PENGEMBANGAN ASPEK SOSIAL ANAK USIA DINI DI TAMAN KANAK-KANAK ABA IV MANGLI JEMBER TAHUN 2016

Early childhood growth will affect the next period i.e. the attainment of maturity in social relations. This research would like to overview the early childhood development precisely and maximally, so the result will be able to develop all aspects of the scope of child development including social aspects. The goal in this research is to describe the early childhood social development in kindergarten (TK) ABA IV Mangli Jember by using qualitative approach. The results showed that (1) the early childhood social abilities in kindergarten ABA IV Mangli Jember include the ability to get along, socialize and properly communicate with friends and teachers, working together, being patient in taking turn, caring and helping friends who is in trouble in classroom tasks, sharing food and toys, giving up to friends and being responsible.

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PENGEMBANGAN ASPEK SOSIAL ANAK USIA DINI DI TAMAN KANAK-KANAK ABA IV MANGLI JEMBER TAHUN 2016

INJECT (Interdisciplinary Journal of Communication) ◽

10.18326/inject.v2i1.99-122 ◽

2018 ◽

Vol 2 (1) ◽

pp. 99

Author(s):

Musyarofah Musyarofah

Keyword(s):

Early Childhood ◽

Social Development ◽

Social Relations ◽

Early Childhood Development ◽

Qualitative Approach ◽

Childhood Development ◽

Social Aspects ◽

Childhood Growth ◽

Social Abilities ◽

Working Together

AbstractEarly childhood growth will affect the next period i.e. the attainment of maturity in social relations. This research would like to overview the early childhood development precisely and maximally, so the result will be able to develop all aspects of the scope of child development including social aspects. The goal in this research is to describe the early childhood social development in kindergarten (TK) ABA IV Mangli Jember by using qualitative approach. The results showed that (1) the early childhood social abilities in kindergarten ABA IV Mangli Jember include the ability to get along, socialize and properly communicate with friends and teachers, working together, being patient in taking turn, caring and helping friends who is in trouble in classroom tasks, sharing food and toys, giving up to friends and being responsible.AbstrakPertumbuhan anak usia dini akan mempengaruhi periode berikutnya yaitu pencapaian kematangan dalam hubungan sosial. Penelitian ini ingin melihat pengembangan anak usia dini secara maksimal dan tepat sasaran, sehingga mampu mengembangkan semua lingkup aspek perkembangan anak termasuk aspek sosial anak. Tujuan dalam penelitian ini untuk mendeskripsikan pengembangan sosial anak usia dini di Taman Kanak-Kanak (TK) ABA IV Mangli Jember dengan menggunakan pendekatan kualitatif. Hasil penelitian menunjukkan bahawa (1) kemampuan sosial anak usia dini di Taman Kanak-Kanak ABA IV Mangli Jember meliputi kemampuan bergaul, bersosialisasi dan komunikasi dengan teman dan guru secara baik, bekerjasama, bersabar menunggu giliran, peduli dan menolong teman yang mengalami kesulitan mengerjakan tugas di kelas, berbagi makanan dan mainan, mengalah pada teman dan bertanggungjawab.

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Perkembangan Anak Usia Dini (AUD) di TK Aisyiyah: Problematika dan Solusi

JURNAL PENELITIAN KEISLAMAN ◽

10.20414/jpk.v15i2.1425 ◽

2020 ◽

Vol 15 (2) ◽

pp. 130-143

Author(s):

Nur Kholidah Nasution

Keyword(s):

Early Childhood ◽

Early Childhood Development ◽

Physical Development ◽

Qualitative Approach ◽

Childhood Development ◽

Data Presentation ◽

Childhood Education ◽

Problems And Solutions ◽

Teachers And Parents

Abstrak: Penelitian ini membahas problematika dan solusi perkembangan Anak Usia Dini (AUD) TK Aisyiyah Bustanul Atfal Sapen Yogyakarta. Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Sedangkan analisis data menggunakan model analisis Mills & Hubberman yang meliputi; reduksi data, penyajian data, dan verification. Hasil penelitian bahwa pendidikan anak usia dini merupakan masa emas yang hanya datang sekali dan tidak dapat diulang. Guru dan orang tua wajib untuk melihat perkembangan anak, karena upaya untuk menstimulus anak sejak dini sangat penting. Dan betapa ruginya keluarga, atau orang tua yang tidak peduli dengan perkembangan anak. Oleh karena itu sebagai orang tua harus memahami pertumbuhan dan perkembangan anak, dan mengerti akan kebutuhan anak sesuai dengan umurnya, tanpa harus memaksa anak dengan kekerasan. Tetapi mendidik anak dengan menyenangkan serta penuh dengan cinta dan kasih sayang. Kata kunci: Problematika, solusi, perekembangan anak usia dini, taman kanak-kanak, TK Aisyiyah Title: Early Childhood Development (AUD) at TK Aisyiyah Kindergarten: Problems and Solutions Abstract: This research intends to examine the problematics and its solutions in early childhood developmental (AUD) at TK Aisyiyah Bustanul Atfal Sapen Yogyakarta. This study uses a qualitative approach with type of case study. The collecting data uses observation, interview and documentation. While data analysis uses data reduction, data presentation and verification. The results of research that early childhood education is primal period and only comes one time and can’t be repeated. Teachers and parents are obliged to behold physical development of the child, both teachers and parents efforts to stimulate for children. Therefore, as parents must be understand growing and developmental cognitive and psychomotor of their children, and also should understand what children need according to their age, without having forces or violence.

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PENERAPAN MANAJEMEN KELAS DALAM PERKEMBANGAN SOSIAL DAN EMOSIONAL ANAK USIA DINI KELOMPOK A DI TK KEMALA BHAYANGKARI 47

CERIA (Cerdas Energik Responsif Inovatif Adaptif) ◽

10.22460/ceria.v1i3.p76-88 ◽

2018 ◽

Vol 1 (3) ◽

pp. 76

Author(s):

Yulia Afandi ◽

Hani Ida Kusuma

Keyword(s):

Early Childhood ◽

Classroom Management ◽

Social Development ◽

Physical Environment ◽

Early Childhood Development ◽

Childhood Development ◽

Social And Emotional ◽

Group A ◽

Building Factors ◽

Descriptive Method

Yulia Afandi, et al. This research starts from the main problem that is about: "How the implementation of classroom management in improving emotional social development of early childhood in Group A TK Kemala Bhayangkari 47". The method used in this research is qualitative with descriptive method. This study intends to obtain empirical data about how the implementation of classroom management in improving social development of early childhood in Group A TK Kemala Bhayangkari 47. The authors define the method used in this research is descriptive method with the consideration that this method is a way researchers by describing events present or present. The results of the study were: 1) Implementation of Classroom Management in Emotional Social Development of Early Childhood in Kemala Bhayangkari Kindergarten 47 In the early childhood management class should be oriented to the characteristics of early childhood development. Understanding teachers about the characteristics of children will be useful in an effort to create a learning environment that supports child development. In general it can be said that the main guidance given to children include: In the organization of children in classes conducted in Kemala Bhayangkari Kindergarten 47 can be done by: Grouping children, Paired grouping (grouping in pairs), Multi grouping. 2) Implementation of Classroom Management in Developing Early Childhood Emotional Social in Kemala Bhayangkari Kindergarten 47 develops classroom management activities based on the understanding of learning concepts and development-oriented and the characteristics of early childhood. 3) Supporting Factors and Inhibitors of Classroom Management Implementation in Developing Social and Emotional Early Childhood in Kemala Bhayangkari Kindergarten 47, among others: the supporting factors of class management manifestation are: a) Curriculum factors, b) Building factors and classroom facilities. The Inhibiting Factor Application of classroom management in developing social and emotional early childhood in kindergarten Kemala Bhayangkari 47, including: Physical environment factor, physical environment / learning place.

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Pelatihan Dan Edukasi Pada Guru Paud Tentang Tumbuh Kembang Balita Dan Anak Pra Sekolah

Jurnal Pengabdian Dharma Bakti ◽

10.35842/jpdb.v3i2.125 ◽

2020 ◽

Vol 3 (2) ◽

pp. 66

Author(s):

Tri Sunarsih

Keyword(s):

Early Childhood ◽

Child Development ◽

Early Detection ◽

Growth And Development ◽

Parental Education ◽

Early Childhood Development ◽

Child Growth ◽

Childhood Development ◽

Childhood Growth ◽

Growth Development

The need for stimulation or efforts to stimulate children to introduce new knowledge or skills is very important in improving children's intelligence. Stimulation in children can be started since the baby is a fetus, because the fetus is not a passive creature. In the womb, the fetus is able to breathe, kick, stretch, move, swallow, suck the thumb, and others. While the main stimulation is given specifically for children aged 0-7 years (Siswono, 2004). PAUD teacher's understanding and awareness of the importance and influence of parental education on child development vary. Many do not understand the characteristics of early childhood development, stimulation, and implementation of early detection of early childhood growth and development. Asih Waluyo Jati Clinic is a Pratama clinic that has a program about child development. With community service at the Asih Waluyo Jati Primary Clinic, it is expected that the knowledge and understanding of PAUD teachers on the characteristics of growth and development, simulation, and implementation of early detection of early childhood growth and development can be increased. The activity was carried out at the Pratama Asih Waluyo Jati Clinic on Sunday, October 8, 2017, at 09.00 to 15.00 with material about problems of child growth and development in Indonesia, the importance of monitoring children's growth and development, the participation of teachers and parents in child development, how to detect children's growth and how to detect a child's development. The methods used in this activity include lectures, questions and answers, and role-play. Most of the participants understood what early detection and stimulation of children's growth and development were. But about the types and ways of early detection that must be done many do not understand. The participant's lack of understanding about the types and methods of early detection of children when training has not been conducted is likely because since they have never attended training and there has been no socialization from the education office related to monitoring child development. After being given the material, the participants understood that the types of early detection were detection of growth, development, and mental-emotional. Stimulation is very important as a form of intervention so that the child's growth and development can take place optimally.Keywords: early childhood, stimulation, early detection, growth, development

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Przedszkola w debacie polityczno-oświatowej Niemiec. W stronę edukacji, opieki i wychowania

Problemy Wczesnej Edukacji ◽

10.26881/pwe.2020.48.06 ◽

2020 ◽

Vol 48 (1) ◽

pp. 63-74

Author(s):

Inetta Nowosad

Keyword(s):

Early Childhood ◽

Social Development ◽

Early Childhood Development ◽

State Policies ◽

Childhood Development ◽

The Political ◽

Early School ◽

Education And Care ◽

Legal Guidelines ◽

Pedagogical Debate

Contemporary pre-school institutions in Germany have ceased to be perceived solely as providers of care. Significant importance has been assigned to education and upbringing as equivalent categories. The change in approach is not only apparent in their organisation and functioning, but also in state policies, which clearly emphasise the importance of early childhood. The aim of the article is to analyse the political-pedagogical debate that has been in progress since 2005, as well as to scrutinise the adopted arguments and their consequences in the form of the ever changing early school education and care in Germany. The analysis of conditions that have contributed to bestowing preschools with such significance, not only in the process of early childhood development, but also in the process of more broadly understood social development, has also been recognised as equally important, as a result of which preschool institutions have gained importance in the area of political investment that is equal to that granted to schools. The analysis of educational reports and formal-legal guidelines on both federal and state levels is meant to illustrate the range of the introduced changes and the specifics of the German reform, which is perceived as an interlinked network and as cooperation for the sake of children and their families.

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