scholarly journals THE DEVELOPMENT OF FUNDAMENTAL MOVEMENT-BASED LEARNING USING WATER GAMES FOR CHILDREN 5 – 6 YEARS

2017 ◽  
Vol 3 (1) ◽  
pp. 77
Author(s):  
Rizki Kurniati
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Motor Learning ◽  
Research And Development ◽  
Empirical Data ◽  
Model Development ◽  
Childhood Education ◽  
The City

The purpose of this research are; (1) develop fundamental movement based learning using water games for children 5-6 years and (2) obtain empirical data on the effectiveness of the results of model development fundamental movement based learning using water games for children aged 5-6 years. Subjects in this study were children aged 5-6 years in kindergarten. Place of research conducted in the city of Palembang. This study is the development of the Research and Development of Borg and Gall. Product results of the research is a fundamental movement guidebook using water games. Research shows that: (1) the development of fundamental movement based learning using water games for children aged 5-6 years have been declared invalid by a motor learning, physical activity experts and practitioners of early childhood education, (2) fundamental movement based learning using water games proved 85% can improve fundamental skills and helps to build a sense of confidence and courage.Keywords: fundamental movement, water games, children aged 5-6 years.

scholarly journals MODEL PEMBELAJARAN BERORIENTASI FUNDAMENTAL DENGANPERMAINAN AIR UNTUK ANAK 5 - 6 TAHUN

2017 ◽  
Vol 11 (2) ◽  
pp. 333-341
Author(s):  
WAHYUNINGTIAS PUSPITORINI ◽  
RIZKI KURNIATI ◽  
JAMES TANGKUDUNG
Keyword(s):  
Physical Activity ◽  
Motor Learning ◽  
Empirical Data ◽  
Model Development ◽  
The City

Abstract: The purpose of this research are; (1) develop fundamental movement based learningusing water games for children 5-6 years and (2) obtain empirical data on the effectiveness of theresults of model development fundamental movement based learning using water games forchildren aged 5-6 years. Subjects in this study were children aged 5-6 years in kindergarten. Placeof research conducted in the city of Palembang. This study is the development of the Research andDevelopment of Borg and Gall. Product results of the research is a fundamental movementguidebook using water games. Research shows that: (1) the development of fundamentalmovement based learning using water games for children aged 5-6 years have been declaredinvalid by a motor learning, physical activity experts and practitioners of early childhoodeducation, (2) fundamental movement based learning using water games proved 85% can improvefundamental skills and helps to build a sense of confidence and courage. Keywords: fundamental movement, water games, children aged 5-6 years. Abstrak: Tujuan dari penelitian ini adalah; (1) mengembangkan pembelajaran berbasis gerakanfundamental dengan menggunakan permainan air untuk anak-anak 5-6 tahun dan (2) memperolehdata empiris tentang keefektifan hasil pengembangan model pembelajaran berbasis gerakan dasardengan menggunakan permainan air untuk anak usia 5-6 tahun. Subjek dalam penelitian ini adalahanak usia 5-6 tahun di taman kanak-kanak. Tempat penelitian dilakukan di Kota Palembang.Penelitian ini merupakan pengembangan dari Penelitian dan Pengembangan menggunakanrancangan Borg dan Gall. Hasil produk penelitian ini adalah buku panduan pergerakanfundamental dengan menggunakan game air. Penelitian menunjukkan bahwa: (1) pengembangan pembelajaran berbasis gerakan fundamental dengan permainan air untuk anak usia 5-6 tahun telahdinyatakan tidak berlaku oleh pembelajaran motorik, ahli aktivitas fisik dan praktisi pendidikananak usia dini, (2) pembelajaran berbasis gerakan dasar Menggunakan permainan air terbukti 85%dapat meningkatkan keterampilan dasar dan membantu membangun rasa percaya diri dan keberanian. Kata Kunci: gerakan Fundamental, Permainan air, Anak usia 5-6 Tahun

scholarly journals The Impact of a Workplace Wellness Program on Provider Health in Early Childhood Education Settings

2019 ◽  
Vol 68 (2) ◽  
pp. 65-72 ◽  
Author(s):  
Jamie N. Powers ◽  
Charlotte V. Farewell ◽  
Emily Maiurro ◽  
Jini Puma
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Logistic Regression ◽  
Early Childhood Education ◽  
Health Behaviors ◽  
Healthy Eating ◽  
Fruits And Vegetables ◽  
Workplace Wellness ◽  
Physically Active ◽  
Childhood Education

Background: Early childhood education (ECE) working environments often contribute to poor health outcomes. The purpose of this study was to describe healthy eating–related and physical activity–related awareness and adoption of behavior change of ECE providers after participating in a workplace wellness (WW) program and to explore facilitators and barriers to ECE provider participation in WW program. Methods: The WW program offered healthy eating and physical activity challenges to promote ECE provider health and well-being. Approximately 1,000 ECE providers in Colorado from 35 ECE settings were invited to participate. After the intervention, ECE providers completed two surveys: (a) a provider postsurvey and (b) a WW challenge survey. Multivariable logistic regression modeling was used to examine factors associated with percent agreement that participation in the WW program increased awareness and adoption of health behaviors. Findings: A total of 250 (25%) ECE providers participated in WW program from 2015 to 2017. After participation, approximately 84% of respondents agreed they were more aware of the importance of eating fruits and vegetables and of being physically active, while 81% reported eating more fruits and vegetables, and 80% reported being more physically active in the workplace. Logistic regression models found that the length of time teaching in ECE settings was positively and significantly associated (odds ratio [OR] = 1.10, 95% confidence interval [CI] = [1.00, 1.21]) with the odds of providers agreeing that participation in the WW program increased their awareness of health behaviors. Conclusion/Application to Practice: The design and implementation of WW programs that emphasize facilitators, such as intrinsic and extrinsic motivation, as well as reduce barriers, such as time constraints and unachievable goal setting, may increase the awareness and adoptions of healthy eating–related and physical activity–related behaviors among ECE work settings.

scholarly journals PEMBELAJARAN GERAK SENAM BER-IRAMA DAPAT MENINGKATKAN KECERDASAN KINESTETIK TK ABA 3 SUMBERSARI

PAMBUDI ◽  
2020 ◽  
Vol 4 (01) ◽  
pp. 57-61
Author(s):  
Bahtiar Hari Hardovi ◽  
Misyana Misyana ◽  
Ahmad Bahriyanto ◽  
Dinda Putri Toyibah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Model Development ◽  
Arm Swing ◽  
Childhood Education ◽  
Rhythmic Gymnastics ◽  
Foot Motion ◽  
Education Personnel ◽  
The Village

Early childhood Education (Paud) is one of the satu efforts to improve its physical, cognitive, social, spiritual and emotionalchanges. TK ABA III located in the village of kelurahan sumbersari, jember District is the educational place for children . Every Schooling definitely There are no a prob growingissues. The problems of the school ABA 3 Sumbersari Kindergarten school through interviews with the headmaster , Mrs . Erna Sri Rahayu., S. Pd menutit: First, the manpower of lack of rhythmic gymnastics knowledge . Second Lack of knowledgeable bahwasanya The watering gymnastics can improve kinesthetic. With a thus Required implementation of Empowerment pelatihan RHYTHM training in Kindergarten School ABA 3 Sumbersari. Then need to be adanya of pelatihan Gymnastics training is rhythmic to the ada education Personnel in lingkungan TheSchool environment. In the Skeletal pengembangan Model development and teknologi Learningtechnology. Then Teams Devotion Deliver Training rhythmic motion of Gymnastics . Includes a step foot motion technique that needs to be noticed by the participants, then participants follow and memorize and perform the movement repeatedly. Then the sculpte gives the technique of arm swing and the Pesesrta to perform repeatedly. And the last participant performs the movement in a rhythm. With a rhythmic gymnastics training the teachers become aware of the rhythmic gymnastics that is bungan by increasing the Kinestetian intelligence of early childhood.

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 The Impact of COVID-19 on Eating Environments and Activity in Early Childhood Education and Care in Alberta, Canada: A Cross-Sectional Study

Nutrients ◽  
2021 ◽  
Vol 13 (12) ◽  
pp. 4247
Author(s):  
Lynne M. Z. Lafave ◽  
Alexis D. Webster ◽  
Ceilidh McConnell ◽  
Nadine Van Wyk ◽  
Mark R. Lafave
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Healthy Eating ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Childhood Education ◽  
Education And Care ◽  
The Impact

Early childhood education and care (ECEC) environments influence children’s early development and habits that track across a lifespan. The purpose of this study was to explore the impact of COVID-19 government-mandated guidelines on physical activity (PA) and eating environments in ECEC settings. This cross-sectional study involved the recruitment of 19 ECEC centers pre-COVID (2019) and 15 ECEC centers during COVID (2020) in Alberta, Canada (n = 34 ECEC centers; n = 83 educators; n = 361 preschoolers). Educators completed the CHEERS (Creating Healthy Eating and activity Environments Survey) and MEQ (Mindful Eating Questionnaire) self-audit tools while GT3X+ ActiGraph accelerometers measured preschooler PA. The CHEERS healthy eating environment subscale was greater during COVID-19 (5.97 ± 0.52; 5.80 ± 0.62; p = 0.02) and the overall score positively correlated with the MEQ score (r = 0.20; p = 0.002). Preschoolers exhibited greater hourly step counts (800 ± 189; 649 ± 185), moderate-to-vigorous PA (MVPA) (9.3 ± 3.0 min/h; 7.9 ± 3.2 min/h) and lower sedentary times (42.4 ± 3.9 min/h; 44.1 ± 4.9 min/h) during COVID-19 compared to pre-COVID, respectively (p < 0.05). These findings suggest the eating environment and indices of child physical activity were better in 2020, which could possibly be attributed to a change in government-mandated COVID-19 guideline policy.

Didactic Proposal for Physical Education for Three-Year Olds in Early Childhood Education

2021 ◽  
pp. 262-279
Author(s):  
Carmen Delgado Ruiz ◽  
Elena Portero Ponce ◽  
Elena González Vela ◽  
María Muñoz Álvarez
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Performing Arts ◽  
Autonomous Community ◽  
Childhood Education ◽  
La Mancha ◽  
Different Types

Throughout this chapter the authors are going to present a didactic proposal, called “Lights, Camera, and Action” that is arranged to be carried out with three-year-old boys and girls and consists of five sessions, which will be spread over 15 days, and physical activity will be performed twice a week. In this proposal, topics like the typical in the performing arts such as circus, theater, dance, and music are explored. In this playful and motivating way, physical activity will be promoted, through our own content such as jumps, turns, and different types of balance. The didactic proposal contains objectives, competences, and contents, regulated by the Curriculum Decree 67/2007 establishing Early Childhood Education in the Autonomous Community of Castilla-La Mancha (Spain).

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