Conversation and learning in early childhood education: what works best for children’s cognitive development and how to improve pupil engagement?

2019 ◽  
Vol 27 (4) ◽  
pp. 534-550
Author(s):  
Agnese Vezzani
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Early Childhood Education ◽  
Childhood Education ◽  
What Works

scholarly journals Pembelajaran Matematika Anak Usia Dini Melalui Media Dadu dan Pengaruhnya ditinjau dari Perkembangan Kognitif

2019 ◽  
Vol 2 (1) ◽  
pp. 19-31
Author(s):  
Qudsi Amin ◽  
Erna Wijayanti ◽  
Irmaidah Irmaidah
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Early Childhood Education ◽  
Statistical Tests ◽  
Mathematics Learning ◽  
T Test ◽  
Homogeneity Test ◽  
Learning Material ◽  
Childhood Education ◽  
Number Recognition

Learning mathematics for early childhood requires ways and media that are suitable for children's development. Mathematics is a scientific discipline that covers almost all levels of education including early childhood education. The characteristic of early childhood learning is learning while playing as embodied in its curriculum at the level of the National Education System. Media dice games can be used in mathematics learning numerical recognition material that is directly related to aspects of children's cognitive development. This study examines the effect of dice media on cognitive development in the mathematics learning of early childhood education number recognition material. This type of research is quantitative causal with statistical tests used including normality test and homogeneity test and hypothesis testing using T test (T-test) or partial test using SPSS version 22 program. The conclusion of this study is that there are influences of media dice game on cognitive aspects learning material for number recognition in learning early childhood mathematics in the 2018/2019 academic year.

scholarly journals Pembelajaran di Pendidikan Anak Usia Dini dengan Perkembangan Kognitif pada Anak

2014 ◽  
pp. 243
Author(s):  
Sari Rahayu Setyaningrum ◽  
Triyanti Triyanti ◽  
Yvonne Magdalena Indrawani
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Early Childhood Education ◽  
Vitamin A ◽  
Nutrition Status ◽  
Dominant Factor ◽  
Maternal Knowledge ◽  
Cross Sectional ◽  
Childhood Education ◽  
Chi Square Analysis

Perkembangan kognitif merupakan aspek perkembangan yang muncul dan berkembang pesat ketika masa usia dini karena 50% potensi kognitif terbentuk pada empat tahun pertama kehidupan. Perkembangan kognitif berkaitan dengan kualitas hidup manusia. Tujuan penelitian ini untuk mengetahui faktor dominan yang berhubungan dengan perkembangan kognitif. Penelitian dilakukan pada bulan April 2013. Desain penelitian adalah potong lintang dengan teknik pengambilan sampel menggunakan proportional random sampling. Sampel penelitian adalah 128 anak usia dini 24-72 bulan yang mengikuti pendidikan anak usia dini (PAUD) atau pun tidak ikut PAUD di Desa Talagamulya Kabupaten Karawang. Perkembangan kognitif sebagai variabel dependen. Sementara variabel independen adalah karakteristik anak (usia, berat badan lahir, status gizi tingi badan per umur (TB/U), asupan energi, protein, vitamin A, zat besi, zink), karakteristik ibu (usia, pekerjaan, pendidikan, pengetahuan), serta pembelajaran di PAUD. Uji regresi logistik digunakan untuk analisis multivariat. Hasil penelitian menunjukkan anak usia dini dengan kognitif baik 61,7%. Uji kai kuadrat menunjukkan faktor yang berhubungan dengan perkembangan kognitif yaitu asupan vitamin A, asupan zink, pengetahuan ibu, dan pembelajaran di PAUD. Faktor dominan yang berhubungan dengan perkembangan kognitif dalam penelitian ini yaitu pembelajaran di PAUD.Cognitive development was a developmental aspect that was emerged and thrived when the preschool years because 50% of the potential cognitive formed in the first 4 years of life. Cognitive development related to increasing the quality of human resource. The objective of the study was to know dominant factor associated with cognitive development early childhood. The design study was quantitative using cross-sectional study. Sample study were 128 early childhood 24-72 and collected information on April 2013 inTalagamulya Village, Karawang district. Cognitive development as dependent variable, was gathered using questionnaire. Independent variables were children’s characteristics (birth weight, nutrition status/height for age, intake of energy, protein, fe, zinc, vitamin A), mother’s characteristics (age, education, job, knowledge), and participation in early childhood education. The logistic regression was used for analyze data. The results of this study showed early childhood with good cognitive 61.7%. Chi square analysis showed intake of vitamin A, zinc intake, maternal knowledge, and follow early childhood education significant associated with cognitive development. The dominant factor associated with cognitive development was the participation in early childhood education.

scholarly journals MEJORA DE LA INTELIGENCIA EMOCIONAL EN EDUCACIÓN INFANTIL Y DESARROLLO COGNITIVO

2016 ◽  
Vol 2 (1) ◽  
pp. 279
Author(s):  
Juana Gelabert Amengual
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Cognitive Development ◽  
Early Childhood Education ◽  
Psychological Processes ◽  
Intervention Programme ◽  
Development Intervention ◽  
Childhood Education ◽  
The Family ◽  
Programme Effectiveness

Abstract:IMPROVING EMOTIONAL INTELLIGENCE IN EARLY CHILDHOOD EDUCATION AND COGNITIVE DEVELOPMENTEarly Childhood Education is the second socialization agent for the child, and is co-responsible with the family for socio-emotional learning. In this context, it is logical to work with a balanced curriculum with regard to learning Emotional Intelligence (EI) within young children’s global development and according to the characteristics of their development, as this would guarantee their harmonious and competent growth, as requirements also reflected in European, national, and regional regulations. In order to this, it has been made an intervention programme that has as referents the basic psychological processes described by Mayer and Salovey in 1997 for EI and has been adapted the curriculum of students 2-3 years of Early Childhood Education. This work also includes the analysis of the programme effectiveness in the improvement of the EI and general cognitive development in a group of students with an average age of 31,7 months old. From this study, it can be concluded that the programme has been effective in both developments.Keywords: Emotional Intelligence, Early Childhood Education, cognitive development, intervention programme.Resumen:La Educación Infantil (EI) es el segundo agente de socialización para el niño, estando corresponsabilizada con la familia en cuanto a los aprendizajes socioemocionales. En este contexto se plantea la coherencia de trabajar un currículum equilibrado respecto al aprendizaje de la Inteligencia Emocional (IE) dentro de un desarrollo globalizado y acorde a las características del desarrollo de los más pequeños, que garantice un crecimiento armónico y competente del menor, según necesidades que se plasman en normativas europeas nacionales y autonómicas. Para ello se ha confeccionado un programa de intervención que tiene como referentes los procesos psicológicos básicos descritos por Mayer y Salovey en 1997 para la IE y se ha adaptado al currículum del alumnado de 2-3 años de Educación Infantil. El trabajo también incluye el análisis de la eficacia del programa en la mejora de la IE y del desarrollo general cognitivo en un grupo de alumnos con una edad media de tres 31,7 meses. Del estudio se desprende que el programa ha sido eficaz en ambos desarrollos.Palabras clave: Inteligencia Emocional, Educación Infantil, Desarrollo Cognitivo, programa de intervención.

scholarly journals What Works in Early Childhood Education Programs?: A Meta–Analysis of Preschool Enhancement Programs

2019 ◽  
Vol 31 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Young Sun Joo ◽  
Katherine Magnuson ◽  
Greg J. Duncan ◽  
Holly S. Schindler ◽  
Hirokazu Yoshikawa ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Meta Analysis ◽  
Education Programs ◽  
Childhood Education ◽  
What Works

scholarly journals MENINGKATKAN KEMAMPUAN INTELEKTUAL ANAK USIA DINI MELALUI PERMAINAN DOMINO STIK PADA KELOMPOK B DI TK TRIALINGGA KINDERSCHOOL KOTA CIMAHI

2018 ◽  
Vol 1 (2) ◽  
pp. 58
Author(s):  
Neni Melawati ◽  
Tresnawulan Tresnawulan
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Early Childhood Education ◽  
Cognitive Ability ◽  
Learning Activities ◽  
Social Education ◽  
Geometric Shapes ◽  
Childhood Education ◽  
Rules Of The Game ◽  
Newborn Children

Early childhood education is an effort to stimulate, guide, nurture and provide learning activities that will result in the abilities and skills of the child. Early childhood education is an education done in newborn children up to eight years old. Education at this stage focuses on physica, intelligence / cognitive, emotional and social education .. Cognitive ability is one of the abilities that must be developed in early childhood. Through this domino sticks are expected to be a fun means so as to attract interest in playing and learning as well. Cognitive or intellectual is a process of thinking in the form of ability or power to connect another event and the ability to assess and considereverything observed from the data around. Important processes in children's cognitive development include assimilation schemes, accommodation, organization, balance and balancing. In this game has the purpose of which is the child can classify objects based on the shape of color or size can understand the rules in a game understand and do the rules of the game disentra, can recognize geometric shapes. With the game domino sticks children can develop the power of thinking, creativity and improve the cognitive development of children

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

scholarly journals Cognitive Development for Preschooler 4-5 Year Olds by Using PowerPoint Audio-Visual Media on ECE Students

Society ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 772-782
Author(s):  
Ni Dewi Eka Suwaryaningrat
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Cognitive Development ◽  
Early Childhood Education ◽  
Research Method ◽  
Visual Learning ◽  
Visual Media ◽  
Learning Activities ◽  
Childhood Education ◽  
North Sulawesi

This study aims to determine whether using PowerPoint audio-visual media can improve children’s cognitive development in ECE (Early Childhood Education) in North Tomohon Sub-District, North Sulawesi Province, Indonesia. The research method used was collaborative Classroom Action Research (CAR) conducted in ECE in North Tomohon Sub-District, and it was found that 1) Before using the PowerPoint audio-visual media, ECE in North Tomohon Sub-District still had difficulty doing the assigned tasks and answering teachers’ questions because the children cognitive was not stimulated well; 2) The use of PowerPoint audio-visual media can improve the child’s cognitive aspects because the learning activities were designed in an attractive, fun and not boring way. Through the use of PowerPoint audio-visual learning media, children’s cognitive can be stimulated well.

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