Teaching and learning with children: Impact of reciprocal peer learning with a social robot on children’s learning and emotive engagement

2020 ◽  
Vol 150 ◽  
pp. 103836 ◽  
Author(s):  
Huili Chen ◽  
Hae Won Park ◽  
Cynthia Breazeal
Keyword(s):  
Teaching And Learning ◽  
Peer Learning ◽  
Social Robot ◽  
Children’S Learning ◽  
Children's Learning

scholarly journals Strategi Pembelajaran dalam Mengatasi Kesulitan Belajar Online Anak Usia Dini

2021 ◽  
pp. 113-132
Author(s):  
Khairunnisa Ulfadhilah
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Face To Face ◽  
Children’S Learning ◽  
Face To Face Learning ◽  
Learning At Home ◽  
The Impact ◽  
Children's Learning

COVID-19 has an impact on all levels of education in Indonesia and has a major impact on early childhood, where the teaching and learning process needs to be done face-to-face, but due to the COVID-19 outbreak, the government's policy of face-to-face learning and online learning is carried out. Researchers conducting this research are interested in the learning strategies used by educators during the COVID-19 pandemic so that they can become a reference for parents in guiding children to learn online. The effect of learning for early childhood is difficulty in understanding explanations from educators, lack of socialization in children's lives because schools are held online, children's development and growth has decreased, children's achievement indicators will decrease. Online learning for children aged during this pandemic is not optimal because it has obstacles, namely COVID-19, which is the reason children experience the impact of learning at home. The research method used qualitative research to describe the findings in the field and then processed the data. The data collection techniques in the research that have been carried out are observation, interviews, and documentation. The results of this research are so that parents can guide, supervise and become a place for children's education in the family. Parents have a very big responsibility in educating and guiding children's learning online, the success of children's learning will be determined by parents if parents provide stimulation or guide when learning online.

scholarly journals Understanding the direct involvement of parents in policy development and school activities in a primary school

2017 ◽  
Vol 4 (1) ◽  
pp. 25-33
Author(s):  
Bernie Tobin
Keyword(s):  
Teacher Collaboration ◽  
Policy Development ◽  
Teaching And Learning ◽  
Parental Engagement ◽  
Learning Needs ◽  
School Activities ◽  
Whole School ◽  
Children’S Learning ◽  
Home Values ◽  
Children's Learning

Abstract It is acknowledged that parental engagement with children’s learning and education is of vital importance. But, there is a tendency to confuse engagement with learning with engagement with the school. While all types of parents’ involvement can have a positive effect, it is actually what parents do with their child at home that has the greatest impact. However, unless parental involvement in learning is embedded in whole-school processes it is unlikely to as effective as possible. This paper documents an action research study that explores the inclusion of parents and home values in the construction of the teaching and learning environment. This was a small step towards positive parent-teacher collaboration, which allowed an exchange of knowledge, values and cultural background experiences. In acknowledging the ways in which the parents already engaged with their children’s learning, it began to enhance self-efficacy in their ability to directly affect this learning. This work has also provoked reflexive engagement of my influence and understanding of involving parents of children with additional and diverse learning needs. But, it also details the transformative journey that influenced my thinking about how we as a school could begin to develop whole-school processes to directly involve parents in policy development and school activities.

scholarly journals Vygotsky’s Legacy on Teaching and Learning Writing as Social Process

2018 ◽  
Vol 4 (2) ◽  
pp. 149 ◽  
Author(s):  
Sitti Nurfaidah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Social Process ◽  
Work Activity ◽  
Learning And Teaching ◽  
Children’S Learning ◽  
Learning Development ◽  
Teaching Learning ◽  
Children's Learning

Vygotsky has imprinted many influences on learning and teaching learning development. Although his main works focus on psychological aspects of children’s learning, it is very useful both for the teachers and researchers in understanding and exploring the best they can do for the development of the children’s learning. One of Vygotsky’s legacy can be traced in the process of teaching and learning writing in which this skill is regarded as social process. Scholars believe that his idea on sociohistorical perspective becomes the foundation in giving scaffolding in teaching writing, collaborative work activity in writing lesson, as well as teacher reflection on his teaching and learning activities in the classroom, as much as the teaching and learning writing as social process. This article, therefore, represents review on how Vygotsky’s influences on language learning and teaching development, particularly in writing which is considered as social process.

scholarly journals PENGEMBANGAN ASESMEN PORTOFOLIO BERBASIS PARTISIPASI ORANG TUA DI SEKOLAH DASAR

2017 ◽  
Author(s):  
Slamet Widodo
Keyword(s):  
Research And Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Portfolio Assessment ◽  
Children’S Learning ◽  
Children Education ◽  
D Model ◽  
Children's Learning

As the importance of parents’ role in education, minimum perticipation of parents in taking a part in their children education results in less maximum of the children’s learning process. Parents less communicate with their children due to their other business particularly their works results in a lack of parents’ participation in education. This study aimed to describe the feasibility and appropriateness of the use of parents’ participation based portfolio assessment in teaching and learning process. The design of this study was research and development with Four-D model. The data was collected using observation sheet and questionnaire, then the data was analysed both quantitatively and qualitatively. This result of this study showed that parents’ participation based portfolio assessment is appropriate to be implemented in teaching and learning process.

scholarly journals Penerapan Metode Pembelajaran Melalui Media WhatsApp Selama Pandemi COVID-19 di RA Al-Qodir

2020 ◽  
Vol 2 (2) ◽  
pp. 124-131
Author(s):  
Al-Qudus Nofiandri Eko Sucipto Dwijo ◽  
Sri Indarwati ◽  
Citra Amaliyah Saraswita Suwandini ◽  
Siti Mustainah
Keyword(s):  
Distance Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Learning Methods ◽  
Children’S Learning ◽  
Teachers And Students ◽  
The Media ◽  
Qualitative Phenomenological ◽  
Children's Learning

This study aims to determine the online learning methods used by RA AL Qodir teachers during the COVID-19 pandemic and the media used to communicate with children during the distance learning process. This research is a descriptive analytic type of research with a qualitative.-phenomenological approach. The subjects of thid study were the Head of RA, teachers and students. The research instruments used were interviews, documentation and observation of the research subject. The results of this study are that teachers must be able to use learning methods that are appropriate to the situation and conditions. The learning methods used at RA AL Qodir during the COVID-19 pandemic were playing methods, chatting, demonstrations,telling stories and assigning assignments. Distance learning is no longer an obstacle to the stopping of the teaching and learning process because it has provided facilities and opportunities in various conditions, including the COVID-19 pandemic. The WhatsApp application is a learning medium to communicate and discuss with each other. Teachers who are creative and discuss with each other. Teachers who are creative and innovatice in presenting learning materials have an effect on children’s learning outcomes and children’s learning interests

Looking away: An analysis of early childhood teaching and learning experiences framed through a quality metric

2018 ◽  
Vol 19 (2) ◽  
pp. 167-186 ◽  
Author(s):  
Katherine K Delaney
Keyword(s):  
Early Childhood ◽  
Head Start ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Classroom Quality ◽  
High Stakes ◽  
Quality Metric ◽  
Children’S Learning ◽  
Early Childhood Settings ◽  
Children's Learning

In this article, the author examines the ways in which a classroom quality metric framed the teaching and learning experiences of teachers and children in three Head Start classrooms. Using comic subjectivity theory, the author critically analyzes the ways in which the high-stakes classroom quality measure used in Head Start settings directed her gaze as a researcher, and had implications for teachers’ practice and children’s learning within the site of this gaze. This analysis raises questions about expectations for teachers’ performativity, the role of researchers’ complicity, and how children’s learning is conceptualized in early childhood classrooms that are heavily accountable to outside forces. This article also considers what the costs may be for teachers and children in early childhood settings where quality is conceptualized in ways that stand in stark contrast to teachers’ professional and personal knowledge. In these sites, their knowledge of and engagement with children is made subject to measure-directed regimes in the current accountability-driven era.

scholarly journals Teaching in the Montessori Classroom

2020 ◽  
Vol 6 (1) ◽  
pp. 33-45
Author(s):  
Eva-Maria Tebano Ahlquist ◽  
Per Wilhelm Sven Gustav Gynther
Keyword(s):  
Teaching And Learning ◽  
Single Case ◽  
Theoretical Perspective ◽  
Theoretical Concept ◽  
Learning Objects ◽  
Necessary Condition ◽  
Variation Theory ◽  
Children’S Learning ◽  
Children’S Work ◽  
Children's Learning

The theory of Montessori education has been interpreted by some researchers to be vaguely formulated. However, as shown in previous research, Maria Montessori’s didactic approach to teaching and learning mathematics is fully consistent with variation theory and the theory of embodiment. Dr. Montessori used the theoretical concept of isolation of quality, which means that the learning objects have to be kept identical except for one variable, which has to differ to be perceptible. This concept is in alignment with variation theory, which emphasizes variation as a necessary condition for learners to discern aspects of an object of learning. The other theory applied in this article is the theory of embodiment: important cognitive functions are fundamentally grounded in action that is concordant with Dr. Montessori’s view that mind and movement are parts of the same entity.                 This article reports on a qualitative single-case study with a formative intention in which we investigated the significance of being acquainted with variation theory and the theory of embodiment when working with Montessori material. The study analyzes a teacher’s mathematics presentations with the Montessori material and the children’s work with this material, using Epistemological Move Analysis, which focuses on how the teacher directs children’s learning. The analysis was shared with the teacher to support her awareness of the ways teaching can be developed from a variation and embodiment theoretical perspective. Results show that the teacher’s awareness of why a specific learning object be treated in accordance with variation theory and embodiment seems to promote a more constructive and effective way to direct children’s learning.

scholarly journals The Impact of Nature,The Teaching And Learning Of Elementary Lessons IN Students 9-11 Years Old (Case Study: Shiraz Elementary Schools)

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Neda Mohammadi ◽  
Sayyid Rasool Sayyid Rasool Keshavarz ◽  
Zahra Zahra Darabi
Keyword(s):  
Elementary School Teachers ◽  
School Environment ◽  
Teaching And Learning ◽  
Test Reliability ◽  
Fifth Grade ◽  
Children’S Learning ◽  
Indirect Observation ◽  
The Impact ◽  
Children's Learning

In today's world some changes have been occurred in human lifestyle, these changes, along with the advantages, have led to a series of disadvantages including their disconnection with the nature. One of the most important areas to re-establish the relationship is the school. The presence of nature at schools, and holding some classes in nature, in addition to meeting the special needs of children causes their separation from those small and boring classes as well as their interest in courses . This study aimed to investigate the role of nature in children's learning. For this purpose, third, fourth and fifth grade classes of 3 schools were held outside the school environment and in the nature in 5 courses. The study is a combinational research and field, indirect observation and library data collection methods were applied, where in the indirect observation, two types of questionnaires were prepared related to the students and teachers and were randomly distributed among 580 students and 50 elementary school teachers. Test reliability was assessed using Cronbach's alpha and it was obtained to be 0.890. The results of this study indicate that the physical place as one of the factors in children's learning has the maximum impact on teaching and learning of children. At the end of the study and by investigating the existing factors in the environment we understood that the expansion of the nature and natural light of it causes the students' interest in lessons in nature.

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