scholarly journals An analysis of the status of the unifying Science, Technology, Engineering, Arts and Math education method known as STEAM in domestic primary schools with a view to the direction of early childhood education

2014 ◽  
Vol 34 (4) ◽  
pp. 139-161 ◽  
Author(s):  
김민정 ◽  
ChoHyungSook ◽  
김대욱
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Schools ◽  
Math Education ◽  
Childhood Education ◽  
Science Technology ◽  
The Status

IMPLEMENTATION OF STEAM (Science Technology Engineering Art Mathematics) - BASED EARLY CHILDHOOD EDUCATION LEARNING IN SEMARANG CITY

2019 ◽  
Vol 2 (5) ◽  
pp. 276 ◽  
Author(s):  
Muniroh Munawar ◽  
Fenny Roshayanti ◽  
Sugiyanti Sugiyanti
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Age ◽  
Research Subjects ◽  
Research Focus ◽  
Fully Integrated ◽  
Childhood Education ◽  
Science Technology ◽  
Innovation And Invention ◽  
Data Collection Technique

Learning in Early Childhood Education (ECE) today should adjust the 21st century competency framework. In this case, learning innovation is needed to actualize a generation that is creative, innovative, critical thinking, able to communicate and collaborate. STEAM (Science Technology Engineering Art Mathematics) - based ECE learning is currently seen as an approach that aims to stimulate creativity and  prepare children in a world of work that is full of innovation and invention. Research shows that there is a positive relationship between STEAM experience at early age and school success in the future. The purpose of this study is to describe the implementation of STEAM-based ECE learning in Semarang City. Three ECE schools that have implemented STEAM-based learning in Semarang City were included as research subjects. The research methods used were qualitative with observation, interview and documentation as a data collection technique. The research focus of the research results include: 1) Story times in STEAM class, 2) STEAM Processes in learning, 3) STEAM activities in class. Data analysis results show that the implementation of STEAM-based learning is not fully integrated, so assistance by expert teams is needed and there is no  comprehensive learning media tool.Pembelajaran di PAUD sekarang ini hendaknya menyesuaikan kerangka kompetensi abad 21, dimana inovasi pembelajaran sangat dibutuhkan untuk mewujudkan generasi yang kreatif, inovatif, berpikir kritis, mampu berkomunikasi dan berkolaborasi. Akhir-akhir ini STEAM (Science Technology Engineering Art Mathematics) dipandang sebagai sebuah pendekatan untuk menyiapkan generasi abad 21, yang bertujuan untuk menstimulasi kreativitas, menyiapkan anak-anak dalam dunia kerja yang penuh inovasi dan invensi. Riset menunjukkan bahwa ada hubungan positif antara pengalaman STEAM di awal usia dengan kesuksesan sekolah di masa mendatang. Adapun tujuan penelitian ini adalah untuk mendeskripsikan pelaksanaan pembelajaran STEAM di PAUD. Metode penelitian yang digunakan adalah kualitatif, pengumpulan data dilakukan melalui observasi, wawawancara dan dokumentasi. Sedangkan hasil penelitian ini mendeskripsikan: 1) Storytimes dalam kelas STEAM, 2) STEAM Process dalam pembelajaran, 3) Aktivitas STEAM di kelas. Hasil analisis data menunjukkan bahwa implementasi pembelajaran berbasis STEAM tidak sepenuhnya terintegrasi, sehingga diperlukan bantuan oleh tim ahli dan tidak ada alat media pembelajaran yang komprehensif.

scholarly journals Cultural diversity in the Australian early childhood education workforce: What do we know, what don’t we know and why is it important?

2021 ◽  
pp. 183693912110572
Author(s):  
Sene Gide ◽  
Sandie Wong ◽  
Frances Press ◽  
Belinda Davis
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Diversity ◽  
Small Body ◽  
Linguistically Diverse ◽  
Childhood Education ◽  
The Status ◽  
Potential Benefits ◽  
Australian Bureau Of Statistics ◽  
Multicultural Workforce

This paper reviews current literature and research relevant to the Culturally and Linguistically Diverse (CALD) Early Childhood Education (ECE) workforce in Australia, including data from the Australian Bureau of Statistics (ABS). Australia is a highly multicultural society, with one out of every three people born overseas. Anecdotally, the Australian early childhood sector is reported to have a highly multicultural workforce. Yet there is a noticeable lack of data and research concerning cultural diversity in the Australian ECE workforce. This paper reports on the data from the ABS-Census of Population and Housing (ABS-Census), the small body of literature on the CALD ECE workforce and literature pertaining to CALD in other Australian workforces to argue that more data and research is needed. Developing a richer understanding of the status, experience and contributions of CALD educators would enable the sector to recognise and support the potential benefits of such a workforce for children and families and social cohesion in Australia.

scholarly journals THE IMPLEMENTATION OF HUMAN FREEDOM THEORY IN EARLY EDUCATION

2021 ◽  
Vol 3 (1) ◽  
pp. 60
Author(s):  
Zainal Fadri
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Early Childhood Education ◽  
Primary Schools ◽  
Qualitative Data ◽  
Further Education ◽  
Human Freedom ◽  
Human Being ◽  
Childhood Education ◽  
Holistic Manner

Early childhood education is now an obligation to prepare children for further education. Education in primary schools has levels that must be taken first with the aim that the child is ready to attend lessons first, such as education in kindergarten and early childhood education. This study aims to look at human freedom in undergoing early childhood education and the values contained in education. The theory of freedom is used to examine the harmony between the spirit of preparing for education with the pure value of human freedom, so that it can be said that early childhood education is a freedom. The method used in this research is descriptive qualitative. Data analysis was carried out in a holistic manner to achieve an exploration of the theory of freedom contained in early childhood education. The results of this study prove that early childhood education can be said that the implementation of freedom will support the true free human being, that is, free from ignorance and backwardness.

scholarly journals ANALISIS KEBIJAKAN PEMBELAJARAN PENDIDIKAN ANAK USIA DINI ISLAM

2019 ◽  
Vol 11 (1) ◽  
pp. 61
Author(s):  
Fu ad Arif Noor
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Administration ◽  
Education Programs ◽  
Volunteer Teachers ◽  
Level Of Education ◽  
Childhood Education ◽  
The Status ◽  
Service Standards

Abstract Level of education, amount of incentive and the level of competence of teachers/caretakers three significantly influenced by the status of civil servant teachers/PNS on the quality of children's ideal, the status of civil servants/PNS for early childhood education programs/PAUD should have the qualifications and competence yangt accordance with minimum service standards so that it has a higher chance to create quality children's ideal , Level of education, amount of incentive and the level of competence of teachers/caretakers three significantly influenced by the status of volunteer teachers to the quality of children's ideal, voluntary status for early childhood education programs/PAUD should have the qualifications and competence yangt accordance with minimum service standards so that it has a higher chance to create quality children's ideal , but almost all providers of early childhood education conducted by both the foundations and the community pay less attention to the qualifications and competence His nurse, so it looks only at who has the time to become caretakers. It has alarming effects, seen from the perspective of educational administration, the ideal child's success into question, and generation like what 20 years to come. There is some education that shall be given to early childhood include: grateful, tauhid (with mengadzankan), physical education (strong physical), health, and intelligence. Keywords: Analysis, Policy, Education, PAUDI.

scholarly journals Impact of Early Childhood Education on Pupils’ Learning in Primary Schools in Kenya

2015 ◽  
Vol 1 (1) ◽  
pp. 52
Author(s):  
Jacinta R. M. ◽  
Rotich K. S.
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary School ◽  
Primary Schools ◽  
Survey Design ◽  
Target Population ◽  
Childhood Education ◽  
Simple Language ◽  
Descriptive Survey ◽  
The Impact

<p>The research focused on the impact of Early Childhood Education (ECE) in the learning of pupils in primary schools in Kenya. The study employed descriptive survey design. The target population of the study was 616 teachers in the 32 public primary school in Starehe Division of Nairobi County. The sample comprised of 210 randomly selected primary school teachers. Data were gathered by use of questionnaire. Findings revealed that pupils who had gone through the ECE were able to acquire skills in basic counting, mathematics and speaking. Pupils who had not attended ECE classes had problems with grasping simple counting skills and simple language skills. They were not able to interact well with other pupils. The findings also revealed that pupils who had attended ECE classes were able to interact with the teachers better than those who had not attended ECE. Findings indicated that pupils who had attended the ECE classes had usually lower scores at the beginning in class one. Attending ECE classes enabled pupils become fluent in reading and in recognizing numbers in mathematics. The study concluded that ECE classes had prepared pupils to join primary school by enabling them learn some basic counting and speaking skills. The study recommended that parents should be sensitized on the need to take their children to the ECE centers before taking them to formal primary schools.</p>

The status-quo of play-based pedagogies in Western Australia: Reflections of early childhood education practitioners

2019 ◽  
Vol 45 (1) ◽  
pp. 30-42
Author(s):  
Sandra Hesterman ◽  
Anna Targowska
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Western Australia ◽  
Early Years ◽  
Education Practice ◽  
Childhood Education ◽  
Beliefs And Values ◽  
The Status ◽  
Study Participants

This paper discusses the findings of a qualitative research project conducted in 2017 that explored practitioners’ experiences and perceptions of the provision of play pedagogies in contemporary Western Australian early childhood education contexts. Interviews were conducted with four play-based learning teachers and an open-ended survey was completed by 40 early childhood educators who were members of the audience at a Western Australia conference in 2017. The study participants discussed beliefs and values pertaining to quality play-based learning and tensions associated with the diminishing role of play in the early years of schooling and its impact on young children. They also highlighted several enablers and barriers that influence and shape current early childhood education practice. The findings of this study provide further evidence for the issues identified in recent Early Childhood Australia (Western Australia) discussion papers and in other research surrounding play-based learning in the current social-political context.

scholarly journals Re-imagining play spaces in early childhood education: Supporting girls’ motive orientation to STEM in times of COVID-19

2020 ◽  
pp. 1476718X2096984
Author(s):  
Marilyn Fleer
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Role Playing ◽  
Historical Study ◽  
Childhood Education ◽  
Educational Experiment ◽  
Science Technology ◽  
Video Observations ◽  
And Mathematics ◽  
General Community

In unprecedented times, the global community is calling for greater knowledge and engagement in science, technology, engineering and mathematics (STEM) to support the decision making and practices of the general community. COVID-19 has highlighted this pressing need and inviting a ‘new normal’. But STEM is not the core business of early childhood. What role can the early childhood education research community take? This paper reports on a cultural-historical study that investigated how a Conceptual PlayWorld changed the traditional Froebelian play areas to support girls’ play and motives in STEM. The question guiding that study was how could a Conceptual PlayWorld overcome the problems previously identified in the literature on girls’ inclusion in STEM activities in preschools. In our educational experiment we implemented a Conceptual PlayWorld over 12 weeks (123 hour of digital video observations), with a focus on role-playing ‘as if’ engineers and scientists (five 4-year-olds and eight 5-year-olds). The outcomes show how a Conceptual PlayWorld created new kinds of 21century learning areas. Spaces traditionally difficult for girls to enter, were transformed and afforded completely new ways of playing, shown to be inclusive of girls, and disrupted gendered interactions and divergence.

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