scholarly journals The Enlightenment of the Moral Education Thought of Comenius on Early Childhood Education

2020 ◽  
Vol 10 (4) ◽  
Author(s):  
Zhu Yonghua ◽  
Xiao Jumei
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Moral Education ◽  
Childhood Education ◽  
The Enlightenment

scholarly journals Educação Ambiental e Apropriação de Valores: um Diálogo Possível na Educação Infantil

2019 ◽  
Vol 20 (3) ◽  
pp. 332
Author(s):  
Cristiane Magalhães Bissaco
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
Moral Education ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Basic Education ◽  
Childhood Education ◽  
Education Environment

Partindo do entendimento de que a Educação Ambiental deve ser uma prática intencionalizada e coerente, este trabalho se propõe a realizar uma revisão bibliográfica que articule o campo teórico da Educação Ambiental com o da Educação Infantil, a fim de observar os limites e as possibilidades da prática docente ao tratar da construção ou apropriação de valores. Assim, os seguintes questionamentos norteiam a pesquisa: que práticas docentes podem ser identificadas em relação à apropriação de valores? Elas abarcam a temática ambiental? Em que contextos são pesquisadas? A Educação Infantil é um desses contextos? Para tal discussão foram levantados nove artigos internacionais, que levam o leitor a compreender que as práticas docentes em relação aos valores ensinados são distintas de um artigo para outro: sendo dois deles como prática moral, três como construção, dois como socialização, um como formação de hábitos e um como clarificação. Apenas dois dos artigos não abarcam a temática ambiental. Em relação ao contexto de pesquisa, neste levantamento os artigos estão assim distribuídos: cinco destinados à Infância - Educação Básica, um trata da Educação básica com adolescentes e três destinados ao Ensino Superior. Portanto, concluiu-se que a Educação Infantil é um dos contextos em que a Educação Ambiental tem sido pesquisada, principalmente, no que se refere à apropriação de valores pertinentes à temática ambiental. Palavras-chave: Educação Moral. Meio Ambiente. Infância. AbstractBased on the understanding that Environmental Education should be an intentional and coherent practice, this paper proposes to perform a literature review that articulates the theoretical field of Environmental Education with that of Early Childhood Education, in order to observe the limits and possibilities of teaching practice, when dealing with the value construction or appropriation. Thus, the following questions guide the research: What  teaching practices can be identified in relation to the values appropriation ? Do they cover the environmental theme? In what contexts are they researched? Is early childhood education one of these contexts? For this discussion nine international articles were raised, which lead the reader to understand that teaching practices in relation to the values taught are distinct from one article to another: two of them as moral practice, three as construction, two as socialization, one as habits formation and one as clarification. Only two of the articles do not cover the environmental theme. Regarding the research context, in this survey the articles are directed to: five for Childhood - Basic Education, one for Basic Education with adolescents and three for Higher Education. Therefore, it was concluded that early childhood education is one of the contexts in which environmental education has been researched, especially regarding the appropriation of values relevant to the environmental theme. Keywords: Moral Education. Environment. Childhood. 

scholarly journals Inculcation Religiosity in Preschoolers Local content curriculum

2019 ◽  
Vol 13 (2) ◽  
pp. 201-216
Author(s):  
Muhammad Munadi ◽  
Watik Rahayu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Moral Education ◽  
Religious Education ◽  
Spiritual Development ◽  
Well Being ◽  
Children's Spirituality ◽  
Childhood Education ◽  
Spiritual Well Being ◽  
Santa Maria

Millennial era life is a big challenge, humans need a strong footing to face all the problems. Religion is God's guidance that becomes the handle of life and it is important to instill religious beliefs early on. The purpose of this study was to find the cultivation of religiosity in preschool children in Kindergarten Aisyiyah Branch and Kindergarten Santa Maria in Kartasura Regency. This study uses qualitative methods with data collection tools, namely interviews, direct observation, and document analysis. Data validated using triangulation of methods and sources. The results showed that the religiosity of planting in the TK Aisyiyah Kartasura branch had more burdens than in the Santa Maria Kindergarten. While its nature is more balanced between vertical ritual content and horizontal content in TK Aisyiyah Kartasura branches compared to TK Santa Maria. The cultivation of moral education is carried out through a step-by-step process starting with teaching to say and answer greetings (Islam), saying good morning and evening to non-Muslims and inviting children to always pray in every activity. Vertical ritual planting in TK Aisyiyah Kartasura branch has more burden through the practice of prayer, memorizing prayers and memorizing short letters from the Qur'an all in Arabic compared to TK Santa Maria only emphasizes the memorization of prayer in Indonesian. Keywords: Inculcation religiosity, Pre-schoolers, Local content curriculum References: Adams, K., Bull, R., & Maynes, M. L. (2016). Early childhood spirituality in education: Towards an understanding of the distinctive features of young children’s spirituality. European Early Childhood Education Research Journal, 24(5), 760–774. https://doi.org/10.1080/1350293X.2014.996425 Arce, E.-M. (2000). Curriculum for Young Children: An Introduction. (New York: Delmar Thomson Learning. Banerjee, K., & Bloom, P. (2015). “Everything Happens for a Reason”: Children’s Beliefs About Purpose in Life Events. Child Development, 86(2), 503–518. https://doi.org/10.1111/cdev.12312 Benson, P. L., Scales, P. C., Syvertsen, A. K., & Roehlkepartain, E. C. (2012). Is youth spiritual development a universal developmental process? An international exploration. Journal of Positive Psychology, 7(6), 453–470. https://doi.org/10.1080/17439760.2012.732102 Bridges, L. J., & Moore, K. a. (2002). Religion and Spirituality in Childhood and Adolescence. Child Trends, 1–59. Retrieved from http://www.childtrends.org/wp-content/uploads/2002/01/Child_Trends-2002_01_01_FR_ReligionSpiritAdol.pdf Davies, T. (2019). Religious education and social literacy: the ‘white elephant’ of Australian public education. British Journal of Religious Education, 41(2), 124–133. https://doi.org/10.1080/01416200.2017.1324758 Departemen Pendidikan dan Kebudayaan Depdikbud. (2007). Pedoman Teknis Penyelenggaraan Pos PAUD:(Direktorat PAUD, 2006) Direktorat PAUD Grand Design Program Pendidikan Anak Usia Dini Non- formal tahun 2007-20015. Indonesia. Eva L., E. (2013). Introduction to Early Childhood Education. Belmont: Wadsworth. Fisher, J. (2013). Assessing spiritual well-being: Relating with God explains greatest variance in spiritual well-being among Australian youth. International Journal of Children’s Spirituality, 18(4), 306–317. https://doi.org/10.1080/1364436X.2013.844106 Granqvist, P., & Nkara, F. (2017). Nature meets nurture in religious and spiritual development. British Journal of Developmental Psychology, 35(1), 142–155. https://doi.org/10.1111/bjdp.12170 Heiphetz, L., Lane, J. D., Waytz, A., & Young, L. L. (2016). How Children and Adults Represent God’s Mind. Cognitive Science, 40(1), 121–144. https://doi.org/10.1111/cogs.12232 Henderson, A. K. (2016). The Long Arm of Religion: Childhood Adversity, Religion, and Self-perception Among Black Americans. Journal for the Scientific Study of Religion, 55(2), 324–348. https://doi.org/10.1111/jssr.12262 Holloway, S. D. (1999). The Role of Religious Beliefs in Early Childhood Education: Christian and Buddhist Preschools in Japan. ERCP Early Chilhood Research and Practice, 1(2). Retrieved from http://ecrp.illinois.edu/v1n2/holloway.html Kienstra, N., van Dijk-Groeneboer, M., & Boelens, O. (2018). Religious-Thinking-Through Using Bibliodrama: An Empirical Study of Student Learning in Classroom Teaching. Religious Education, 113(2), 203–215. https://doi.org/10.1080/00344087.2017.1403788 King, U. (2013). The spiritual potential of childhood: Awakening to the fullness of life. International Journal of Children’s Spirituality, 18(1), 4–17. https://doi.org/10.1080/1364436X.2013.776266 Rissanen, I., Kuusisto, E., Hanhimäki, E., & Tirri, K. (2018). The implications of teachers’ implicit theories for moral education: A case study from Finland. Journal of Moral Education, 47(1), 63–77. https://doi.org/10.1080/03057240.2017.1374244 Scott, K. (2014). Inviting young adults to come out religiously, institutionally and traditionally. Religious Education, 109(4), 471–484. https://doi.org/10.1080/00344087.2014.924790 Suyadi, Destiyanti, A. Z., & Sulaikha, N. A. (2019). Perkembangan Nilai Agama-Moral Tidak Tercapai pada Anak Development of Religious-Moral Values Not Reached in Basic Age Children : A Case Study in Class SD Muhammadiyah. 6(1), 1–12.

scholarly journals Stories and Storytelling for Moral Education: Kindergarten Teachers’ Best Practices

2020 ◽  
Vol 2 (1) ◽  
pp. 1-20
Author(s):  
Maila D.H. Rahiem ◽  
Nur Surayyah Madhubala Abdullah ◽  
Husni Rahim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Best Practices ◽  
Moral Development ◽  
Moral Education ◽  
Teaching And Learning ◽  
Kindergarten Teachers ◽  
Childhood Education ◽  
Narrative Method

Habituation is the most common used form of moral education in early childhood education in Indonesia. However, this method has been found to be insufficient in contributing fully to young children’s moral development. An alternative method currently being promoted is the narrative method which involves the use of stories and storytelling. These two techniques provide children with justification to do good deeds and allow them to be critical of their actions. This research examined the best practices of teachers in the use of narrative method for the Moral Education of young children. Best practices show how we can use them to improve the teaching of Moral Education among young children and can serve as useful alternative to habituation. The findings revealed that there are five ways in which the kindergarten use stories and storytelling in teaching and learning moral education for young children, namely: to repeat the story; to include clear example; to explain the story; to dramatize the story; and to modify the story. 

scholarly journals A Probe into the Popularization Ways of Early Childhood Educational Drama in Kindergartens

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Qi Zheng ◽  
Yuanyuan Nie ◽  
Ramir S. Austria
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Moral Education ◽  
Large Scale ◽  
Compulsory Education ◽  
Vital Role ◽  
Main Body ◽  
Educational Drama ◽  
Childhood Education ◽  
General Acceptance

Early childhood education drama lessons can be simply explained as educationally meaningful drama training for children before the compulsory education stage. Its educational characteristics are preschool children as the main body of education, paying attention to the preservation and protection of children’s nature, and through educational drama Symbolic games, imagination games, pretend games, social drama games and other links further expand children's social cognition. Its purpose is to inspire the development of students in moral education through the art form of educational drama, and use drama as a carrier to further liberate children’s nature, enlighten children’s minds, improve children’s personality and through participating in drama appreciation, creation, performance, and imitation. Play a vital role in children's creativity and other aspects. However, there are still many huge problems in the general acceptance and large-scale promotion of early childhood education drama classes in our inland cities. I have discovered the current promotion of kindergarten education drama classes by exploring the promotion methods of early childhood education drama classes in kindergartens. The biggest problem is the lack of professional teachers' resources and the kindergarten's insufficient understanding of the importance of educational drama.

scholarly journals THE IMPLEMENTATION OF HONESTY VALUE IN EARLY YEARS CHILDREN THROUGH SNAKE AND LADDER MEDIA

2019 ◽  
Vol 7 (3) ◽  
pp. 491-496
Author(s):  
Endah Hendarwati ◽  
Wahono . ◽  
Aris Setiawan
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Moral Education ◽  
Qualitative Data ◽  
Interactive Media ◽  
External Factors ◽  
Early Years ◽  
Learning Activities ◽  
Childhood Education

Purpose of Study: This research aims to explain children's honesty through the snake and ladder media. This study was conducted in Cahaya early childhood education age 4-5 in Jembatan Merah, Surabaya. By choosing this media as a supporting medium that allows children to be honest. This research will bring the child into real-time situations to introduce moral education through a field trip. There were several aspects that must be considered in determining the purpose of planting honesty in early childhood, there were age, physical aspects and psychological aspects of children. Several factors can also influence the development of the child's honesty value, innate (internal) and environmental (external) factors. Methodology: This research used qualitative research to describe the results. Subjects this research were 9 children of Cahaya early childhood education aged 4-5 years in Jembatan Merah Surabaya, with the reason that in this institution happened the problem of children still not able to care and keep everything, to say honestly, admitted a mistake and forgive a friend who was mistaken. This research used descriptive qualitative data analysis. The research instrument was obtained through observation with the observation sheet, interview with teacher and child, and documentation during activity with snake ladder media. Results: The results of research, it was known that the children were able to care and keep things together, accustomed, to tell the truth, willing to admit mistakes, apologize if they were wrong and forgive friends who were mistaken. The four indicators seen children begin to develop so honesty in children can be taught in schools by using the snake ladder media honesty. Implications/Applications: The implantation of early years children’s honesty can be conducted through learning activities that use interactive media to children. In accordance with Gagne's opinion, media is the various types of components in the student environment that can stimulate students to learn.

scholarly journals NILAI-NILAI MORAL DALAM PEMBELAJARAN ANAK USIA DINI DENGAN GAME EDUKASI CULLEN ABC?óÔé¼Ôäós BAGI GURU-GURU PAUD DI KECAMATAN TEMBALANG SEMARANG

2014 ◽  
Vol 5 (1) ◽  
pp. 68
Author(s):  
Subur Laksmono Wardoyo ◽  
Ghufron Abdullah ◽  
Ririn Ambarini ◽  
Sari Kusumaningrum
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Character Education ◽  
Moral Education ◽  
Educational Games ◽  
Moral Values ◽  
Educational Game ◽  
Childhood Education ◽  
Teaching Aids ◽  
Intellectual Power

Abstract Science and technology?é?á transferred to the?é?á teachers of early childhood education in?é?á Tembalang Semarang?é?á are the training how to apply the moral values ?óÔé¼ÔÇ??óÔé¼ÔÇ?in the learning for early childhood and?é?á the?é?á use of software Cullen ABC 's as teaching aids for developing creativity and intellectual power of early childhood where the material delivered in training is , " Bringing Books in the Life of Early Childhood : Teaching Character Education Through Children's Literature " , " Moral Values ?óÔé¼ÔÇ??óÔé¼ÔÇ?of Early Childhood Education and Cullen ABC 's " , "the?é?á Use of story For Development of Moral Education for Early Childhood " , and " ABC 's Cullen as Educational Games and Teaching Aids " . With the IBM moral values ?óÔé¼ÔÇ??óÔé¼ÔÇ?in the learning of Cullen ABC 's as an educational game as well teaching aids it is hoped that the workshop will contribute to teachers early childhood to develop more creative ideas in teaching so that the learning environment will be more enjoyable while also fostering moral values ?óÔé¼ÔÇ??óÔé¼ÔÇ?since the early life . Keywords: Moral Values ?óÔé¼ÔÇ??óÔé¼ÔÇ?, Early Childhood Education , Cullen ABC 's .

scholarly journals Pendidikan Anak Usia Dini dalam Persfektif Alquran

2021 ◽  
Vol 13 (1) ◽  
pp. 74-93
Author(s):  
Syamsu Nahar ◽  
◽  
Zulheddi Zulheddi ◽  
Rukiah Rukiah ◽  
◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Moral Education ◽  
Early Age ◽  
Educational Materials ◽  
Learning Methods ◽  
Childhood Education ◽  
Library Research ◽  
Nutritional Needs ◽  
Method Analysis

This study aims to determine the elements of early childhood education in the perspective of the Koran. This type of research is library research. In analyzing the data that has been collected the author uses the tahlili method (analysis), which is a method of interpretation used by the commentators in analyzing the content of the verses of the Qur'an. The explanation begins with verses that will explain, explain the description of the contents of the surah, explain the meaning of the lafaz contained in it and then the verses that are clearly described and analyzed so that conclusions can be drawn. The results of the study showed that: 1) Parents as educators for children have roles, including: fostering the religious spirit of children from an early age, developing children's potential and creativity, meeting nutritional needs for children's intelligence. Provide a lawful living for children; 2) The main educational materials that must be taught to early childhood, before other educational materials are given, include: aqidah education and moral education; 3) Learning methods that can be used to carry out education in early childhood, based on QS. Al-Baqarah: 233, Al-An'am: 140, and Ar-Rum: 30, namely: methods of affection, exemplary and habituation methods.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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