scholarly journals App-based learning for kindergarten children at home (Learning4Kids): study protocol for cohort 1 and the kindergarten assessments

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Frank Niklas ◽  
Efsun Annac ◽  
Astrid Wirth
Keyword(s):  
Social Inclusion ◽  
Well Being ◽  
Kindergarten Children ◽  
Societal Implications ◽  
Control Group ◽  
Full Potential ◽  
Intervention Approach ◽  
Children’S Learning ◽  
Children's Learning ◽  
At Home

Abstract Background Children’s literacy and mathematical competencies are a critical platform for their successful functioning as individuals in society. However, many children, in particular those with low socio-economic status (SES) backgrounds who may not receive the home support needed to develop to their full potential, are at risk of not reaching sufficient competence levels. The overall aim of this project is to develop innovative computer tablet applications (‘apps’) and test whether the apps support parents in the provision of high-quality home learning environments (HLEs) and impact positively on the short- and long-term development of children’s competencies. Altogether, “App-based learning for kindergarten children at home” (Learning4Kids) is a 5-year longitudinal study funded by the EU and designed to assess the potential impact of a tablet-based family intervention on children’s learning, development, social inclusion and well-being. Methods/design This study uses a multi-method intervention approach and draws on expertise from psychology, education, informatics, and didactics to evaluate the effectiveness of learning apps and the intervention approach. It also exploits new technological possibilities afforded by tablet computers that are very common nowadays in families. Learning4Kids sets out to measure the quality of the HLE, children’s early mathematical, literacy, and cognitive competencies and their behaviour. Here, data will be gathered via standardized tests, observations, and parental and educator surveys and checklists. Data collection also includes the assessment of app usage times via mobile sensing. In cohort 1, 190 families are assigned to one of four groups. One business-as-usual group will only participate in the child assessments, whereas the three remaining groups are provided with tablets for about 10 months. Two intervention groups will receive mathematical or literacy learning apps as well as parental information about these topics and the tablet-control-group will receive similar apps and information that focus on general child development, but not on mathematics or literacy. Discussion Whilst offering substantive advances for the scientific fields of psychology and education, the Learning4Kids study also has broad societal implications. Improving young children’s learning trajectories is both a social and economic imperative as it equips them to achieve greater individual success and to contribute to societal prosperity.

scholarly journals PENDAMPINGAN BELAJAR DI RUMAH BERBASIS KARAKTER DENGAN NILAI-NILAI RELIGIUS PADA MASA PANDEMIK COVID 19

2021 ◽  
Vol 6 (2) ◽  
pp. 132
Author(s):  
Imam Mawardi ◽  
Tri Wahyu Arissanti ◽  
Anif Magfiroh ◽  
Risma Zuliyana ◽  
Ulfa Berta Audina ◽  
...  
Keyword(s):  
Character Education ◽  
Student Learning ◽  
Learning Problems ◽  
Religious Values ◽  
Children’S Learning ◽  
Three Stages ◽  
Children's Learning ◽  
At Home

<p><strong><em>Abstract.</em></strong> <em>The importance of character is at the forefront of education, but during the Covid 19 period character education could not be optimally internalized to students. This causes the learning formulation to shift from school to home and neglect of character values in learning. Of course, realities like this require parents to have a role not only in controlling in terms of learning, but also paying attention to character, even though not all parents have pedagogical abilities. Therefore, the purpose of the PPMT program is to assist parents in accompanying character-based student learning with religious values at home. The scope of special activities for the children of the Dusun Penggaron Kidul. The method used by Participatory Rural Aprqissal (PRA) is divided into three stages, namely preparation, implementation, and report preparation. The results of the PPMT program are community assistance in solving children's learning problems and the existence of a pocketbook guide for home tutoring based on religious characters that makes it easier to accompany learning during the Covid 19 pandemic.</em></p><p> </p><p><strong> </strong></p><p><strong>Abstrak.</strong> Pentingnya karakter menjadi ujung tombak dalam pendidikan, namun dalam masa covid 19 pendidikan karakter tidak bisa optimal diinternalisasikan kepada peserta didik. Hal ini menyebabkan formulasi pembelajaran beralih dari sekolah ke rumah dan terabaikannya nilai-nilai karakter dalam pembelajaran. Tentunya realitas seperti ini menuntut orang tua berperan tidak hanya mengontrol dalam hal belajar, tetapi juga memperhatikan karakter, padahal tidak semua orangtua mempunyai kemampuan pedagogik. Oleh sebab itu tujuan dari program PPMT ini adalah membantu orangtua dalam mendampingi belajar siswa berbasis karakter dengan nilai-nilai religius di rumah. Lingkup kegiatan khusus untuk anak-anak masyarakat Dusun Penggaron Kidul. Metode yang digunakan Participatory Rural Apraissal (PRA) yang dibagi menjadi tiga tahap yaitu persiapan, pelaksanaan, dan penyusunan laporan. Hasil dari program PPMT adalah terbantunya masyarakat dalam pemecahan masalah belajar anak dan adanya buku saku panduan bimbingan belajar di rumah berbasis karakter religius yang memudahkan dalam mendampingi belajar di masa pandemic covid 19.</p><p> </p><div id="gtx-trans" style="position: absolute; left: 84px; top: 445px;"> </div>

Parents and Mathematical Games

1991 ◽  
Vol 38 (7) ◽  
pp. 14-16
Author(s):  
Owen Tregaskis
Keyword(s):  
Children’S Learning ◽  
The One ◽  
Technological World ◽  
Work Done ◽  
Children's Learning ◽  
At Home

In an increasingly technological world, parents are becoming more worried about the quality of children's learning of mathematics. Many parents become concerned about their own child's learning and visit the school to discuss the problem with the child's teacher. The result of this discussion is usually that the teacher confirms the parents' anxiety but offers few specific suggetions. If any help is offered. the parents are a ked to make the child practice more of the type of work done in school. This practice is often pitched at such a level that the parent have to do some teaching. At this juncture either the parent become confused because they do not know the method used in school or the child become confused because he or she is taught at home a method different from the one taught in school.

scholarly journals Memahami Lebih Dalam Mengenai Pentingnya Pencegahan Penularan Covid-19 Sejak Usia Dini di TPQ Al-Mubarok

2021 ◽  
Vol 2 (2) ◽  
pp. 46-49
Author(s):  
Fajar Rohman Hariri
Keyword(s):  
Early Childhood ◽  
Immune System ◽  
Learning Activities ◽  
Spread Rate ◽  
Or Education ◽  
Prevention Education ◽  
Children’S Learning ◽  
Corona Virus ◽  
Children's Learning ◽  
At Home

It takes an intensive understanding of the corona virus and how to deal with it so that the spread rate does not increase. Especially early childhood, including those who are vulnerable to the Covid-19 virus because they do not understand how fast this virus spreads and still have an immune system that is vulnerable to the virus. With the Covid-19 virus, it has resulted in children being unable to study at school, so learning activities must also be supported by parents at home and teachers are also responsible for monitoring children's learning activities. This Covid-19 virus also brings fear and worry to children, this is because children do not understand how they understand the virus and how to prevent it. Therefore, it is very important to carry out socialization or education about the prevention of Covid-19 for children -child. Covid-19 prevention education contains the introduction of the Covid-19 virus, how to deal with worry, and how to prevent the Covid-19 virus through short animated videos that are interesting and easy for children to understand, so that children's worries can be reduced and parents will also understand how to teach children to prevent the virus.

scholarly journals Parents' Perceptions of Distance Learning during Covid-19 Pandemic in Rural Indonesia

2020 ◽  
Author(s):  
Delipiter Lase ◽  
Sonny Eli Zaluchu ◽  
Dorkas Orienti Daeli ◽  
Amurisi Ndraha
Keyword(s):  
Distance Learning ◽  
Research Subjects ◽  
School Students ◽  
School Year ◽  
Children’S Learning ◽  
Offline Learning ◽  
Learning At Home ◽  
The Government ◽  
Children's Learning ◽  
At Home

This study aims to examine parents' perceptions of distance learning in response to the closure of many schools due to the Covid-19 pandemic. This research uses a qualitative approach with descriptive methods. The research subjects consisted of parents of elementary school students, and the data were collected using interview techniques. This study shows that distance learning in a research context is organized in the form of online and offline learning. For parents, the current learning approach is something that must be lived and supported in the absence of other options. Even though parents do not have negative perceptions, distance learning contributes to increasing the burden on parents or families economically, including psychological and social aspects. The lack of parental involvement and support in the learning process of children at home is generally due to the lack of time and the inability of parents to become teachers for their children at home. Actions to accompany and support children's learning at home are carried out in the form of providing internet packages, helping children to master the learning materials, and participating in completing assignments or tests given by the teacher. The surprising finding of this study is that children's learning motivation has decreased, and for the remainder of the school year, parents expect the government to reopen it so that children can study again in class and meet with their peers.

scholarly journals Effect of Use of Educational Appearance Ape (APE) Media Image to Creativity Children Age 4-5 Years in National Country City Mataram , West Nusa Tenggara

2020 ◽  
Vol 1 (2) ◽  
pp. 68-78
Author(s):  
I Made Suwasa Astawa ◽  
Ni Wayan Purni Astiti
Keyword(s):  
Treatment Group ◽  
Educational Game ◽  
Control Group ◽  
Creative Development ◽  
Control Group Design ◽  
Test Stage ◽  
Children’S Learning ◽  
Post Test ◽  
And Control ◽  
Children's Learning

Problems found in developing children's creativity in children age national country city Mataram West Nusa Tenggara. is the non-use of educational game tools provided by schools. Educational game tools that exist only to be stored in the warehouse and never applied in children's learning. Teachers are more monotonous to teach using magazines and children's books. The type of research used is experiment with Randomized Pretest-Postest Control Group Design design that is the existence of the treatment group and control group. To obtain optimal development, the treatment group was given treatments 5 times while the control group did not get treatment. To obtain the appropriate data, the researchers collected data from the observation, documentation, and instruments of the creative development of children. The subjects were 2 classes of A1 as a treatment group with 10 children consisting of 4 males and 6 females, and A2 group as a control group with 8 children consisting of 4 males and 4 females. The results of this study at the pre-test stage that is for the group A1 57.37% and group A2 54.37%. In the post-test stage, after the treatment group received treatment, the result of the A1 group was 74.25% and the A2 group 56.40%. The final result of the comparison of pre-test and post-test that is treatment group (A1) has increased 16,88% while the control group (A2) only 2.03%. Through the utilization of educational game tool that is the image media in children's learning activities, teachers are able to increase the creativity of children aged 4-5 years. So that the utilization of educational media game tools will affect the creativity of children aged 4-5 years in children age national country city Mataram West Nusa Tenggara.DOI: http://doi.org/10.31098/ijeiece.v1i2.15

scholarly journals Parents’ perspective on a children’s learning

2021 ◽  
Vol 2 (2) ◽  
pp. 117-125
Author(s):  
Adrijana Višnjić-Jevtić
Keyword(s):  
Family Environment ◽  
Preschool Education ◽  
Well Being ◽  
Academic Skills ◽  
Knowledge And Skills ◽  
Parental Experience ◽  
Childhood Education ◽  
Academic Knowledge ◽  
Children’S Learning ◽  
Children's Learning

Contemporary curricula of early childhood education were founded on perspective of playing learning child.  Although that approach leads to children’s well-being, research by Yahya (2006) has shown that parents do not want their children to learn through play, rather to focus on early and preschool education and teaching academic skills. If parents expect professionals to deliver the knowledge necessary for the development of academic skills to their children, research has been conducted on parental experience of a child’s learning. The aim of the research was to find out how parents understand their children's learning and approach to the contemporary concepts of child learning as well as children’s competence. The research was conducted in the period from November 2017 to May 2019. Parents involved in the study, documented how their children learn in a family environment, assessing their children’s competencies. Results show that parents see learning through everyday situations whereas learning was related to the academic mode (direct teaching of letters), has only appeared in one example. At the end of the research, parents participated in a group interview, discussing their expectations of the institution towards educating children. The results showed that parents expect the institution to encourage the development of a child's social knowledge and skills, while academic knowledge and skills are ranked lower.

scholarly journals A Phase 1 Randomized Controlled Trial of an At-Home Positive Psychology Intervention for Individuals with Multiple Sclerosis

2020 ◽  
Author(s):  
Melanie E. Freedman ◽  
Brian C. Healy ◽  
Jeff C. Huffman ◽  
Tanuja Chitnis ◽  
Howard L. Weiner ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Positive Psychology ◽  
Controlled Trial ◽  
Phase 1 ◽  
Intervention Group ◽  
Well Being ◽  
Control Group ◽  
Randomized Controlled ◽  
Phone Calls ◽  
At Home

Abstract Background: Positive psychology (PP) uses targeted activities to increase the frequency and intensity of positive feelings and may improve overall well-being in medically ill populations. In this pilot study, we examined the feasibility, acceptability and potential impact of a five-week, telephone-delivered, PP intervention for individuals with multiple sclerosis (MS). Methods: Participants were randomized 1:1 to a five-week at-home PP intervention or waitlist control condition. Participants engaged in weekly phone calls with a study trainer and completed one PP exercise, such as recalling a past success, each week. Feasibility was determined by the number of sessions completed, and acceptability was assessed by weekly post-exercise participant ratings (0–10) of ease and utility. Efficacy was explored by examining between-group differences in changes from baseline on psychological variables, health-related quality of life (HRQOL), and self-reported functional activities at five and ten weeks. Results: Thirty patients enrolled in the study. Ninety-three percent of participants (n = 28) completed all exercises. Ease scores ranged from 7.7–8.7 and utility scores ranged from 8.2–8.7. The PP intervention was associated with significantly greater increases (P &lt; .05) in positive affect, optimism, state and trait anxiety, general health, and resilience in the intervention group compared to the control group. Approximately half of the PP participants maintained ≥ 50% of the improvement at 10 weeks. Conclusions: This five-week, telephone-based PP intervention was feasible and acceptable to individuals with MS. Larger randomized controlled trials are warranted to further investigate the utility of this intervention to improve well-being and other health outcomes in MS.

Parents and Digital Learning

2020 ◽  
pp. 145-170
Author(s):  
Della Rocca
Keyword(s):  
Extracurricular Activities ◽  
Digital Technologies ◽  
Digital Learning ◽  
Learning Potential ◽  
Children’S Learning ◽  
The Future ◽  
Learning At Home ◽  
Children's Learning ◽  
At Home

This chapter explores parents’ practical efforts to realize the promise that the believe digital technologies hold for learning –at home, at school and in extracurricular activities-- in the present and for the future. Our fieldwork contrasts the values and imaginaries of three extracurricular digital learning sites, bringing together the voices of educators and parents to understand how each conceives of the learning potential associated with digital technologies. Somewhat unexpectedly, although the chosen learning sites vary considerably in resources, each tends to underplay the importance of parents in scaffolding children’s digital interests and, through a series of minor but significant barriers, to disconnect parents from their children’s learning.

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