Im/migrant children’s stories in elementary school: caring and making space in the classroom

2021 ◽  
Vol 15 (4) ◽  
pp. 224-232
Author(s):  
Gabrielle Oliveira
Keyword(s):  
Elementary School ◽  
Children's Stories

scholarly journals Analysis of Component of Aggression in the Stories of Elementary School Aggressive Children

2017 ◽  
Vol 6 (2) ◽  
pp. 187
Author(s):  
Fateme Chamandar ◽  
D. Susan Jabbari
Keyword(s):  
Elementary School ◽  
Content Analysis ◽  
Overt Aggression ◽  
School Students ◽  
Self Image ◽  
Quantitative Content ◽  
Analysis Technique ◽  
Aggression Questionnaire ◽  
Children's Stories ◽  
Aggressive Children

The purpose of this study is the content analysis of children’s stories based on the components of aggression. Participants are 66 elementary school students (16 girls and 50 boys) selected from fourth and fifth grades, using the Relational and Overt Aggression Questionnaire; completed by the teachers. Draw a Story Test (Silver, 2005) is administered to select aggressive children who narrates stories based on their drawn pictures in response to DAS pictures. DAS Test consists of a series of figures which children respond by drawing a picture and telling a story related to the picture. This provides us with the information about their self image and emotional content. After deciding the components of aggression based on theories of Crick et al. (1997), and Crick and Dodge (1996), the stories are analyzed using the quantitative content analysis technique. The results reveals that the narrated stories of aggressive children have engagement ratio of 1.62, which means more than 50% of children showed aggressive components. The highest frequency of aggression in their stories is related to murdering, killing and hurting others.

scholarly journals CERITA ANAK SEBAGAI MEDIA PEMBENTUK KARAKTER ANAK

2018 ◽  
Vol 1 (2) ◽  
pp. 53-64
Author(s):  
Ferdian Achsani
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Literary Work ◽  
School Level ◽  
Human Beings ◽  
Descriptive Research ◽  
Qualitative Descriptive ◽  
Children's Stories ◽  
The Right ◽  
Literary Materials

Literature and character education are two things that can not be separated. Literature as a reflection of the life of the community generally teaches the reader to be able to understand the wisdom of the displayed story. Literature can be used as a medium of learning, especially in the process of internalization of the value of character education to learners. The value of character education in the literary work is expected to be followed by the students. Currently, Indonesia is experiencing moral degradation. The need for moral cultivation to the learners aims to create human beings who are virtuous in the future. Each subject has the right to internalize character education to learners. So in the Indonesian language, the process of characterization of character education can be done when learning on literary materials. This study aims to describe the value of character education in Solopos children's stories. this research is included in qualitative descriptive research. The results of this study concluded that in the story Solopos child, there is a value of character education that can be taught to learners, especially at the elementary school level. The results showed that this child's story can be used as a reference for teachers, as a medium to internalize character education at the elementary school level. Sastra dan pendidikan karakter merupakan dua hal yang tidak dapat dipisahkan. Sastra sebagai cerminan kehidupan masyarakat, umumnya mengajarkan kepada pembaca untuk dapat memahami hikmah dari cerita yang ditampilkan. Sastra dapat digunakan sebagai media pembelajaran, terutama dalam proses penginternalisasian nilai pendidikan karakter kepada peserta didik. Nilai pendidikan karakter dalam karya sastra tersebut diharapkan dapat diteladani oleh peserta didik. Saat ini Indonesia sedang mengalami degradasi moral. Perlunya penanaman moral kepada peserta didik bertujuan untuk menciptakan manusia yang berbudi pekerti di masa depan. Setiap mata pelajaran memiliki hak untuk menginternalisasikan pendidikan karakter kepada peserta didik. Maka dalam bahasa Indonesia, proses penginternalisasian pendidikan karakter dapat dilakukan ketika pembelajaran pada materi kesastraan. Penelitian ini bertujuan untuk mendiskripsikan nilai pendidikan karakter dalam cerita anak Solopos. penelitian ini termasuk dalam penelitian diskrptif kualitatif. Hasil penelitian ini menyimpulkan bahwa dalam cerita anak Solopos, terdapat nilai pendidikan karakter yang dapat diajarkan kepada peserta didik terutama pada jenjang sekolah dasar. Hasil penelitian menunjukan bahwa cerita anak ini dapat digunakan sebagai rujukkan bagi guru, sebagai media untuk menginternalisasikan pendidikan karakter pada jenjang sekolah dasar.

scholarly journals The Implementation of School Literacy Movement by Using Storybook in Elementary School

2021 ◽  
Vol 5 (2) ◽  
pp. 393
Author(s):  
Isnaeni Wahab ◽  
Nurhadifah Amaliyah
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Thinking Skills ◽  
Survey Method ◽  
School Students ◽  
Story Content ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
Children's Stories ◽  
Children’S Thinking

Literacy is one way to build and develop children's thinking skills that are important for students. However, students' literacy habits are still low. Therefore, schools as one of the three educational centers should implement a literacy culture to improve children's thinking skills. This study aims to examine information about the application of literacy culture in schools and to apply literacy using children's stories for students. This study uses a qualitative descriptive approach with a survey method. The subjects of this study were elementary school students. Data collection techniques through observation, interviews, and documentation. Data analysis through the stages of data reduction, data presentation, and concluding. The results showed that literacy activities in schools had been implemented with literacy fifteen minutes before the lesson started and used every corner of the school as a reading corner, while the implementation of literacy using storybooks was done by inviting students to read books with various story titles. Based on these results, it can be concluded that elementary schools already have a good literacy program and the application of literacy using storybooks can invite students to retell the story content and the moral values of the story. This research implies that schools should optimize their role as one of the three educational centers to build and develop literacy habits for elementary school students.

Digital Epistemologies and Classroom Multiliteracies

2011 ◽  
pp. 264-283
Author(s):  
Heather Lotherington
Keyword(s):  
Elementary School ◽  
21St Century ◽  
New Literacies ◽  
Communication Technologies ◽  
Home School ◽  
Educational Challenges ◽  
Urban Elementary School ◽  
Socially Responsive ◽  
Children's Stories ◽  
Opening Up

Contemporary conceptualizations of literacy as socially and culturally situated practice must be framed in our digitally-mediated, glocalized societies where networked communication technologies have created innovative texts opening up new literacies and demanding new pedagogies. This chapter discusses a Toronto-based program of collaborative school-university action research that aims to develop a pedagogy of multiliteracies in an urban elementary school. The project engaging our research collective is about guiding children to rewrite traditional children’s stories as individualized digital narratives that enfold their cultural understandings and community languages. Situated within current epistemological questions about what it means to become a literate person in the 21st century, our project responds to reciprocal educational challenges: How can we facilitate the acquisition of relevant literacies for contemporary children experiencing divergent home, school, community and societal practices? How can we redesign curricula and assessment to be socially responsive and responsible?

scholarly journals Ensino de Ciências e histórias infantis: uma proposta para os anos iniciais

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Rosemar De Fatima Vestena ◽  
Greice Scremin ◽  
THAÍS S. do Canto-Dorow
Keyword(s):  
Elementary School ◽  
Rio Grande ◽  
First Grade ◽  
Early Years ◽  
Rio Grande Do Sul ◽  
Scientific Concepts ◽  
Oral Participation ◽  
Analysis Of Results ◽  
Children's Stories ◽  
Teaching Learning

Resumo: Este trabalho apresenta uma proposta didática para o primeiro ano do ensino fundamental com vistas à apropriação de conceitos científicos da área das Ciências da Natureza. Trata-se de uma pesquisa qualitativa, conduzida por uma história infantil multimodal, realizada com 19 estudantes do primeiro ano do ensino fundamental de uma escola pública localizada no município de Nova Palma (Rio Grande do Sul - Brasil). Inicialmente, foi apresentado um vídeo da história infantil intitulada "Um tucano no meu caminho", produzida com sons, imagens animadas e textos elaborados por uma das autoras deste trabalho. Com base nesse enredo, os alunos tiveram a oportunidade de decodificar a mensagem da história manifestando-se oralmente e por meio de atividades de escrita e desenho. Nesses registros foi possível identificar três categorias: I- Quanto à apropriação do enredo da história; II- Quanto aos estágios de alfabetização; III- Quanto à apropriação dos conhecimentos científicos. A análise dos resultados permitiu a verificação de que a história infantil “Um tucano no meu caminho”, mediada pelas tecnologias digitais, se constituiu em uma estratégia didática viável para o estabelecimento da relação ensino e aprendizagem de Ciências. Além disso, possibilitou a identificação dos níveis de alfabetização dos alunos, os quais foram reconhecidos pela manifestação de diferentes habilidades e pela expressão dos conhecimentos científicos. Palavras-chave: Literatura infantil. Tecnologias digitais. Alfabetização científica. Ensino e aprendizagem. SCIENCE TEACHING AND CHILDREN'S STORIES: PROPOSAL FOR THE EARLY YEARS OF ELEMENTARY SCHOOL Abstract: The purpose of this work is to present a didactic proposition for the first grade of elementary school conducted by a multimodal children’s history, in order to reach the appropriation of scientific concepts of nature science fields. A qualitative approach was used on this study performed with 19 students of this educational stage in a public school from the municipality of Nova Palma (Rio Grande do Sul State, Brazil).  At first, it was shown a video containing the history for kids titled “A toucan in my way”, produced by one of the authors and containing sounds, images and texts performed by her. The pupils had the opportunity of discussing about and decoding the history message through oral participation, besides writing and drawing activities. It was possible to identify three categories from this feed-back materials and experiences, namely: I- Relative to the history script appropriation; II- Relative to the literacy stages; and III- Relative to scientific concepts. The analysis of results allowed to verify that this children’s history under mediation of digital technologies becomes an adjusted didactic strategy for the constitution of teaching-learning relationship in sciences’ education. Furthermore, it became possible the students’ literacy levels identification, allowing the expression of diverse abilities and scientific knowledge. 

scholarly journals Cerita Anak sebagai Media Pembentuk Karakter Anak

2018 ◽  
Vol 1 (2) ◽  
pp. 53-64
Author(s):  
Ferdian Achsani
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Literary Work ◽  
School Level ◽  
Human Beings ◽  
A Value ◽  
Children's Stories ◽  
The Right ◽  
Literary Materials

Literature and character education are two things that can not be separated. Literature as a reflection of the life of the community, generally teaches the reader to be able to understand the wisdom of the displayed story. Literature can be used as a medium of learning, especially in the process of internalization of the value of character education to learners. The value of character education in the literary work is expected to be followed by the students. Currently Indonesia is experiencing moral degradation. The need for moral cultivation to the learners aims to create human beings who are virtuous in the future. Each subject has the right to internalize character education to learners. So in the Indonesian language, the process of characterization of character education can be done when learning on literary materials. This study aims to describe the value of character education in Solopos children's stories. this research is included in qualitative discrptive research. The results of this study concluded that in the story Solopos child, there is a value of character education that can be taught to learners, especially at elementary school level. The results showed that this child's story can be used as a reference for teachers, as a medium to internalize character education at elementary school level.

scholarly journals IDENTIFIKASI CERITA ANAK BERBASIS BUDAYA LOKAL UNTUK MEMBUDAYAKAN LITERASI DI SD

Satya Widya ◽  
2019 ◽  
Vol 35 (2) ◽  
pp. 176-185
Author(s):  
Isnaeni Wahab
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Elementary Students ◽  
Moral Values ◽  
Local Culture ◽  
Survey Method ◽  
National Values ◽  
Children's Stories ◽  
Cultural Structure ◽  
Diverse Culture

Local culture is the identity of an area where in this era its features are increasingly eroded by foreign cultures. It happened because of the ease with which foreign cultures enter and blend in with local cultures which can directly affect the cultural structure of the nation. Likewise with folklore as if forgotten. Folklore is one of the national cultural heritages which is a national honor with a diverse culture that must be introduced to students since elementary school. This study aimed to identify the children's stories based on local culture and implement literacy culture at SD Kartika XX-I Makassar. The approach used in this research was descriptive qualitative with survey method while the data collection techniques used were observation, documentation, interviews and questionnaires. Based on the data obtained, the researchers identified twelve children's story titles which were then carried out by literacy to elementary students of Kartika XX-I Makassar. The application of literacy culture in SD Kartika XX-1 Makassar by 1) distributing story books to students 2) reading about 15-20 minutes, 3) students identifying moral values ​​contained in the story, 4) strengthening the moral values ​​of the story children and the application of local culture in accordance with national values.

scholarly journals Science in children’s stories for elementary school

2019 ◽  
Vol 1318 ◽  
pp. 012143
Author(s):  
S Apriliya ◽  
D Sunendar ◽  
Y Mulyati ◽  
S Sumiyadi
Keyword(s):  
Elementary School ◽  
Children's Stories

scholarly journals Character Building Development Activities To Prevent Bullying Among Elementary School Students [Kegiatan Pengembangan Pendidikan Karakter Untuk Mencegah Bullying Di Kalangan Anak-Anak Sekolah Dasar]

2019 ◽  
Vol 2 ◽  
pp. 30
Author(s):  
Dini Safitri ◽  
Wina Puspita Sari ◽  
Marisa Puspita Sary
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Elementary School Students ◽  
Elementary School Children ◽  
Negative Impact ◽  
School Students ◽  
Daily Lives ◽  
Bullying Behavior ◽  
Character Building ◽  
Children's Stories

The development of character education activities to prevent bullying among elementary school children aims to participate in the fulfillment of the Indonesian golden generation in 2045 with the spirit of the Pancasila, and having a character that is ready to face the dynamics of the future. This activity was carried out in two places, the education village of FIS UNJ and Taman Pintar. The method used is a storytelling technique with children's stories and accompanied by ice breaking and prized quizzes. The results of this activity show bullying have become part of the daily lives of Indonesian children. Although they do not know what bullying is, but they experience it as an everyday experience. Bullying behavior that they experienced is verbal, physical and relationship. The bullying actors come from peers, older friends, and even their own parents. By using storytelling techniques for children, which contain 18 values of developing character education, children feel enthusiastic and want to tell about their experiences with bullying. Better cooperation is needed from all parties so that Indonesian children are free of bullying. Because children who are traumatized by bullying can have a negative impact on their future.

scholarly journals THE DEVELOPMENT OF CREATIVITY IN CHILDREN STORY WRITING FOR INDUSTRY MORAL AND CULTURE BASED ON CREATIVITY NATION

2017 ◽  
Vol 4 (2) ◽  
pp. 93-100
Author(s):  
Zulela MS
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Students ◽  
School Children ◽  
Creative Industries ◽  
Primary School Children ◽  
School Students ◽  
Models Of Teaching ◽  
Story Writing ◽  
Children's Stories

The development of this research aims to produce a set of models of teaching elementary school children to write stories that integrate approaches, methods, instructional media in developing creative writing children stories among elementary school students. In particular, this research is expected to produce outputs (products) in the form:1) a model in the development of primary school children to write stories, 2) examples Subjects who can lead the development of writing skills of primary school children's story, 2). Examples of children's story of the development of elementary school students, were excavated from the real experience of the students, the which can be built into a part of the creative industries are rooted in ideas of elementary school students.This research trying to empower the potential that exists in elementary school students. The second stage of the research that will come in the learning models will be implemented a to write stories (experimental) in elementary school, and the results will be applied in the form of models of teaching materials in writing stories and examples of stories. If this research can be continued into the third stage will be Followed by a revision of the results of children's stories written by elementary school students. Furthermore, mass production in cooperation with publishers and Obtain intellectual property rights Keywords: Writing, Children's Stories, Copyright

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