Does mixing age groups in early childhood education settings support children’s language development?

2018 ◽  
Vol 23 (3) ◽  
pp. 214-226 ◽  
Author(s):  
Laura M. Justice ◽  
Jessica A. Logan ◽  
Kelly Purtell ◽  
Dorthe Bleses ◽  
Anders Højen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Development ◽  
Age Groups ◽  
Childhood Education

scholarly journals IMPROVEMENT STRATEGY OF EARLY CHILDHOOD LANGUAGE DEVELOPMENT THROUGH THE ROLE PLAYING METHODS IN MACRO PLAY CENTER AT RA. BAITUSSALAM CIMAHI

Empowerment ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 142
Author(s):  
Erika Rufaidah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Development ◽  
Language Skills ◽  
Role Playing ◽  
Social Emotional ◽  
Improvement Strategy ◽  
Learning Methods ◽  
Planning Strategy ◽  
Childhood Education

Abstract Development of Early Childhood Education (PAUD) learning includes the field of developing behavioral formation and the field of developing basic skills. The field of developing behavioral formation includes religious and moral and social emotional values. While the development of basic abilities includes language, cognitive, and physical or motoric abilities. One area of basic development that needs to be developed  is language development. Language skills are important because speaking with children will express their desires and can communicate with others around them. Language is an expression of mind and knowledge when children will interact with others. Children who are growing and developing communicate the needs of their thoughts and feelings through language, The objectives of this research are: (1) Describe the planning strategy to improve the development of early childhood language through the role playing method in the macro play center. (2) Describe the implementation of strategies to improve the development of early childhood language through the role playing method in the macro play center. (3) Describe the evaluation of strategies to improve the development of early childhood language through the role playing method in the macro play center. (4) Describe the results of strategies to improve the development of early childhood language through role playing methods in the macro play center. Learning methods that can be used to help improve children's language development are through the role playing method in the macro play center. With the role playing method in the macro play center, it is hoped that the development of children's language will be improved.Keywords: Language Development, Early Childhood, Macro Play Center

scholarly journals Rasch Analysis of Authentic Evaluation of Young Children's Functioning in Classroom Routines

2021 ◽  
Vol 12 ◽  
Author(s):  
Catalina Patricia Morales-Murillo ◽  
Pau García-Grau ◽  
R. A. McWilliam ◽  
Ma Dolores Grau Sevilla
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Item Difficulty ◽  
Age Groups ◽  
Reliability And Validity ◽  
Difficulty Level ◽  
Childhood Education ◽  
Ability Levels ◽  
Classroom Routines ◽  
Authentic Evaluation

This study evaluated the functioning of children in early childhood education classroom routines, using the 3M Functioning in Preschool Routines Scale. A total of 366 children aged 36 to 70 months and 22 teachers from six early childhood education centers in Spain participated in the study. The authors used the Rasch model to determine the item fit and the difficulty of the items in relation to children's ability levels in this age range. The Rasch Differential Item Functioning (DIF) analysis by child age groups showed that the item difficulty differed according to the children's age and according to their levels of competence. The results of this study supported the reliability and validity of the 3M scale for assessing children's functioning in preschool classroom routines. A few items, however, were identified as needing to be reworded and more difficult items needed to be added to increase the scale difficulty level to match the performance of children with higher ability levels. The authors introduced the new and reworded items based on the results of this study and the corresponding ICF codes per item. Moreover, the authors indicate how to use the ICF Performance Qualifiers in relation to the 3M scale response categories for developing a functioning profile for the child.

Audio visual Sebagai Layanan Bimbingan Belajar Terhadap Perkembangan Bahasa Anak Usia Dini

2018 ◽  
Vol 5 (2) ◽  
pp. 157
Author(s):  
Romlah Romlah ◽  
Defriyanto Defriyanto
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Development ◽  
Language Skills ◽  
Visual Media ◽  
The Sun ◽  
Childhood Education ◽  
The Right

Language development must be given since children are early, because language is one aspect that must be developed in early childhood education. Children are directed to be able to use and express their thoughts by using the right words so that children's language skills can develop optimally. The purpose of this study is to find out the language skills of early childhood through tutoring services with audio visual media. The population of this study was the sun class students at Al Rizky Bandar Lampung PAUD with a sample of n = 20 students taken randomly. There is language development in early childhood after conducting tutoring services with audio visual media. Tutoring services with audio visual media can develop early childhood language.

scholarly journals Emociones, afectos, optimismo y satisfacción vital en la formación inicial del profesorado

2018 ◽  
Vol 22 (1) ◽  
pp. 215-233
Author(s):  
Nerea Cazalla-Luna ◽  
David Molero
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Emotional Regulation ◽  
Age Groups ◽  
Childhood Education ◽  
Academic Qualification ◽  
Survey Instruments ◽  
Las Mujeres ◽  
Educación Primaria

Resumen:Las emociones, los afectos, el optimismo y la satisfacción son aspectos relevantes en los futuros docentes. Los objetivos del estudio son conocer las puntuaciones de inteligencia emocional, afectos, optimismo-pesimismo disposicional y satisfacción vital de los sujetos de la muestra; analizar si existe relación entre las variables consideradas; y comprobar la existencia de diferencias significativas en las mismas en función de las variables sociodemográficas contempladas (género, edad y titulación). La muestra está compuesta de 324 estudiantes de los grados de Educación Primaria y Educación Infantil de la Universidad de Jaén (España). Los instrumentos empleados han sido el TMMS-24, PANASN, SWLS y LOT-R. Los resultados informan de diferencias significativas (p<.05) en función del género a favor de los hombres en regulación emocional y en pesimismo, y a favor de las mujeres en la afectividad negativa y satisfacción con la vida. Hay significatividad en las diferencias entre algunos grupos de edad en las variables contempladas. Por último, encontramos diferencias significativas en compresión y regulación emocional a favor de los estudiantes de Educación Primaria y en afectos negativos a favor de Educación Infantil. Abstract:Emotions, affections, optimism and satisfaction are relevant aspects of future teachers. The objectives of the study are to know the intelligence, affectivity, dispositional optimism-pessimism scores of the test subjects; to analyse whether there is a relationship among the variables under consideration; and to verify the existence of significant differences between them according to the social and demographic variables considered (gender, age and academic qualification). The study consists of 324 students of the degrees in Primary Education and in Early Childhood Education of the University of Jaen (Spain). The survey instruments used have been the TMMS-24, PANASN, SWLS and LOT-R. The results show significant differences (p<.05) based on gender favouring men in emotional regulation and pessimism and favouring women in negative affectivity and life satisfaction. There are considerable disparities among some age groups in the variables contemplated. Finally, important differences can be found in emotional regulation and understanding favouring the students of Primary Education and in negative affections in favour of Early Childhood Education students.

scholarly journals USE OF DIGITAL ENCYCLOPEDIA MEDIA TO DEVELOP COGNITIVE ASPECTS OF EARLY CHILDHOOD

Empowerment ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 81
Author(s):  
Dian Supriatin
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Early Childhood Education ◽  
Data Collection ◽  
Qualitative Analysis ◽  
Digital Media ◽  
Growth And Development ◽  
Research Method ◽  
Age Groups ◽  
Childhood Education

Abstract Early childhood education is essentially education organized with the aim to facilitate the growth and development of children as a whole. Cognitive development refers to the child's development in thinking and the ability to give reasons. Digital encyclopedia media is one of the supporting activities in playing, because through these media children can find out a lot of things by looking at pictures, writing, listening to sounds, also can grow cognitive development or knowledge of children about everything that is found or not around their environment .The research method used in this study is descriptive with qualitative analysis with data collection techniques through observation of four students with age groups 5 to 6 years and interviews with two teachers, documentation and literature. The objectives of this study are: (1) to describe the planning of using digital encyclopedia media to develop cognitive aspects of early childhood, (2) to know the use of digital encyclopedia media in developing cognitive aspects of early childhood, (3) knowing the results of the application of media encyclopedia digital in developing cognitive aspects of early childhood (4) knowing the factors that become difficulties or obstacles in the use of digital encyclopedia media. Keywords: Early Childhood, Cognitive Development, Digital Media Encyclopedia

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