scholarly journals STRATEGI PEMBELAJARAN PAUD MELALUI METODE DONGENG BAGI PENDIDIK PAUD

2008 ◽  
Vol 3 (2) ◽  
pp. 198-203
Author(s):  
Ade Kusmiadi ◽  
Sriwahyuningsih Sriwahyuningsih ◽  
Yuyun Nurfalah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Instructional Strategy ◽  
Learning Method ◽  
Story Telling ◽  
Childhood Education ◽  
Instructional Objectives ◽  
Selection Of

Instructional strategy is one of important factors to achieve instructional objectives. This article discusses both strengthening of Early Childhood Education (ECE) teachers in implementing instructional strategy through story telling method and some consideration upon the selection of appropriate story telling for ECE. It is one of the effective methods improving children’s competencies in many aspects. It could also improve the teachers’ knowledge and stimulate their creativity in developing learning method.

Seeing through the metaphor: The OECD quality toolbox for early childhood

Semiotica ◽  
2016 ◽  
Vol 2016 (212) ◽  
pp. 97-110 ◽  
Author(s):  
Sandy Farquhar ◽  
Peter Fitzsimons
Keyword(s):  
International Economic ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Local Government ◽  
Education Policy ◽  
Childhood Education ◽  
Creative Play ◽  
Government Education ◽  
Education And Care ◽  
Selection Of

AbstractThis paper explores the idea of metaphor as a persuasive device, using as an example a recent OECD publication purporting to be a quality toolbox for early childhood education and care. Leaving aside the problematic notion of quality, we argue that there is a serious problem with the idea of education as something that can be done with a toolbox, particularly in the formative stages of young children’s education. We suggest that the OECD selection of the toolbox as a metaphor is a way of inserting international economic imperatives into local government education policy, in ways that the citizenry is not aware of. As with any metaphor for education, the selection highlights some aspects while hiding others, a concealment that can’t be exposed by intensifying one’s gaze without a change in perspective. To examine the extent of what remains hidden by the toolbox, we engage in creative play with some different metaphors for education, arguing that particular metaphors may serve to obfuscate rather than clarify, an artifice that is not acceptable from a body as influential and far-reaching as the OECD.

scholarly journals Race/ethnicity, human capital, and the selection of young children into early childhood education

2020 ◽  
Vol 85 ◽  
pp. 102364
Author(s):  
Robert W. Ressler ◽  
Elizabeth Ackert ◽  
Arya Ansari ◽  
Robert Crosnoe
Keyword(s):  
Human Capital ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Childhood Education ◽  
Race Ethnicity ◽  
Selection Of

Geometric activities for early childhood education

1973 ◽  
Vol 20 (6) ◽  
pp. 438-443
Author(s):  
George Immerzeel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Deductive Reasoning ◽  
First Graders ◽  
Reading Group ◽  
Childhood Education ◽  
Basic Set ◽  
Selection Of

A class of first graders was working on a geometry Jesson in which they were to arrange a basic set of geometric blocks like the arrangements shown on a screen in front of the classroom. Three students in the group were noticeably successful in completing the task. They were not only highly successful in the interpretive aspects of the activity, but they were also able to verbally justify their selection of particular blocks, even when the decision required considerable deductive reasoning. Their teacher pointed out that these three students were all in the lowest reading group in the class.

scholarly journals Useful of Clap Hand Games for Optimalize Cogtivite Aspects in Early Childhood Education

2018 ◽  
Vol 2 (2) ◽  
pp. 162
Author(s):  
Mohammad Fauziddin ◽  
Mufarizuddin Mufarizuddin
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Early Childhood Education ◽  
Data Collection ◽  
Social Aspects ◽  
Learning Method ◽  
Moral Norms ◽  
Childhood Education ◽  
Purpose Of Education ◽  
Group B

Playing is a learning method that best suits learning in early childhood. The clap hand games is one of the types of play that is applied in Early Childhood Education. The purpose of education in early childhood is to develop six aspects of its development namely; aspects of religious and moral norms, aspects of the physical and motor, aspects of cognition, aspects of the emotional social, aspects of language and aspects of art. This study aimed to know the utilization of deep pat game on improving aspects of cognitive in early childhood. The subjects of this study were children of group B Taman Kanak-Kanak (TK) Flamboyan Mekar Tapung District Kampar regency a number of 14 girls and 8 boys. Data collection Technic used is documentation, questionnaire, and interview. This research involves the Ikatan Guru Taman Kanak-Kanak Indonesia (IGTKI) Tapung District to gain input in the development of game pat in order to obtain results. The results of the analysis showed that 86% of children could increase aspects of cognitive development

scholarly journals TEACHING ENGLISH WITH STORY TELLING METHOD IN EARLY CHILDHOOD EDUCATION TEACHERS

2018 ◽  
Vol 5 (2) ◽  
pp. 1-7
Author(s):  
Arsyi Rizqia Amalia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Skills ◽  
Future Generations ◽  
Early Age ◽  
Story Telling ◽  
Teaching English ◽  
Childhood Education ◽  
Qualitative Descriptive ◽  
Collecting Techniques

The importance of English has an impact on the needs of future generations to learn English from an early age especially in Early Childhood Education and vocabulary is an important component that can support the mastery of all four language skills. Facing the difficulty of learning vocabulary, a method that is appropriate for the age of child development is needed. One of methods that could be used is story telling. The research method used in this research is qualitative descriptive. The sample in this study was six early childhood education teachers in Sukabumi. Data collecting techniques were presentations and questionnaires. The presentations were held twice, in front of peers of early childhood education teachers and in front of students of early childhood education. After presentation, the questionnaires were conducted related to the implementation of the story telling method to the teacher. Based on the data collected, Teaching English with  Story Telling Method give a good response with indicators shows that  the content of the story, the properties used, the variety of vocabulary taught, moral values based on the stories and the ability of delivering the English vocabulary were good and suitable with the age of early childhood education.

scholarly journals TEACHING ENGLISH WITH STORY TELLING METHOD IN EARLY CHILDHOOD EDUCATION TEACHERS

2018 ◽  
Vol 5 (2) ◽  
pp. 1
Author(s):  
Arsyi Rizqia Amalia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Skills ◽  
Future Generations ◽  
Early Age ◽  
Story Telling ◽  
Teaching English ◽  
Childhood Education ◽  
Qualitative Descriptive ◽  
Collecting Techniques

The importance of English has an impact on the needs of future generations to learn English from an early age especially in Early Childhood Education and vocabulary is an important component that can support the mastery of all four language skills. Facing the difficulty of learning vocabulary, a method that is appropriate for the age of child development is needed. One of methods that could be used is story telling. The research method used in this research is qualitative descriptive. The sample in this study was six early childhood education teachers in Sukabumi. Data collecting techniques were presentations and questionnaires. The presentations were held twice, in front of peers of early childhood education teachers and in front of students of early childhood education. After presentation, the questionnaires were conducted related to the implementation of the story telling method to the teacher. Based on the data collected, Teaching English with  Story Telling Method give a good response with indicators shows that  the content of the story, the properties used, the variety of vocabulary taught, moral values based on the stories and the ability of delivering the English vocabulary were good and suitable with the age of early childhood education.

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