Parent Support in Early Childhood – Approaches and Outcomes

2010 ◽  
pp. 126-131
Author(s):  
K.S. Howard ◽  
K.A. Beckmann ◽  
J. Brooks-Gunn
Keyword(s):  
Early Childhood ◽  
Parent Support

scholarly journals Parental Support for Speech Delay in Early Childhood in Kalisari Village, Natar District, South Lampung Regency

2021 ◽  
Vol 8 (2) ◽  
pp. 235-240
Author(s):  
Hetty Anggraini ◽  
Nurul Ramadhani
Keyword(s):  
Early Childhood ◽  
Parental Support ◽  
Qualitative Method ◽  
Parent Support ◽  
Instrumental Support ◽  
Informational Support ◽  
Speech Delay ◽  
Advice Giving ◽  
Good Advice ◽  
Emotional Social Support

This study was aims to explore, describe, and analyze parent support for the speech delay early childhood. This study used to the qualitative method of the research subject is both parents of children who experience speech delay in Kalisari village. This study was used to three methods of data collection, namely observation, interviews, and documentation. The data analyze used to descriptive qualitative. Based on the results of the discussion that has been described it can be concluded that parent support that has been given to children who experience speech delay is informational support, assessment support, instrumental support, emotional social support, and real support. Of the five supports, the researchers concluded that the support often used by subjects was informational support, namely parents provided support through the provision of good advice and advice, giving instructions by installing pictures in the refrigerator so that the twins could understand the food taken and want to say food they took, and provided information by taking the twins for a walk to get a new vocabulary.

scholarly journals The Development Analysis of Ability Memorizing in Qur'an on Early Childhood at PAUD Bait Qurany Saleh Rahmany, Banda Aceh, Indonesia

2019 ◽  
Vol 2 (3) ◽  
pp. 502-507
Author(s):  
Dahliani Dahliani ◽  
Anita Yus ◽  
Masganti Sitorus
Keyword(s):  
Early Childhood ◽  
National Curriculum ◽  
Interaction Model ◽  
School Facilities ◽  
Parent Support ◽  
Internal Factors ◽  
Data Presentation ◽  
Qualitative Descriptive ◽  
Development Analysis ◽  
Memorization Techniques

This study aims to: (1) Analyze the implementation of learning to memorize the Qur'an in early childhood, (2) Analyze the ability to memorize the Qur'an in early childhood, (3) Describe the supporting factors and (4) describe the factors inhibitors of memorizing the Qur'an in early childhood in PAUD Bait Qurany Saleh Rahmany. Research using qualitative descriptive methods. Data collection techniques used in this study were: interviews, observation and documentation. Data analysis in this study uses the interaction model of Miles and Huberman, with steps : data reduction, data presentation, conclusion drawing or verification. The results showed that: (1) the implementation of learning to memorize the Qur'an in early childhood is done by using the talqin method, memorization techniques with Jarimatika formula, with visual, audio and kinesthetic patterns, (2) the ability to memorize the Qur'an ' in children, namely the ability of natural talent that is trained repeatedly and optimally until it becomes an achievement, (3) supporting factors in memorizing the Qur'an, namely parent support, interests and talents, and adequate school facilities, (4) factors inhibitors in memorization are the internal factors of the child and the external factors of the child. The results of the research are recommended to be applied in all Paud based on qur'an tahfiz by collaborating on the national curriculum and school-specific curriculum.

scholarly journals Development Analysis of Ability Memorizing the Qur'an on Early Childhood in PAUD Bait Qurany Saleh Rahmany, Banda Aceh, Indonesia

2019 ◽  
Vol 2 (4) ◽  
pp. 185-190
Author(s):  
Dahliani Dahliani ◽  
Anita Yus ◽  
Masganti Sitorus
Keyword(s):  
Early Childhood ◽  
National Curriculum ◽  
Interaction Model ◽  
School Facilities ◽  
Parent Support ◽  
Internal Factors ◽  
Data Presentation ◽  
Qualitative Descriptive ◽  
Development Analysis ◽  
Memorization Techniques

This study aims to: (1) Analyze the implementation of learning to memorize the Qur'an in early childhood, (2) Analyze the ability to memorize the Qur'an in early childhood, (3) Describe the supporting factors and (4) describe the factors inhibitors of memorizing the Qur'an in early childhood in PAUD Bait Qurany Saleh Rahmany. Research using qualitative descriptive methods. Data collection techniques used in this study were: interviews, observation and documentation. Data analysis in this study uses the interaction model of Miles and Huberman, with steps : data reduction, data presentation, conclusion drawing or verification. The results showed that: (1) the implementation of learning to memorize the Qur'an in early childhood is done by using the talqin method, memorization techniques with Jarimatika formula, with visual, audio and kinesthetic patterns, (2) the ability to memorize the Qur'an ' in children, namely the ability of natural talent that is trained repeatedly and optimally until it becomes an achievement, (3) supporting factors in memorizing the Qur'an, namely parent support, interests and talents, and adequate school facilities, (4) factors inhibitors in memorization are the internal factors of the child and the external factors of the child. The results of the research are recommended to be applied in all Paud based on qur'an tahfiz by collaborating on the national curriculum and school-specific curriculum.

scholarly journals Reviewing and Rethinking Parent Support and Parent Education Opportunities in New Zealand

2004 ◽  
Author(s):  
Judith Duncan ◽  
Chris Bowden ◽  
Anne Smith
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Social Development ◽  
Family Support ◽  
Parent Education ◽  
Parent Support ◽  
Current Understanding ◽  
Family Resiliency

This article examines some of our current understanding about parent support and parent education approaches. We suggest that early childhood centres in New Zealand currently undertake valuable and worthwhile parent support through their present programmes and curricula, and argue that they should be enabled to continue the key role they already play in New Zealand for family support. This review is part of a wider study undertaken for the Ministry of Social Development on early childhood centres and family resiliency.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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