Mobile mandala garden as a tool of environmental education in an early childhood school in Southern Brazil

2021 ◽  
pp. 129913
Author(s):  
Karoline Farias Koloszuki Maciel ◽  
Miguel David Fuentes-Guevara ◽  
Carolina da Silva Gonçalves ◽  
Pablo Machado Mendes ◽  
Eduarda Gomes de Souza ◽  
...  
Keyword(s):  
Early Childhood ◽  
Environmental Education ◽  
Southern Brazil

scholarly journals KAMPUNG ORGANIK SEBAGAI MODEL PENDIDIKAN LINGKUNGAN BERBASIS MASYARAKAT BAGI ANAK USIA DINI DI KOTA SEMARANG

2018 ◽  
Vol 3 (2) ◽  
pp. 147
Author(s):  
Sukirman Sukirman ◽  
Rafika Bayu Kusumandari
Keyword(s):  
Early Childhood ◽  
Environmental Education ◽  
Urban Areas ◽  
Role Models ◽  
Development Program ◽  
Fruit Trees ◽  
Community Based ◽  
Urban Rural ◽  
Grinding Machine ◽  
The Village

<p><strong><em>Abstract.</em></strong><em> Organic village is the designation for the urban / rural are developing environmental management where whole communities to manage the environment by planting organic crops. Even they develop dengue mosquito eradication in a way that is natural to plant crops that are not favored by mosquitoes. Referring to the objectives to be achieved, the research program was designed with a "Research and Development", meaning that a program of research followed by development program for repair or improvements. To produce a prototype Organic Village Environmental Education As Model For Community-Based Early Childhood, taken systematic steps in the form of the process of action, reflection, evaluation and innovation by applying qualitative research methods, descriptive, development, experimentation and evaluation. This study aims to gain in-depth overview of the Organic Village Environmental Education As Model For Community-Based Early Childhood. Village of Krobokan becoming a pilot village for urban areas for environmental regulation. Every citizen of organic crops and other useful plants such as mosquito repellent plants, fruit trees, etc. In addition, it is promoting recycling bins, especially organic waste that leaves of trees that have fallen. The leaves are processed into compost, but before it becomes compost. These leaves, crushed in advance by using a grinding machine garbage. It is intended to order the leaves into small pieces, so that when inserted into the barrel composer of the leaf pieces faster into fertilizer. The finished compost directly used to fertilize plants that live in stalls in the village Krobokan. For environmental education in early childhood, conducted in three schools namely TK Pembina State Semarang, Semarang Lab School kindergarten and kindergarten An Nur Semarang. The third school to apply the concept of habituation and role models as well as cooperation with parents</em>.<em></em></p><p><strong><em>Keywords:</em></strong><strong> </strong><strong><em>Organic Village, Environmental Education</em></strong><strong><em>, Early Childhood</em></strong></p><p><strong> </strong></p><p><strong> </strong></p><p><strong>Abstrak. </strong>Desa organik adalah sebutan untuk perkotaan / pedesaan sedang mengembangkan manajemen lingkungan di mana seluruh masyarakat untuk mengelola lingkungan dengan menanam tanaman organik. Bahkan mereka mengembangkan pemberantasan nyamuk dengue dengan cara alami untuk menanam tanaman yang tidak disukai oleh nyamuk. Mengacu pada tujuan yang ingin dicapai, program penelitian dirancang dengan "Penelitian dan Pengembangan", yang berarti bahwa program penelitian diikuti oleh program pengembangan untuk perbaikan atau perbaikan. Untuk menghasilkan prototipe Pendidikan Lingkungan Desa Organik Sebagai Model Untuk Anak Berbasis Anak Usia Dini, diambil langkah sistematis dalam bentuk proses tindakan, refleksi, evaluasi dan inovasi dengan menerapkan metode penelitian kualitatif, deskriptif, pengembangan, eksperimen dan evaluasi. Penelitian ini bertujuan untuk memperoleh gambaran mendalam tentang Pendidikan Lingkungan Desa Organik Sebagai Model Untuk Anak Usia Dini Berbasis Komunitas. Desa Krobokan menjadi desa percontohan untuk daerah perkotaan untuk pengaturan lingkungan. Setiap warga negara dari tanaman organik dan tanaman berguna lainnya seperti tanaman pengusir nyamuk, pohon buah-buahan, dll. Selain itu, mempromosikan sampah daur ulang, terutama sampah organik yang meninggalkan pohon yang telah jatuh. Daunnya diolah menjadi kompos, tetapi sebelum menjadi kompos. Daun-daun ini, dihancurkan terlebih dahulu dengan menggunakan mesin penggilingan sampah. Hal ini dimaksudkan untuk memesan daun menjadi potongan-potongan kecil, sehingga ketika dimasukkan ke dalam komposer barrel dari potongan daun lebih cepat menjadi pupuk. Kompos yang sudah jadi langsung digunakan untuk menyuburkan tanaman yang hidup di warung-warung di desa Krobokan. Untuk pendidikan lingkungan pada anak usia dini, dilakukan di tiga sekolah yaitu TK Pembina Negeri Semarang, TK Taman Kanak-Kanak Semarang dan TK An Nur Semarang. Sekolah ketiga menerapkan konsep habituasi dan model peran serta kerja sama dengan orang tua.</p><p><strong>Kata Kunci: Desa Organik, Pendidikan Lingkungan</strong><strong>, Anak Usia Dini</strong></p>

Stories for living on a damaged planet: Environmental education in a preschool classroom

2017 ◽  
Vol 16 (2) ◽  
pp. 148-159 ◽  
Author(s):  
Fikile Nxumalo
Keyword(s):  
British Columbia ◽  
Early Childhood ◽  
Environmental Education ◽  
Scientific Knowledge ◽  
Bumble Bees ◽  
Bumble Bee ◽  
Anthropogenic Change ◽  
Early Childhood Classroom ◽  
Preschool Classroom

This article examines children’s encounters with dead and dying bumble bees in their everyday entangled lives. Within the context of an early childhood classroom located in suburban British Columbia, Canada, the article stories situated and emergent bee–child worldings to illustrate possibilities for learning with other species in anthropogenically damaged worlds. I pay attention to some of the ways in which children’s and educators’ practices have shifted away from encountering bees predominantly as objects of scientific knowledge towards more relational, embodied, and affective immersion in the lives and deaths of bumble bees. Situating these practices within current bumble bee vulnerabilities, I consider how children’s and educators’ inquiries might be viewed as pedagogies that matter for learning to live less destructively with others in current times of anthropogenic change.

scholarly journals Ultra-processed foods and early childhood caries in 0–3‐year‐olds enrolled at Primary Healthcare Centers in Southern Brazil

2020 ◽  
pp. 1-9 ◽  
Author(s):  
Maurício Santos de Souza ◽  
Juliana dos Santos Vaz ◽  
Thais Martins-Silva ◽  
Rafael Aiello Bomfim ◽  
Andreia Morales Cascaes
Keyword(s):  
Early Childhood ◽  
Food Consumption ◽  
Primary Healthcare ◽  
Early Childhood Caries ◽  
Controlled Study ◽  
Processed Foods ◽  
Processed Food ◽  
Southern Brazil ◽  
Primary Healthcare Centers ◽  
Childhood Caries

Abstract Objective: To investigate the relationship between ultra-processed food consumption and early childhood caries. Design: Cross-sectional analysis of baseline data from a cluster randomised controlled study. Outcomes included the prevalence of children with non-cavitated and cavitated caries. The main exposure was the total daily consumption of ultra-processed foods (up to three times and four times or more), assessed through a FFQ. Potential confounders were socio-demographic characteristics of the child and caregiver/family, child breast-feeding, oral hygiene and use of dental services. Poisson regression using robust variance adjustment was used to estimate prevalence ratios (PR) and their respective 95 % CI. Setting: Primary Healthcare Centers in an urban area of Pelotas, Southern Brazil. Participants: Children aged 0–3 years (n 309). Results: Consumption of ultra-processed foods four times or more a day was found in 67·6 % of children; 24·4 and 12·0 % presented non-cavitated and cavitated caries, respectively. After adjustment, children who consumed ultra-processed foods four times or more a day were more likely to present both non-cavitated caries (PR 2·25, 95 % CI 1·19, 4·27, P = 0·013) and cavitated caries (PR 3·48, 95 % CI 1·18, 10·30, P = 0·024) compared with those who have consumed them up to three times a day. Conclusions: Consumption of ultra-processed foods is associated with early childhood caries. Interventions aiming at reducing ultra-processed food consumption should be implemented to improve children’s oral health.

scholarly journals Pengembangan Kecerdasan Naturalis Anak Usia Dini melalui Model Pendidikan Lingkungan Unesco

2021 ◽  
Vol 7 (3) ◽  
pp. 97
Author(s):  
I Komang Wisnu Budi Wijaya ◽  
Putu Ayu Septiari Dewi
Keyword(s):  
Early Childhood ◽  
Environmental Education ◽  
Research Data ◽  
Learning Resource ◽  
Literature Research ◽  
Analysis Techniques ◽  
Environmental Care ◽  
Education Model ◽  
Teachers And Parents ◽  
Reading Activities

Penelitian ini bertujuan untuk mendeskripsikan strategi pengembangan kecerdasan naturalis anak usia dini melalui model pendidikan lingkungan UNESCO. Penelitian ini tergolong dalam penelitian studi literatur. Sumber data penelitian berasal dari buku, jurnal, makalah, dan karya ilmiah lainnya yang berkaitan dengan kecerdasan naturalis dan model pendidikan lingkungan UNESCO. Data yang terkumpul kemudian dianalisis dengan teknik analisis isi. Hasil penelitian menyatakan bahwa model pendidikan lingkungan UNESCO dapat digunakan untuk mengembangkan kecerdasan naturalis anak usia dini, yaitu melalui kegiatan membaca, menggunakan lingkungan sebagai sumber belajar, mengelola lingkungan dan budaya peduli lingkungan. Dalam pengembangan kecerdasan naturalis, peran guru dan orang tua adalah sebagai pengawas, motivator, dan fasilitator. This study aims to describe strategies for developing naturalist intelligence for early childhood through the UNESCO Environmental Education Model. This research belongs to the literature research. Sources of research data are from books, journals, papers and other scientific works related to naturalist intelligence and the UNESCO Environmental Education Model. The collected data was analyzed using content analysis techniques. The results of the study state that the UNESCO Environmental Education Model can be used to develop naturalist intelligence for early childhood, namely through reading activities, using the environment as a learning resource, managing the environment and a culture of environmental care. In developing naturalist intelligence, the roles of teachers and parents are as supervisors, motivators and facilitators.

scholarly journals A EDUCAÇÃO AMBIENTAL NA EDUCAÇÃO INFANTIL: limites e possibilidades

2016 ◽  
Vol 23 (1) ◽  
pp. 81
Author(s):  
Daniele Saheb ◽  
Daniela Gureski Rodrigues
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
National Curriculum ◽  
Pedagogical Practice ◽  
Public And Private ◽  
The Public ◽  
Childhood Education ◽  
Palabras Clave ◽  
Curriculum Guidelines

Este artigo objetiva problematizar as características do pensamento e da ação dos docentes da Educação Infantil sobre a temática ambiental nas esferas pública e privada. Trata-se de uma pesquisa com análise qualitativa, cujos instrumentos utilizados foram entrevistas, análise da proposta pedagógica e observação do ambiente educativo. O estudo, realizado em Curitiba, Paraná, revelou a partir da análise das propostas pedagógicas das duas instituições que existe a orientação para o trabalho interdisciplinar com a Educação Ambiental na Educação Infantil. Constatou-se por meio dos discursos que todos os docentes pesquisados concordam com a importância da inserção da Educação Ambiental na Educação Infantil e alegam trabalhar com o tema em suas turmas. As observações do ambiente demonstraram atividades voltadas principalmente à reutilização de materiais recicláveis para a confecção de brinquedos, observação da natureza e horta. Apesar dos avanços do debate sobre a Educação Ambiental na Educação Infantil impulsionado pelas Diretrizes Curriculares Nacionais de Educação Ambiental (2012) e das Diretrizes Curriculares Nacionais para a Educação Infantil (2009), ainda mostrou-se predominante nos discursos e na prática pedagógica uma concepção de cunho reducionista e naturalista. Palavras-chave: Educação ambiental. Educação infantil. Prática pedagógica.  THE ENVIRONMENTAL EDUCATION IN CHILDHOOD EDUCATION: limits and possibilities Abstract: This article aims to discuss the action and thoughts characteristics from the early childhood education teachers on the environmental issues in the public and private spheres. This is a qualitative analysis survey, which the instruments used were interviews, pedagogical proposal analysis and educational environment observation. The study, conducted in Curitiba, Paraná, showed from the pedagogical proposal analysis of the two institutions that there is guidance for the interdisciplinary work with the environmental education in early childhood education. It was found, through the speeches, that all surveyed teachers agree with the importance of the environmental education in early childhood education and claim to work with this subject in their classes.  The environmental observations demonstrated activities related mainly to recyclable material re-use to manufacture toys, nature observation and garden. Despite advances on the environmental education debate in early childhood education driven by the Environmental Education National Curriculum Guidelines (2012) and the Early Childhood Education National Curriculum Guidelines (2009), it is still proved to be predominantly in speeches and in the pedagogical practice a reductionist and naturalist concept. Keywords: Environmental Education. Childhood Education. Pedagogical practice.   LA EDUCACIÓN AMBIENTAL EN LA EDUCACIÓN INFANTIL: límites y posibilidadesResumen: Este   estudio   tiene   como   objetivo   plantearse   como   problema   las características del pensamiento y de las acciones del profesorado de la Educación Infantil sobre tema medioambiental en las esferas públicas y privada. Se trata de una investigación con análisis cualitativa, a los cuales   los   instrumento   utilizados   fueron   entrevistas,   análisis   de   la propuesta   pedagógica   y   observación   del   entorno   educativo.   La investigación, realizada en Curitiba, Paraná, puso de manifiesto a partir del análisis de las propuestas pedagógicas de dos instituciones, donde hay orientación  para el   trabajo interdisciplinario  entre la  Educación Ambiental   y   la   Educación   Ambiental   en   la   Educación Infantil. Se comprobó a través de los discursos que todo el profesorado investigado   concuerda   con   la   importancia   de   la   inclusión   de   la Educación Ambiental a la Educación Infantil donde alega trabajar con   el   tema   en   sus   clases.   Las   observaciones   del   medio ambiente demuestran     actividades   enfocadas   sobre   todo   a   la   reutilización   de materiales reciclables para la elaboración de juguetes, observación de la naturaleza y huerta. Pese a los avances del debate sobre Educación Medio ambiental en la Educación Infantil impulsado por las Directrices Curriculares Nacionales de Educación Ambiental (2012) y de las Directrices Curriculares Nacionales para la Educación Infantil (2009), demostró   todavía   dominante   en   los   discursos   y   en   la   práctica pedagógica una concepción de molde reduccionista y naturalista. Palabras clave: Educación Ambiental. Educación Infantil. Práctica Pedagógica. 

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