Father's Literacy Education Story of a Child in Early Childhood

2014 ◽  
Vol 16 (2) ◽  
pp. 139-168
Author(s):  
Seo-Yeon Won ◽  
Keyword(s):  
Early Childhood ◽  
Literacy Education

scholarly journals معوقات تفعيل دور کليات التربية للطفولةالمبکرة فى التربية الإعلامية لطالباتها Obstacles to Activating the Role of Early Childhood Education Colleges in Media Literacy Education of Their Students

2021 ◽  
Vol 18 (1) ◽  
pp. 1-2
Author(s):  
عفاف محمد عبد المنعم ◽  
إشراف أ.د/ السيد عبد القادر شريف ◽  
أ.م.د/ هاني السيد محمد العزب ◽  
د/ رضوى جمال الدين أمين
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Media Literacy ◽  
Literacy Education ◽  
Childhood Education ◽  
Media Literacy Education

scholarly journals Pengenalan Pendidikan Literasi Keuangan Bagi Anak Usia Dini Pada Kelas Binaan Jurusan Akuntansi Di Buper

2019 ◽  
Vol 2 (1) ◽  
pp. 1-8
Author(s):  
Meinarni Asnawi ◽  
Cornelia Desiana Matani ◽  
Kurniawan Patma
Keyword(s):  
Early Childhood ◽  
Community Service ◽  
Financial Literacy ◽  
Teaching Method ◽  
Literacy Education ◽  
Literacy Programs ◽  
Study Group ◽  
The Family ◽  
The Future

This community service aims to introduce financial literacy programs for early childhood.Literacy education is important for early childhood so that they are accustomed to financialmanagement well in the future. In Indonesia financial literacy education is still something that is veryrarely done, both in the family and school circles, the provision of education about financial literacyhas not been done seriously and planned. Service is expected to benefit the knowledge of simplefinancial management for early childhood through the "saving" pattern.Dedication material is focused on how to introduce the concept of money, utilization andwhen to do shopping. Financial literacy education will be conducted for pre-school and elementaryschool children aged 5 - 12 years from study group students and playing in Waena Bupers formed bystudents majoring in accounting. The teaching method is carried out by the mentoring method by theTeaching Team. The teaching method uses simulation and learning using financial literacy educationfilm media as well as the movements and songs of Ayo Menabung. The simulation of saving is doneby practicing saving using piggy banks that are distributed to students. Assistance from the teachingteam is carried out continuously with the introduction of financial literacy education that can benefitearly childhood and will benefit themselves, their families and society in the future.

scholarly journals Teaching University Students to Read and Write

2020 ◽  
Vol 27 (1) ◽  
pp. 1-19
Author(s):  
Russell Daylight ◽  
John O'Carroll
Keyword(s):  
Early Childhood ◽  
Secondary Teachers ◽  
Prospective Teachers ◽  
Literacy Education ◽  
Teaching Profession ◽  
First Year ◽  
Education Students ◽  
Shared Experiences ◽  
New Ideas ◽  
Recent Government

Recent government initiatives have required universities to include specific literacy and numeracy targets for the students. The authors – both members of the English discipline at Charles Sturt University – were invited to develop and run a two-semester program for all students studying to become early childhood, primary, and secondary teachers. This article outlines the nature of the two subjects which comprise the program: the first focused on reading and comprehension, the second on writing and composition. These subjects were conceived from collegial dialogues between academics in education and the humanities, and then developed from these different assumptions and starting points. Over the last five years, the shared experiences of teaching these prospective teachers has grown into a strongly coherent first year of study. This article seeks the describe the experiences of teaching literacy to first-year education students, and it is by turns hypothesising and speculative, reflective and qualitative, in its approach. In the process, this article offers colleagues across the country a reflection on the hypotheses of literacy education, some new ideas for teaching literacy, and some optimism for the future of the teaching profession, and the dignity of those who aspire to be a part of it.

scholarly journals DONGENG SEBAGAI STIMULAN AWAL PENINGKATAN MINAT BACA BAGI SISWA PAUD BUNDA HAJAR JATINANGOR

2019 ◽  
Vol 2 (1) ◽  
pp. 13-18
Author(s):  
Vincentia Tri Handayani
Keyword(s):  
Social Media ◽  
Early Childhood ◽  
Young People ◽  
Fairy Tales ◽  
Leisure Time ◽  
Literacy Education ◽  
Educational Activities ◽  
Younger Generation ◽  
Reading Interest

ABSTRACTThe decline in interest in reading among the younger generation is caused by, among other things, being distracted from the attention and leisure time of young people in social media activities. In addition, to get the information they need, they can get it only by using their smartphone. Seeing the situation that concerns this, the effort to stimulate literacy education must be instilled from the beginning of time. This PPM aims to increase reading interest of Bunda Hajar Dusun Sukanegla PAUD students, Desa Hegarmanah, Jatinangor, Sumedang. In order to be interesting, the delivery of counseling and educational activities is carried out using the storytelling method. The results obtained, children are more interested in listening, able to survive listening and can answer questions about fairy tales delivered.Keywords: literacy education, fairy tales, early childhood educationABSTRAKMenurunnya minat membaca di kalangan generasi milenial disebabkan oleh antara lain teralihnya perhatian dan luang waktu anak muda pada kegiatan media sosial. Selain itu, untuk memperoleh informasi yang mereka butuhkan, mereka bisa mendapatkan secara instan hanya dengan melalui telepon genggam. Melihat keadaan yang memprihatikan ini, maka upaya menstimulasi edukasi literasi harus ditanamkan sejak usia dini. Pengabdian Pada Masyarakat (PPM) ini bertujuan meningkatkan minat baca dengan sasaran siswa PAUD Bunda Hajar Dusun Sukanegla Desa Hegarmanah Jatinangor Kabupaten Sumedang. Agar menarik, penyampaian penyuluhan dan kegiatan edukasi dilaksanakan dengan menggunakan metode mendongeng. Hasil yang diperoleh, anak-anak lebih tertarik mendengarkan, mampu bertahan menyimak dan dapat menjawab pertanyaan seputar dongeng yang disampaikan.Kata kunci: edukasi literasi, dongeng, pendidikan anak usia dini

scholarly journals Multimodality in Early Childhood Education

2020 ◽  
Vol 1 ◽  
pp. 73-87
Author(s):  
Kelsey Crane-Deklerk
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Interactions ◽  
Learning Environments ◽  
Literacy Development ◽  
Literacy Education ◽  
Childhood Education ◽  
Young Learners ◽  
Age Appropriate ◽  
Appropriate Practices

The purpose of this paper is to explore the uses of multimodality within early childhood education classrooms for the purposes of literacy education. Wohlwend (2008) urges educators to keep age-appropriate practices in place, even amid a shift in educational requirements and expectations. In this paper, the use of age-appropriate, multimodal practices for young learners is explored. Though there is not necessarily research specific to multimodality in early childhood, the literature shows that multimodality is present in forms of play; the use of toys, devices, and technology; drama; and social interactions. Through these modality-rich avenues, literacy development can still be achieved through engaging structures for children. Multimodality creates opportunities to position the student as the expert in their own learning and create collaborative learning environments. Potential issues with these uses of multimodality include conflicts around devices in the classroom and negative social interactions. Additional research is needed to connect the fields of multimodality and early childhood education.

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