiwa dan pada tahun 2011 mencapai 25.100 jiwa. Cakupan deteksi dini tumbuh kembang anak balita tingkat Provinsi Jawa Tengah pada tahun 2012 sebesar 35,66%, hal ini Jauh di bawah target yang ditetapkan yaitu 90%. Mendeskripsikan hubungan pola asuh orang tua dan pemberian stimulus APE terhadap perkembangan motorik halus anak usia 3-5tahun di PAUD wilayah kelurahan Sendangguwo Semarang. Metode penelitian ini menggunakan penelitian kuantitatif dengan pendekatan analitik korelasi. Pengumpulan data dilakukan sendiri oleh peneliti dan data yang diperoleh dianalisa secara univariat dan bivariat dengan menggunakan uji chi-square dengan hasil penelitian yang menunjukkan (p= 0.000 dan p= 0.000  dengan α= 0,05). Ada hubungan pola asuh orang tua dan pemberian stimulus APE terhadap perkembangan motorik halus anak usia 3-5 tahun di PAUD wilayah kelurahan Sendangguwo Semarang.THE RELATIONSHIP OF PARENTING STYLE AND THE PROVIDING OF EDUCATIONAL TOYS (APE) WITH THE FINE MOTORIC DEVELOPMENT CHILDREN IN SENDANGGUWO  AbstractBased on data from the in Indonesia in 2012 the number of children who are given educational toys on in 2010 amounted to 24 120 inhabitants and in 2011 reached 25,100 people. The stimulation toys on children is very helpful in the development of the child from an early age, with the knowledge of good parents, then the need for child development will be fulfilled Sixteen percent of toddlers Indonesia impaired growth, good development of fine and gross motor, hearing loss, less intelligence and delays , Coverage of early detection of growth and development of children under five levels of Central Java province in 2012 amounted to 35.66%, it is drastically below the set target of 90%. The purpose of this research was to describe the relationship of parenting style and the providing of educational toys (APE) with the fine motoric development of 3-5 years old children at early childhood education in sendangguwo semarang. This study was a quantitative study of correlation analytic approach. Collection of the data was done by the researcher and the data obtained were analyzed using univariate and bivariate using chi-square test with the results of studies showing (p= 0.000 and p= 0,000 with α= 0,05). Based on the results of  research and discussion can be concluded that there is a relationship of parenting style and the providing of educational toys (APE) with the fine motoric development of 3-5 years old children at early childhood education in sendangguwo semarang. Keywords ;Parenting, The giving of Stimulus Educational Toys , finemotorics

scholarly journals ¿Cómo debe ser el trabajo de Educación Física en Educación Infantil? (¿How should Physical Education work in Early Childhood Education be?)

Retos ◽  
2019 ◽  
pp. 588-596
Author(s):  
Víctor Arufe Giráldez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Physical Exercise ◽  
Early Childhood Teachers ◽  
Well Being ◽  
Education Programs ◽  
Childhood Education ◽  
Social And Emotional ◽  
And Training

La Educación Física en Educación Infantil concentra un gran protagonismo en el desarrollo óptimo de cada una de las esferas del niño: física, social, afectivo-emocional y psíquica. Dotar de una gran información y formación a los futuros docentes de Educación Infantil, enseñando los contenidos a tratar desde esta materia es una pieza clave en el puzle del currículo educativo. A través de este artículo se indaga en los contenidos de Educación Física que se deben abordar en las clases de Educación Infantil y cómo enseñarlos. Se expone también un modelo de ficha didáctica para el análisis de las tareas y juegos programados y un planteamiento de la sesión basada en siete momentos. Se concluye la importancia de realizar programas de Educación Física bien dirigidos y planificados para el bienestar físico, social y emocional del niño, la mejora de la adherencia al ejercicio físico y la importancia del juego como vehículo generador de aprendizaje, no solo de contenidos propios del área sino también de otras áreas temáticas. Abstract. Physical Education in Early Childhood Education focuses greatly on the optimal development of each of the children’s spheres: physical, social, affective-emotional, and psychic. Providing future Early Childhood teachers with strong information and training while teaching them the contents that need to be developed in this subject is a cornerstone of the educational curriculum. This article investigates the Physical Education contents that should be worked on within Early Childhood Education, as well as how to teach them. It also presents a didactic sheet model for the analysis of tasks and planned games, as well as an approach to sessions based on seven moments. As a conclusion, carrying out well directed and planned Physical Education programs is essential for children’s physical, social, and emotional well-being, and for increasing adherence to physical exercise. Moreover, games represent an important vehicle for generating learnings not only regarding area-specific contents, but also those from other thematic areas.

scholarly journals Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

2018 ◽  
Vol 34 (1) ◽  
pp. 95-96
Author(s):  
Anita Croft
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Education For Sustainability ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Sustainability Practices ◽  
Preparedness To Teach

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

scholarly journals PAUD Teacher Strategies in Supporting Learning in The Covid-19 Pandemic Period

2021 ◽  
Vol 6 (3) ◽  
pp. 599-607
Author(s):  
Fortina Verawati Sianturi
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Learning Strategies ◽  
Negative Impact ◽  
Early Childhood Teachers ◽  
Teacher Strategies ◽  
Face To Face ◽  
Childhood Education ◽  
Early Childhood Learning ◽  
Great Energy

The existence of COVID-19 which still hit Indonesia until in November 2020 had a negative impact on education in Indonesia, especially early childhood education. This makes learning, which was a face-to-face system, must be changed to distance education. In order for learning to continue optimally, of course, the teacher must be able to apply different learning strategies. In the pandemic era, schools implement online learning strategies, including at the Playgroup level. Online learning for children, of course, presents its challenges for the teachers. This study aims to investigate online learning strategies at the playgroup level. Play is also a means for children to channel their great energy and discover new things that were previously unknown in a fun way. And this is certainly different from learning that is understood by adults with all the rules and demands at the end. Playing (while learning) in early childhood has a purpose that adults may not realize, where when a child plays, in fact he is developing the potential that exists within him to become a solid initial capital for himself in the future when facing problems in life. This paper is expected to provide references and education to parents and early childhood teachers in particular to be able to understand the world of early childhood, one of which is by understanding the nature of play and the meaning of play for early childhood. This is obtained by exploring various sources from several literatures from the results of research and thought where the results can be used for early childhood parents and teachers to be more precise in assisting and designing learning for early childhood so that the pearl of early childhood learning, namely playing while learning can be achieved.

scholarly journals Vulnerabilidade social e a cárie dentária na primeira infância

2021 ◽  
Vol 2 (6) ◽  
pp. 1550-1562
Author(s):  
Amanda Albuquerque Diniz ◽  
Isabelle Monteiro Da Silva Lima ◽  
Karyne Barreto Gonçalves Marques ◽  
Luiz Carlos Costa Madeira Alves ◽  
Ingrid Cordeiro Monte ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Early Childhood ◽  
Social Vulnerability ◽  
Descriptive Statistics ◽  
Categorical Variables ◽  
Chi Square ◽  
Cross Sectional ◽  
The Social ◽  
Chi Square Test

Objetivo: Estimar a prevalência da cárie em crianças na primeira infância sob vulnerabilidade social. Métodos: Pesquisa do tipo transversal realizada no Instituto da Primeira Infância - Iprede, com crianças sob vulnerabilidade social em Fortaleza, Ceará. A coleta de dados foi realizada, em dezembro de 2018 a abril de 2019, com 363 crianças aleatoriamente, por meio de exame bucal e questionário. Os dados foram analisados através de estatística descritiva e do teste qui-quadrado para variáveis categóricas. Resultados: Observou-se uma prevalência de cárie de 35,6%, e que de 1 a 4 lesões representavam a maior porcentagem (23,7%). Elevado percentual de crianças nunca foi ao dentista (81,3%); semelhante percentual nunca sentiu dor de dente (82,3%). Conclusão: Apesar da vulnerabilidade social, a prevalência de cárie foi baixa, e sugere-se realização de ações para minimizar os efeitos da doença na qualidade de vida e desenvolvimento infantil.   Objective: To estimate the prevalence of caries in children in early childhood under social vulnerability. Methods: Cross-sectional research conducted at the Instituto da Primeira Infância - Iprede, with children under social vulnerability in Fortaleza, Ceará. Data collection was carried out, from December 2018 to April 2019, with 363 children randomly, through oral examination and questionnaire. The data were analyzed using descriptive statistics and the chi-square test for categorical variables. Results: There was a prevalence of caries of 35,6%, with 1 to 4 caries representing the highest percentage (23,7%). A high percentage of children never went to the dentist (81,3%); a similar percentage never experienced toothache (82,3%). Conclusion: Despite the social vulnerability, the prevalence of caries was low, and actions to minimize the effects of the disease on quality of life and child development are suggested.

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