Home Learning Activities Measures

Abstract This article explores the role that home-learning activities (HLAs) play in the relationship between social origin and cognitive development using an Irish birth cohort study, Growing Up in Ireland. Numerous studies using different measures of the home-learning environment (HLE) have shown that it has considerable influence on young children’s cognitive development, and that the HLE is often linked to social origin. We find a social gradient in vocabulary even at age 3 years, with the largest gaps for mothers’ education. Family income, mothers’ education, and social class are also associated with vocabulary independently, though these associations are reduced by adding all three measures simultaneously. The extent of HLAs helps explain a very small part of the education differences and none of the income or social class differences in vocabulary. We find some evidence that HLAs may be more salient for children from families with low income and lower social class backgrounds in terms of supporting vocabulary development, thereby compensating somewhat for disadvantage. HLAs also appear to encourage vocabulary development between age 3 and 5, and play a role in reducing the gap in vocabulary between high- and low-income children.

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Web Based Home Learning Application For Basic School Children

JELIKU (Jurnal Elektronik Ilmu Komputer Udayana) ◽

10.24843/jlk.2021.v10.i01.p04 ◽

2021 ◽

Vol 10 (1) ◽

pp. 29

Author(s):

Gregorius Ericco Jansen ◽

I Komang Ari Mogi

Keyword(s):

Information Technology ◽

Distance Learning ◽

Learning Process ◽

Teaching And Learning ◽

Web Design ◽

Learning Activities ◽

Web Based ◽

Home Learning ◽

The World ◽

Technological Developments

Currently, technological developments, especially in the field of information technology and computers, are developing very rapidly. In current conditions, the world is shocked by the presence of a deadly virus called the Covid-19 virus. Because of the virus, all human activities are disrupted and even stopped, one of which is teaching and learning activities in schools. With the development of technology like now, we can take advantage of this technology to help students in the learning process at school. Web design is an alternative way to keep the learning process going. With this distance learning process students can still learn and receive the material given.

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Formal and Informal Home-Learning Activities Measure

PsycTESTS Dataset ◽

10.1037/t44532-000 ◽

2015 ◽

Author(s):

Kathryn E. Bojczyk ◽

Heather Rogers-Haverback ◽

Hye Pae ◽

Anna E. Davis ◽

Rihana S. Mason

Keyword(s):

Learning Activities ◽

Home Learning

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The Role of Maternal Beliefs in Predicting Home Learning Activities in Head Start Families*

Family Relations ◽

10.1111/j.1741-3729.2002.00176.x ◽

2002 ◽

Vol 51 (2) ◽

pp. 176-184 ◽

Cited By ~ 43

Author(s):

Sandra Machida ◽

Angela R. Taylor ◽

Juhu Kim

Keyword(s):

Head Start ◽

Learning Activities ◽

Maternal Beliefs ◽

Home Learning

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Best Practices Home Learning Activities in Kindergarten when Covid19 Pandemic: Teachers’ Preparation and View

Jurnal Edukasi AUD ◽

10.18592/jea.v6i2.3904 ◽

2020 ◽

Vol 6 (2) ◽

pp. 85

Author(s):

Yubaedi Siron ◽

Lisna Siti Nurasyifa ◽

Hilwah Aqilla ◽

Atania Karima

Keyword(s):

Best Practices ◽

Learning Activities ◽

Home Learning

Pelaksanaan home learning di PAUD memaksa para guru untuk dapat beradaptasi dan melakukan inovasi serta kreativitas baru untuk menunjang pembelajaran jarak jauh secara efektif. Tujuan penelitian ini adalah untuk menganalisis pandangan dan persiapan guru tentang kegiatan home learning pada TK/RA. Penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologi. Penelitian ini melibatkan 21 responden yang merupakan para guru TK dan RA. Data dikumpulkan melalui wawancara terstruktur dan dilakukan secara daring. Hasil studi ini menunjukan bahwa persiapan yang dilakukan guru dalam melakukan kegiatan home learning adalah rencana pembelajaran, mencari materi pembelajaran yang kreatif dan inovatif sesuai dengan tema, serta menyiapkan bahan ajar dan media pembelajaran sebagai fasilitas penunjang kegiatan home learning. Semua persiapan tersebut disusun guru dengan perbedaan yang cukup siginifikan dibanding pembelajaran biasa. Begitu juga dalam kegiatan penilaian anak yang dilakukan secara daring serta kegiatan melibatkan orang tua yang lebih intens dibandingkan dengan kegiatan pembelajaran saat normal.

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Implementation of Character Education during the Pandemic In Tk Aisyiyah 1 Gurah Kediri

Journal of Childhood Development ◽

10.25217/jcd.v1i1.1468 ◽

2021 ◽

Vol 1 (1) ◽

pp. 1-9

Author(s):

Futika Permatasari

Keyword(s):

Character Education ◽

Motor Skills ◽

Curriculum Evaluation ◽

Learning Activities ◽

Social Emotional ◽

Mutual Cooperation ◽

Student Activities ◽

Home Learning ◽

Three Stages ◽

Kindergarten Curriculum

The purpose of this study was to determine the implementation of the Strengthening Character Education policy based on Regulation of the Minister of Education and Culture (Permendikbud) Number 20 of 2018 during the Covid 19 pandemic. This study used a descriptive qualitative research method. The data sources were the principal and teachers in TK Aisyiyah 1 Gurah Kediri. Based on the research results, it is known that there are three stages in the implementation of Strengthening Character Education (PPK), namely through planning, implementation and evaluation activities. Religiosity, nationalism, independence, mutual cooperation, and integrity as character value listed in Permendikbud No. 20 of 2018 are integrated into the kindergarten curriculum, namely aspects of religious and moral values, social emotional, language, cognitive, art, physical motor skills, Al Islam and Kemuhammadiyahan. During the pandemic, learning activities at TK Aisyiyah 1 Gurah were attempted to achieve the target by planning student activities at Home Learning. The learning process uses a portfolio system through groups on one of the messaging platforms. PPK integrated curriculum evaluation is carried out periodically to find out the deficiencies and necessary improvements.

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Bulgarian Parents’ Attitudes to Literacy Activities Through Digital Devices and Relevant Sociodemographic Factors at The Beginning of the COVID-19 Pandemic

Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika ◽

10.53656/str2021-6-6-bul ◽

2021 ◽

Vol 29 (6) ◽

pp. 614-633

Author(s):

Katerina Shtereva ◽

Sonya Karabeliova

Keyword(s):

Positive Attitude ◽

Sociodemographic Factors ◽

Learning Activities ◽

Older Children ◽

Cultural Characteristics ◽

Digital Devices ◽

Literacy Activities ◽

Home Learning ◽

The Family ◽

Reading Activities

This study aims to establish correlations between the use of digital devices for literacy activities and the demographic and socio-cultural characteristics of parents, children and the family during the onset of the COVID-19 pandemic in Bulgaria. Thе study includes parents of 172 children aged 2 to 8 who completed online questionnaires related to home learning activities and the use of digital devices by families and children. The findings show that parents have a positive attitude towards engaging in literacy and reading activities through digital devices with their children, but do not support the excessive use of digital devices by children. We found that older children, girls, and children who use digital devices to communicate with family members and friends are more likely to engage in literacy activities through digital devices. Our findings corroborate other recent studies in underscoring the importance of partnership between children and their parents for children's development in today's environment.

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