scholarly journals O jogo e sua utilização psicopedagógica na educação infantil

2016 ◽  
Vol 6 (1) ◽  
pp. 36
Author(s):  
Maria José de Andrade Medeiros ◽  
José Ozildo dos Santos
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Life ◽  
Educational Institutions ◽  
Match Play ◽  
Teaching Resources ◽  
Childhood Education ◽  
Excellent Teaching ◽  
Conditions For Learning ◽  
Teaching Learning

<p>As instituições de educação infantil são capazes de oferecer às crianças condições para a aprendizagem ocorra tanto nas brincadeiras como aquelas advindas de situações pedagógicas intencionais ou orientadas pelos adultos. No entanto, essas aprendizagens, de natureza diversa, ocorrem de maneira integrada no processo de desenvolvimento infantil. O presente artigo tem por objetivo central identificar a importância da utilização psicopedagógica do jogo na Educação Infantil. Os jogos correspondem às atividades lúdicas, intelectuais e afetivas. E, por serem atividades ricas e de grandes efeitos, eles estimulam a vida social, permitindo que as crianças estabeleçam relações de trocas de aprendizagens, constituindo-se métodos de ensino capazes de estimularem as habilidades nos processos de construção do conhecimento. Os jogos são excelentes recursos pedagógicos que o professor pode utilizar no processo ensino aprendizagem. Eles contribuem e enriquecem o desenvolvimento intelectual e social do educando. Tais recursos podem ser utilizados/trabalhados em todas as disciplinas. Contudo, exige-se que sejam adaptados aos conteúdos, à faixa etária e ao contexto, no qual estão inseridos os alunos. No presente artigo, procurou-se demonstrar que os jogos são recursos indispensáveis para o desenvolvimento do processo de ensino aprendizagem na educação infantil, pois os mesmo contribuem para o desenvolvimento cognitivo da criança. No que diz respeito à sua utilização numa intervenção psicopedagógica, esta pode ser tanto para a identificação da dificuldade de aprendizagem, quanto para o trabalho de superação dessa dificuldade, podendo assim, assumir um caráter preventivo ou curativo.</p><p> <strong><em>The</em></strong><strong><em> game and its psychopedagogic use in early childhood education</em></strong></p><p><strong>Abstract: </strong>The educational institutions are able to provide children with conditions for learning to occur in both those games as pedagogical situations arising from intentional or guided by adults. However, this kind of learning, different in nature, occurring in an integrated manner in the process of child development. This article aims to show the central importance of using psychopedagogical Game in Early Childhood Education. The games match play activities, intellectual and emotional. And because they are rich activities and great effects, they stimulate social life, allowing children to establish terms of trade apprenticeships, becoming teaching methods capable of stimulating skills in the processes of knowledge construction. The games are excellent teaching resources that teachers can use in the learning process. They contribute and enrich the intellectual and social development of the student. These resources can be used/worked in all disciplines. However, it is required that are adapted to content, age and the context in which students are placed. In this paper, it was shown that the games are essential resources for the development of teaching learning in early childhood education, because it contributes to the cognitive development of the child. With regard to its use in a psychopedagogical intervention, this can be both for the identification of learning disabilities, and to the work of overcoming this difficulty, and may thus play a preventive or curative.</p>

scholarly journals Socioenvironmental Educommunication as a pedagogical strategy in early childhood education

2020 ◽  
pp. 54-72
Author(s):  
José Vicente de FREITAS ◽  
Felipe Nóbrega FERREIRA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Education ◽  
Qualitative Approach ◽  
Audiovisual Material ◽  
Pedagogical Strategy ◽  
Childhood Education ◽  
Teaching Learning ◽  
The Relationship ◽  
The City

This article discusses the concept of Socioenvironmental Educommunicationin the context of preschool education. An interface that emerges from the relationship between Educommunication and Environmental Education, this concept will be exposed based on a bibliographic systematization, when it becomes possible to find the contemporary intersections that arise from the use of audiovisual technology as mediation in the teaching-learning process. Such analysis will be done taking into consideration the documentary 1,2,3 Playing –Reinventing School Spaces, produced by the city of Joinville, Santa Catarina, which brings an audiovisual material made by the students. Using a quanti-qualitative approach, emerges the pedagogical power of Socioenvironmental Education, which ends up bringing to the scene language and content that project another way of thinking the school. Finally, there is a reflection on how, based on particularities, it is possible to create educational policies that contemplate the audiovisual tool in early childhood education.

scholarly journals VYGOTSKY SOCIOCULTURAL APPROACH IN EARLY CHILDHOOD EDUCATION

2020 ◽  
Vol 2 (7) ◽  
pp. 42-58
Author(s):  
Rosny Maidin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Student Development ◽  
Meta Analysis ◽  
Research Review ◽  
Learning And Development ◽  
Childhood Education ◽  
Sociocultural Environment ◽  
Sociocultural Approach ◽  
Teaching Learning

This systematic review article focuses on Vygotsky’s Sociocultural approach in the context of early childhood education which focuses on the teaching of learning and development that can be achieved through the sociocultural environment of students. This article is built by conducting previous studies or literature highlights to obtain information related to Vygotsky's sociocultural approach which refers to aspects of teaching-learning and student development. Meanwhile, this article reporting method uses optional reporting items for systematic study and Meta-Analysis (PRISMA) or Systematic Literature Review (SLR) article adapted for current research review while using two main databases namely Scopus and Web of Science. Thus, this search effort has resulted in a total of 26 articles that have been systematically censored and analyzed and then the survey successfully formulated the six main themes contained in Vygotsky's sociocultural approach namely, Social theme, Language theme, Process theme, Meaningful learning theme, Constructor theme- knowledge, and Artifacts. In total, further analysis of the six themes has resulted in five sub-themes. The findings of this study have delved deeper into sociocultural from Vygotsky’s perspective as a basis for child development.

scholarly journals Internalizing Nationalism Awareness in Early Childhood Islamic Education Institution with The Spirit of Aswaja an-Nahdliyah

2020 ◽  
Vol 5 (02) ◽  
pp. 251-266
Author(s):  
Dwi Istiyani ◽  
A.M. Wibowo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Qualitative Method ◽  
Education Institution ◽  
Educational Institutions ◽  
Early Age ◽  
Childhood Education ◽  
Nahdlatul Ulama ◽  
Research Questions ◽  
Early Childhood Institutions

This study aims at describing and analyzing the internalization of national awareness through raudlotul athfal (RA; an Islamic early childhood education institution) with the spirit of Aswaja an-Nahdliyah. Aswaja an-Nahdliyah is an ideology adopted by Nahdlatul Ulama, a major Islamic religious organization in Indonesia. This study argues that the internalization of the national awareness needs to be instilled from early age to anticipate the influence of globalization which is feared to erode the original character of a nation. Within the study, the qualitative method was adopted in order to answer two research questions: (1) how Islamic early childhood educational institutions develop nationalism awareness through the teachings of Ahlusunnah wal Jamaah; and (2) how the institutions construct the awareness of nationalism through the teachings of Ahlusunnah wal Jamaah. The results of the study show that the internalization of nationalism awareness through Islamic early childhood education institutions with the Aswaja an-Nahdliyah’s spirit has been carried out through curriculum content which has been systematically arranged in each research subject with the principle of considering early childhood characteristics. At the same time, the results of the study also show that the construction of nationalism awareness in the Islamic early childhood education institutions can be seen in Islamic holidays and national activities which were held on the Islamic early childhood institutions. 

scholarly journals Distance Teaching-Learning Experience in Early Childhood Education Teachers During the Coronavirus Pandemic

2020 ◽  
Vol 6 (1) ◽  
pp. 269-274
Author(s):  
Wilfredo Carcausto ◽  
Juan Morales ◽  
María Patricia Cucho-Leyva ◽  
Noel Alcas-Zapata ◽  
Mirella Patricia Villena-Guerrero
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Experience ◽  
Distance Teaching ◽  
Childhood Education ◽  
Teaching Learning

scholarly journals IMPLEMENTASI MODEL TEMATIK DALAM PEMBELAJARAN AGAMA ISLAM PADA PENDIDIKAN ANAK USIA DINI DI RAUDHATUL ATHFAL AL-JIHAD

2017 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Masdalipah Masdalipah ◽  
Endin Mujahidin ◽  
Ending Bahruddin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Model ◽  
Islamic Education ◽  
Educational Institutions ◽  
Childhood Education ◽  
Thematic Learning ◽  
Early Childhood Institutions ◽  
Experimental Group

<p>Implementation of early childhood education (ECD) in Indonesia, especially under the auspices of Islamic educational institutions are still very limited and have not been able to cater to the educational needs of early children across Indonesia. In addition, an increase in the quantity of early childhood institutions, has not been accompanied by an increase in quality. For that, we need innovative learning model in early childhood institutions. This research focuses on the implementation of thematic learning model on Islamic Education in Raudhatulathfal Al-Jihad, which covers all aspects of planning (program), execution (process), evaluation of thematic learning, and its impact on the quality of Islamic education. The research method used was eksperimental research. In addition to testing, the researcher also collected qualitative data through observation and interviews. The study is located in the Kelurahan Kalibaru RT.02 RW.02 Kecamatan Cilodong, Depok, West Java. Formally, the tryout of study was conducted from January to July 2012. Based on the research conducted, through validation readability level, student responses and learning outcomes, the thematic learning model on Islamic education deserves to be applied to early childhood education in Raudhatulathfal Al-Jihad and also applied to other institutions those are similar. In the pre-test results, two different groups obtained about average 7.737 for the experimental group; and 7.789 for the controlled group. Once the thematic learning model on Islamic education applied, then the group of students performed post-test, the result is 8.578 for the experimental group; and 7.947 for the controlled group. The impact of the implementation of the model thematic learning on Islamic education in early childhood toward the quality of Islamic education is very significant. This is obvious from the responses of students very well, that is 96.51%, and the learning outcomes achieved 100% completion. Through a thematic learning model on Islamic education in early childhood, the average increase in the quality of education obtained in the experimental group were higher (0.841) than the controlled one (0.158). Therefore, it is highly recommended that thematic model of learning to be applied in Islamic educational institutions which organizing early childhood education with specific instructional objectives for learning Islamic Education, which covers three areas; cognitive, affective and psychomotor, so that every student in early childhood education can develop basic competencies, such as morals behavioral/social emotional, Islamic competence and other basic competences as the provision they entered to the next educational level.</p><p class="Affiliation"><strong><em><br /></em></strong></p>

scholarly journals Prática leitora-formativa com crianças e poesia na educação infantil

2021 ◽  
Vol 7 (3) ◽  
pp. 233-239
Author(s):  
Angela Gonzales Marinho ◽  
Gilmar De Azevedo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Theoretical Framework ◽  
Linguistic Knowledge ◽  
Human Beings ◽  
Complex Spaces ◽  
Childhood Education ◽  
Education School ◽  
Oral Development ◽  
Teaching Learning

Resumo Este artigo reflete sobre a prática leitora-formativa com crianças e poesia na Educação Infantil no desenvolvimento de possibilidades desafiadoras na escola em praticar na infância o vínculo da leitura de poemas com sua potência enquanto possível realização da experiência poética. Objetiva refletir sobre práticas leitoras-formativas com poesias com as crianças em momentos lúdicos de interação, de desenvolvimento da oralidade, de amplificação de seu vocabulário, com os quais podem expressar seus desejos, sentimentos em consonância com o brincar com as palavras. Justifica-se a reflexão destas práticas no processo de ensino para aprendizagem com a poesia para as crianças no desenvolvimento da imaginação, expressão e sensibilidade, que suscitam nelas novas percepções cognitivas. Como metodologia, a prática foi de abordagem qualitativa na interpretação dos dados e bibliográfica na construção do Referencial Teórico foi realizada com crianças de 5 e 6 anos em Escola de Educação Infantil, com uma turma do jardim B, com os quais foram trabalhados poemas infantis de Caio Ritter. Como Referencial Teórico foram parceiros Abramovich (1989), Bachelard (1990), Georges Jean (1989), Lajolo (2006), Reyes (2010). Estas reflexões colaboram com os/as educadores/as para que desenvolvam, através da poesia na Literatura Infantil, o prazer nas leituras e audições de poemas e contação de histórias para que, no exercício da docência, se apropriem do conhecimento tanto literário quanto linguístico, a fim de fazer uso da palavra poética em espaços complexos de linguagem e de questionamentos acerca de suas próprias constituições como seres humanos. Palavras-chave: Prática-leitora-formativa; poesia; criança. Abstract This paper reflects on the reading-formative practice with children and poetry in Early Childhood Education in the development of challenging possibilities at school to practice in childhood the link of reading poems with its power as a possible realization of poetic experience. It aims to reflect on reading-formative practices with poetry with children in playful moments of interaction, oral development, expansion of their vocabulary, with which they can express their wishes, feelings in line with playing with words. It is justified to reflect on these practices in the teaching-learning process with poetry for children to develop their imagination, expression, and sensitivity, which raise new cognitive perceptions in them. As a methodology, the practice was of qualitative approach in the interpretation of data and bibliographic in the construction of the theoretical framework. The search was carried out with children of 5 and 6 years old in an Early Childhood Education School, with a group of Garden B, where children’s poems by Caio Ritter were studied. Abramovich (1989), Bachelard (1990), Georges Jean (1989), Lajolo (2006), Reyes (2010) were partners as theoretical framework. These reflections collaborate with educators to develop, through poetry in Children's Literature, the pleasure of reading and listening to poems and storytelling so that, in the exercise of teaching, they appropriate both literary and linguistic knowledge. In order to make use of the poetic word in complex spaces of language and questions about their own constitutions as human beings. Keywords: Reading-formative practice; poetry; kids. Resumen Este articulo reflexiona sobre la práctica lectora-formativa con niños/as y poesía en la Educación Infantil en el desarrollo de las posibilidades desafiadoras en la escuela para practicar en la niñez el vínculo con la lectura de poemas y con la experiencia poética. Objetiva reflexionar sobre las prácticas lectoras-formativas con poesías con niños y niñas en momentos lúdicos de integración, para el desarrollo de la oralidad, de la ampliación de su vocabulario, con los cuales pueden expresar sus deseos, sentimientos en consonancia con el juego con las palabras. Se justifica reflexionar sobre estas prácticas en el proceso de la enseñanza para el aprendizaje con la poesía para los niños y niñas en el desarrollo de la imaginación, expresión y sensibilidad, que dan lugar a nuevas percepciones cognitivas. La metodología fue el abordaje cualitativo en la interpretación de los datos y la revisión bibliográfica en la construcción del referencial teórico. La actividad se realizó con niños y niñas de 5 y 6 años de una escuela de Educación Infantil, con un grupo del jardín B, con los cuales fueron trabajados poemas infantiles de Caio Ritter. Con el referencial teórico colaboraron Abramovich (1989), Bachelard (1990), Georges Jean (1989), Lajolo (2006) y Reyes (2010). Estas reflexiones colaboraron con los/las profesores/as para que desarrollen, a través de la poesía en la literatura infantil, el placer en las lecturas, audiciones de poemas y “contar cuentos” de historias para que, en el ejercicio de la docencia, se apropien del conocimiento tanto literario como lingüístico, a fin de hacer uso de la palabra poética en espacios complejos de lenguaje y de cuestionamientos sobre sus propias constituciones como seres humanos. Palabras-claves: Práctica-habilidad lectora; niños/niñas; poesía.

Gamification as a Didactic Strategy for the Physical Education of Pre-School Students

2021 ◽  
pp. 142-166
Author(s):  
Asunción Lledó Carreres ◽  
Elena Pérez-Vázquez ◽  
Alejandro Lorenzo-Lledó ◽  
Gonzalo Lorenzo Lledó
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Learning Strategies ◽  
School Students ◽  
Childhood Education ◽  
The World ◽  
Curricular Elements ◽  
Teaching Learning ◽  
Interest And Motivation

In the last decade, gamification has become one of the teaching-learning strategies that has received the most attention in the world of education. This new tool uses the elements of the games to design experiences that attract the attention of students, increase their interest and motivation, and improve their learning results. Nevertheless, despite the potential of gamification, teachers are faced with the difficulty of fusing curricular elements with gamable elements to achieve an effective educational experience adapted to the curricular level of students. For this reason, the present chapter aims to design a didactic proposal of gamification destined to work with contents of physical education in the pre-school stage. This chapter shows that gamification can be used in the field of early childhood education without the need to use a large amount of educational resources, if teachers have knowledge about the process to be followed to adapt the curriculum.

scholarly journals Guidance of Teaching English to Young Learners (TEYL) for Early Childhood Education Teachers at Ad Dhuha Kindergarten of Jember

2018 ◽  
Vol 1 (2) ◽  
pp. 168-179
Author(s):  
Ahmad Jazuly ◽  
Ninuk Indrayani
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Service ◽  
Teaching Methods ◽  
National Park ◽  
Teaching English ◽  
National Education ◽  
Childhood Education ◽  
Young Students ◽  
Teaching Learning

This study aims to find out how the application of English teaching guidance to young students (TEYL) for early childhood education (PAUD). This study on community service has been implemented in TK Ad Dhuha Kabupaten Jember, East Java. Community service is done because of the unity of National Park commemorate National Education Day (NED).The method used in this research is observation, interview, and presentation between writer and audience about the technique of guidance on the implementation of teaching English to young students (TEYL) for teachers of Early Childhood Education in Ad Dhuha Jember Kindergarten. There are 24 teachers collected from 4 kindergarten schools consisting of 1 male and 23 female. The results of this study are: (1) the writer knows the teacher's ability to teach English in Ad Dhuha kindergarten, (2) The writer knows the teaching-learning method used by teachers for their children, (3) The teachers can develop teaching methods that have been learned during the training in community service at Ad Dhuha kindergarten.   Keywords: Early Childhood Education Teachers, Kinds of Teaching EYL, Ad Dhuha Kindergarten.

scholarly journals Sustentabilidade e Reciclagem na Educação Infantil / Sustainability and Recycling in Early Childhood Education

2021 ◽  
Vol 15 (58) ◽  
pp. 33-48
Author(s):  
Anna Laryssa Do Nascimento Costa ◽  
Francisca Ivoneide Benicio Malaquias Alves
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Environment ◽  
Research Problem ◽  
School Life ◽  
Childhood Education ◽  
De Se ◽  
History Of ◽  
Teaching Learning ◽  
Everyday Reality

Resumo: É um estudo que se justifica pela premente necessidade de abordar o tema sustentabilidade e reciclagem cada vez mais cedo no âmbito escolar, aproximando os pequenos estudantes de sua responsabilidade para com a Natureza e o Planeta Terra. O objetivo geral deste estudo é discutir o tema em pauta para aproximá-lo da realidade cotidiana da sala de aula, não só na Educação Infantil, como é a proposta, mas de todos os níveis educacionais. Quanto aos objetivos específicos lista-se: conceituar sustentabilidade e reciclagem, estudar a história da educação ambiental e analisar as forma lúdicas de ensino-aprendizagem. Traz como problema da pesquisa: De que forma aproximar as crianças da Educação Infantil da questão da sustentabilidade e da reciclagem. Sendo uma das hipóteses, despertá-las por meio de uma educação lúdica e atrativa. Em termos metodológicos trata-se de uma pesquisa bibliográfica, qualitativa, elaborada a partir de livros, artigos, periódicos e demais materiais em meio físico e eletrônico. Considera-se ao concluir o estudo que não há dúvida quanto a importância de se abordar o tema em pauta já no início da vida escolar das crianças, pois desta forma se formará cidadãos e cidadãs cônscios de suas responsabilidades e deveres para com o meio ambiente. Palavras-Chave: Sustentabilidade. Reciclagem. Meio Ambiente. Educação Infantil.  Abstract: It is a study that is justified by the pressing need to address the issue of sustainability and recycling at an earlier age in the school environment, bringing young students closer to their responsibility towards Nature and Planet Earth. The general objective of this study is to discuss the topic at hand to bring it closer to the everyday reality of the classroom, not only in Early Childhood Education,  as  proposed,  but  at    all   educational  levels.   As   for   the   specific   objectives   listed conceptualize sustainability and recycling, study the history of environmental education and analyze the playful forms of teaching-learning. It brings as a research problem: How to bring children in Early Childhood Education closer to the issue of sustainability and recycling. One of the hypotheses is to awaken them through a playful and attractive education. In methodological terms, it is a bibliographical, qualitative research, elaborated from books, articles, periodicals and other materials in physical and electronic media. When concluding the study, it is considered that there is no doubt about the importance of addressing the topic in question at the beginning of the children's school life, as this will form citizens aware of their responsibilities and duties towards the environment. Keywords: Sustainability. Recycling. Environment. Child education.

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