scholarly journals Experiences of candidate preschool teachers on art education and implementations

2015 ◽  
Vol 3 (1) ◽  
pp. 42 ◽  
Author(s):  
Mübeccel Gönen ◽  
Emine Hande Aydos ◽  
Ayça Ülker Erdem
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Readiness ◽  
Art Education ◽  
Teacher Candidates ◽  
Implementation Process ◽  
Aesthetic Perception ◽  
Education Teacher ◽  
Childhood Education ◽  
Art Activities

In early childhood period, art education has a crucial effect for children’s gaining aesthetic perception, attitude and skills. Early childhood educators and teacher candidates need to have enough knowledge and skills while planning and implementing art activities and they should make this process enjoyable and effective for the children. Within this context, the aim of the study is to examine the explanation of art education, ideas about the importance of art education of early childhood education teacher candidates, methods and techniques used by them in implementation process and what they do to develop themselves. In the light of findings, early childhood education teacher candidates think art education is important. There are explanations about the importance of art education as creativity, motor and social development and school readiness. During the implementation process of art activity, teacher candidates use mostly coloring, cutting-gluing, waste material and kneading materials. Also, in order to develop themselves, teacher candidates have stated that they make literature review, follow the social media and blogs, participate in seminars and educations and ask to field expert. Keywords: early childhood, art education, teacher candidate.

Providing Early Childhood Education Teacher Candidates Diverse Clinical Understandings through Professional Development School Experiences

2016 ◽  
pp. 143-164 ◽  
Author(s):  
Lea Ann Christenson ◽  
Janese Daniels ◽  
Judith Cruzado-Guerrero ◽  
Stephen T. Schroth ◽  
Marisa Dudiak ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Developmentally Appropriate ◽  
Early Childhood Teacher ◽  
Teacher Education Programs ◽  
Education Teacher ◽  
Childhood Education

Teacher education programs serving early childhood education teacher candidates have unique challenges and need to work to ensure that each future educator be exposed to a variety of settings and practices throughout their preparation in order to best prepare them to serve the needs of their future young students. A solid background in human development, a well-rounded complement of methods courses grounded in developmentally appropriate practice and experience in a diverse variety of Professional Development Schools (PDS) will go far in meeting this goal. In Pre-K through 3rd grade classrooms early childhood teacher educators can significantly shape these competencies through their choice of, support for, and use of PDSs.

Providing Early Childhood Education Teacher Candidates Diverse Clinical Understandings Through Professional Development School Experiences

2019 ◽  
pp. 1083-1104
Author(s):  
Lea Ann Christenson ◽  
Janese Daniels ◽  
Judith Cruzado-Guerrero ◽  
Stephen T. Schroth ◽  
Marisa Dudiak ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Developmentally Appropriate ◽  
Early Childhood Teacher ◽  
Teacher Education Programs ◽  
Education Teacher ◽  
Childhood Education

Teacher education programs serving early childhood education teacher candidates have unique challenges and need to work to ensure that each future educator be exposed to a variety of settings and practices throughout their preparation in order to best prepare them to serve the needs of their future young students. A solid background in human development, a well-rounded complement of methods courses grounded in developmentally appropriate practice and experience in a diverse variety of Professional Development Schools (PDS) will go far in meeting this goal. In Pre-K through 3rd grade classrooms early childhood teacher educators can significantly shape these competencies through their choice of, support for, and use of PDSs.

scholarly journals Implementasi Kurikulum dan Strategi Pembelajaran Pendidikan Agama Islam pada PAUD

2015 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Zul Fa
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Religious Education ◽  
Curriculum Implementation ◽  
Implementation Process ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Religious Values ◽  
Education Curriculum ◽  
Childhood Education

Kurikulum merupakan bagian integral dari pendidikan. Kurikulum juga merupakan media untuk menumbuhkan nilai-nilai agama pada anak-anak, terutama di bidang pendidikan anak usia dini (usia 0-6 tahun). Fokus utama dari penelitian ini adalah beberapa Pendidikan Anak Usia Dini (PAUD) di Kota Salatiga dan Kabupaten Semarang. Penelitian ini bertujuan untuk memperoleh suatu tujuan, faktual, akurat dan sistematis proses pelaksanaan kurikulum pendidikan Islam dan strategi yang diterapkan pada objek penelitian. Data dikumpulkan dengan beberapa metode yaitu observasi, dokumentasi dan wawancara. Kemudian data yang dikumpulkan dianalisis dengan menggunakan pendekatan deskriptif kualitatif. Hasil penelitian menunjukkan pelaksanaan kurikulum pendidikan agama Islam di PAUD di Salatiga dan kabupaten Semarang sudah mengacu pada standar di Permendiknas Nomor 58 tahun 2009. Beberapa dari mereka belum mengacu patokan dasar pemerintah. Mereka juga melakukan pengembangan yang sesuai dengan karakteristik masing-masing lembaga. Bahan pendidikan agama Islam yang diberikan cocok dengan tahap perkembangan peserta didik. Materi tersebut disampaikan melalui bercerita, bercakap-cakap, tugas, Iqro ', simulasi dan praktek. Curriculum is an integral part of education. The curriculum is also a medium to cultivate of religious values in children,especially in early childhood education (ages 0-6 years). The main focus of this study is some early childhood education in Salatiga and Semarang district. This study is aimed to gain an objective, factual, accurate and systematic of curriculum implementation process of Islamic education and its strategies that applied in the research object. The data is collected by several methods namely, observation, documentation and interviews. Then the gathered data were analyzed using descriptive qualitative approach. The results indicate the implementation of Islamic religious education curriculum in early childhood education in Salatiga and Semarang districts already refers to the standards in Permendiknas No. 58 of 2009. Some of them have not referring to the government's basic benchmark. They also undertake the development which is appropriate with the characteristics of each institution. The materials of Islamic religious education is given suited with stage of learners’ development. It is delivered by storytelling, chatting, assignments, Iqro ', simulation and practice. Kata kunci: implementasi, kurikulum pendidikan Islam, strategi

Book review: Venita Kaul and Suman Bhattacharjea (Eds.), Early Childhood Education and School Readiness in India: Quality and Diversity

Social Change ◽  
2020 ◽  
Vol 50 (4) ◽  
pp. 624-626
Author(s):  
Kiran Bhatty
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Readiness ◽  
Childhood Education

Venita Kaul and Suman Bhattacharjea (Eds.), Early Childhood Education and School Readiness in India: Quality and Diversity. Singapore: Springer Nature, 2019, 262 pp., EUR 93.08, ISBN: 9789811370069 (E-Book).

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