scholarly journals Metakomunikasi Anak Usia Dini: Analisis Dari Permainan Sosial Berpura-Pura

2017 ◽  
Vol 14 (1) ◽  
pp. 43
Author(s):  
Akhmad Mukhlis
Keyword(s):  
Early Childhood ◽  
Early Development ◽  
Pretend Play ◽  
Self Regulation ◽  
Pedagogical Issues ◽  
Journal Articles ◽  
Functional Aspects ◽  
Early Chilhood

This article is an overview of research on early childhood metacommunication. The analysis conducted on several journal articles and books to find identification and explain the inconsistencies in the results of research. First, the overview of the conceptual, developmental and functional aspects of metacommunication in early chilhood social pretend play. This section describes the definition, theory and the development of metacommunication during social pretend play may make an important contribution to the early development of metacognition and self-regulation. Second, reviews about the importance of the involvement of adults in social pretend play While this review highlights some important conceptual, developmental and pedagogical issues in relation to metacommunicaton in social pretend play, these aspects clearly require elaboration. Suggestions are made for further research on metacommunciation development, and the conditions which support its emergence and development.

The Structure of Self-Regulation in Early Childhood

2013 ◽  
Author(s):  
Jaime L. Dice ◽  
Bethany Hamilton-Jones ◽  
Minsuk Shim ◽  
Sandy J. Hicks
Keyword(s):  
Early Childhood ◽  
Self Regulation

Etiological Processes for Substance Use Disorders Beginning in Infancy

2018 ◽  
Author(s):  
Rina D. Eiden
Keyword(s):  
Substance Use ◽  
Early Childhood ◽  
Substance Use Disorders ◽  
Self Regulation ◽  
Cascade Model ◽  
Alcohol Problems ◽  
Preschool Age ◽  
Parent Child Relationship ◽  
Developmental Issues ◽  
Parent Child

The chapter highlights results from the Buffalo Longitudinal Study, which began in infancy and was guided by a developmental cascade model. The chapter discusses the importance of the co-occurrence of parent alcohol problems with depression and antisocial behavior beginning in early childhood, and how these parental risks in infancy may predict the quality of parent–child interactions and infant–parent attachment. These processes in early childhood may set the stage for one of the most salient developmental issues at preschool age—the development of self-regulation. Together, the parent–child relationship and child self-regulation may predict one of the most clearly established pathways to adolescence substance use disorders—continuity of externalizing problems from childhood to adolescence. Finally, this chapter presents results from a developmental cascade model from infancy to adolescence, with implications for development of preventive interventions for adolescent substance use disorders.

scholarly journals Analyzing input quality along three dimensions: interactive, linguistic, and conceptual

2019 ◽  
Vol 47 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Meredith L. ROWE ◽  
Catherine E. SNOW
Keyword(s):  
Socioeconomic Status ◽  
Early Childhood ◽  
Language Learning ◽  
Pretend Play ◽  
Three Dimensions ◽  
Book Reading ◽  
Future Research ◽  
Input Quality ◽  
Children's Development

AbstractThis paper provides an overview of the features of caregiver input that facilitate language learning across early childhood. We discuss three dimensions of input quality: interactive, linguistic, and conceptual. All three types of input features have been shown to predict children's language learning, though perhaps through somewhat different mechanisms. We argue that input best designed to promote language learning is interactionally supportive, linguistically adapted, and conceptually challenging for the child's age/level. Furthermore, input features interact across dimensions to promote learning. Some but not all qualities of input vary based on parent socioeconomic status, language, or culture, and contexts such as book-reading or pretend play generate uniquely facilitative input features. The review confirms that we know a great deal about the role of input quality in promoting children's development, but that there is much more to learn. Future research should examine input features across the boundaries of the dimensions distinguished here.

Self-regulation moderates the relationship between fine motor skills and writing in early childhood

2021 ◽  
Vol 57 ◽  
pp. 239-250
Author(s):  
Madison C. Chandler ◽  
Hope K. Gerde ◽  
Ryan P. Bowles ◽  
Kyla Z. McRoy ◽  
Matthew B. Pontifex ◽  
...  
Keyword(s):  
Early Childhood ◽  
Motor Skills ◽  
Self Regulation ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
The Relationship

scholarly journals Mindful awareness in early childhood education

2016 ◽  
Vol 6 (1) ◽  
pp. 9
Author(s):  
Suvi H. Nieminen ◽  
Nina Sajaniemi
Keyword(s):  
Early Childhood ◽  
Peer Relationships ◽  
Self Regulation ◽  
Evidence Base ◽  
Stress Regulation ◽  
Mindful Awareness ◽  
Childhood Education ◽  
The Third ◽  
Everyday Activities ◽  
Excessive Stress

<p>This study is a literature review, drawing mainly on the nine significant and good quality studies (i.e. published in peer-reviewed journals) that make up the evidence base for mindful awareness practices in early childhood. Mindful awareness practices in this context means an individual’s awareness of her own body and her inner emotions or tensions. Increased awareness can decrease if individuals tend to impulsiveness or excessive stress. Self-regulation and mindful awareness skills are associated not only with stress regulation but also peer relationships and social skills. This systematic review attempts to look at the research of mindful awareness activities, programmes or interventions used as routine everyday activities. The second aim of this review is to examine the research design that has been used. The third aim of this study is to analyse the main themes and methods of these pieces of research.</p>

Becoming “babies” in real time: Temporal emergence in the classroom mangle

2016 ◽  
Vol 17 (4) ◽  
pp. 421-430 ◽  
Author(s):  
Casey Y Myers
Keyword(s):  
Early Childhood ◽  
Real Time ◽  
Pretend Play ◽  
Childhood Studies

Through multimodal retellings of kindergarten children’s performances of “baby,” this article aims to contribute to the emerging “posthuman conversation” within early childhood studies. Specifically, this work makes moves toward reconceptualizing children’s becomings within educational contexts by, first, interrogating the ways in which adult notions of “time” came to bear upon children’s enactments of “babies” within classroom pretend play performances and, second, exploring how posthuman conceptions of temporality—specifically Pickering’s “mangle”—can disrupt developmental analyses of children’s (un)timely performances and accommodate a more nuanced version of childhood becoming(s).

Friendships in Early Childhood, and Social Understanding

1997 ◽  
Vol 21 (4) ◽  
pp. 669-686 ◽  
Author(s):  
Mary C. Maguire ◽  
Judy Dunn
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Individual Differences ◽  
Pretend Play ◽  
Mental States ◽  
Individual Development ◽  
Social Understanding ◽  
Descriptive Data ◽  
Mixed Emotions ◽  
Close Friendships

This study had two goals. The first was to provide descriptive data on the nature of individual differences in young children’s close friendships, and the second, to examine the relations between these individual differences and children’s earlier understanding of others’ emotions and mental states, and their later appreciation of ambivalent or mixed emotions. A total of 41 children participating in a longitudinal study from 33 months to 6-7 years were studied with their close friends as 6-year-olds, with a combination of observations and standard sociocognitive assessments. The results showed that different aspects of friendship interactions, such as co-ordination of play and amity, were neither closely related nor linked to power assertion. Early differences in the assessment of social understanding were associated with later differences in pretend play with the friend, and friendship interactions at 6 years were linked to later appreciation of mixed emotions. The two-way process of influence linking individual development and friendship quality is discussed.

scholarly journals Growing-and-Giving Mindset Intervention in Early Childhood Education: A Collaborative Action Research

2021 ◽  
Author(s):  
Fumiko Masaki
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Early Childhood Education ◽  
Self Regulation ◽  
Collaborative Action Research ◽  
Constructivist Approach ◽  
Childhood Education ◽  
Target Behaviors ◽  
Collaborative Action ◽  
Mindset Intervention

In childhood education, a behaviorist approach (a mixture of praise and punishment) has been used for student target behaviors; however, the results have not been consistent. This study investigated how a constructivist approach would work in the same setting. The participant was a four-year-old student who showed target behaviors with negative attention-seeking and avoidance of self-regulation; three teachers and the author worked with him on collaborative action research. We treated him using the behaviorist approach in the first cycle of intervention. It seemed to work on the surface but was not helping him become autonomously self-regulated; his surroundings learned to remove the antecedents. We took the constructivist approach for the second cycle of intervention, wherein the student was provided opportunities to build puzzle pictures and give them to his teachers or friends. The teacher’s scaffolding helped him complete the task, perceive his competence, and aim for even bigger challenges. Through his efforts, he experienced making others happy, and as the growing-giving mindset was fostered, the target behaviors were decreased.

scholarly journals Smart Device Usage-Related Factors are Correlated with Self-Regulation Ability in Early Childhood

2018 ◽  
Vol 26 (3) ◽  
pp. 135-145
Author(s):  
조상연 ◽  
문진화 ◽  
고민숙 ◽  
송길연 ◽  
소혜진 ◽  
...  
Keyword(s):  
Early Childhood ◽  
Self Regulation ◽  
Smart Device ◽  
Related Factors
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