scholarly journals Early Childhood Education: Contextual Thematic Teaching Materials Based on Classroom Activities

2021 ◽  
Vol 15 (1) ◽  
pp. 181-200
Author(s):  
L. Julius Juih ◽  
Elindra Yetti ◽  
Nurbiana Dhieni
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Teaching Materials ◽  
Childhood Education ◽  
Group Test ◽  
Classroom Activities ◽  
Contextual Teaching ◽  
Teaching Learning ◽  
Teacher Guides

Contextual learning binds the content of the subjects in the classroom with the context of the children's daily lives. Learning in early childhood classes (0-8 years) is carried out using the thematic method, which combines several learning materials into one subject. Thematic teaching resources in early childhood classes are still limited in number and rely on textbooks provided by the government. This study aims to develop activity-based teaching materials to assess contextual thematic learning. This research method uses model development research by Borg and Gall with data collection techniques using panels and questionnaires on expert tests, one to one test, small-group test, and large-group test. The research data analysis technique used mixed methods, namely quantitative data tabulated in the form of percentages and described in the qualitative form. The expert test provides recommendations that the instrument can be used to assess student teaching materials and teacher guidance. Teaching materials and teacher guides are suitable for use, and further testing is carried out. Based on the results of the one-to-one test, small-group test, and large-group test, both teaching materials and teacher guides are readability and eligibility with an average of 85.00. The implication of this research, it is suggested that early childhood education institutions where the pilot can use teaching materials and teacher guides in developing and assessing activity-based contextual thematic learning for further research. Keywords: Early Childhood Education, Contextual Thematic, Classroom Activities References: Aini, Q., & Relmasira, S. C. (2018). Penerapan Pembelajaran Tematik Integratif Berbasis Kontekstual untuk Meningkatkan Keaktifan dan Hasil Belajar Siswa Kelas 1 SD. Sekolah Dasar: Kajian Teori Dan Praktik Pendidikan, 27(2), 124–132. https://doi.org/10.17977/um009v27i22018p124 Anggo, M., Kadir, Lambertus, Jazuli, L. O., Suhar, & Kansil, Y. E. (2015). Metacognitive strategies on mathematics learning to improve student’s environmental awareness. International Journal of Education and Research, 3(4), 133–142. Borg, W. R., & Gall, M. D. (2007). Educational Research An Introduction. Fourth Edition. Bacon Publishing. Crain, S., & Thornton, R. (2012). Syntax acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 3(2), 185–203. https://doi.org/10.1002/wcs.1158 Daryanto. (2011). Media Pembelajaran. Satu Nusa. Davidova, J. (2020). Thematic Approach as The Basis of Integrative Music Teaching/Learning in Preschool. 4177–4185. https://doi.org/10.21125/iceri.2020.0934 Fadillah, A., Dewi, N. P. L. C., Ridho, D., Majid, A. N., & Prastiwi, M. N. B. P. (2017). The Effect of Application of Contextual Teaching and Learning (CTL) Model-Based on Lesson Study with Mind Mapping Media to Assess Student Learning Outcomes on Chemistry on Colloid Systems. International Journal of Science and Applied Science, 1(2), 101–108. Fogarty, R. (1991). Ten Ways to Integrate Curriculum. Educational Leadership, 49(2), 61–65. Johnson, E. B. (2007). Contextual Teaching & Learning (I. Setiawan, Ed.). MLC. Krasovska, O., Miskova, N., & Veremchuk, A. (2020). Professional Training of Future Preschool Teachers in the Field of Artistic and Aesthetic Education by Means of Contextual Learning Technologies. Behavioral Sciences, 10(2), 50. https://doi.org/10.3390/bs10020050 Atwi Suparman. (2007). Desain Instruksional Modern: Panduan Para Pengajar dan Inovator Pendidikan. Erlangga. Majid, A. (2014). Pembelajaran Tematik Terpadu. Remaja Rosda Karya. Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Mudlofir, A. (2011). Aplikasi Pengembangan Kurikulum Tingkat Satuan Pendidikan dan Bahan Ajar dalam Pendidikan Agama Islam. Raja Grafindo Persada. Ormrod, J. E. (2008). Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang, Erlangga, 2008 (6th ed.). Erlangga. Prastowo, A. (2011). Panduan kreatif membuat bahan ajar inovatif. Diva Press. Puskur. (2018). Monitoring dan Evaluasi Pelaksanaan Pembelajaran Tematik. Puspita, A. M. I. (2018). The Effect of Contextual-Based Thematic Teaching Materials towards Student Learning Activity. Jurnal Inovasi Pendidikan Dasar, 3(2), 47–52. Sadjati, I. M. (2017). Hakikat Bahan Ajar (Vol. 3, Issue 1). Universitas Terbuka. https://doi.org/10.1017/CBO9781107415324.004 Semiawan, C. R. (2008). Belajar dan Pembelajaran Prasekolah dan Sekolah Dasar. Indeks. Slavin, RobertE. (2018). Educational psychology. In Psychological Bulletin (12th ed.). Pearson. https://doi.org/10.1037/h0075790 Soedijarto, Thamrin, Karyadi, B., Siskandar, & Sumiyati. (2010). Sejarah Pusat Kurikulum. Sukmawati, F. (2015). Pengembangan Bahan Ajar Biologi Berbasis Contextual Teaching Learning untuk Mengefektifkan Pembelajaran Bagi Siswa SMA. FENOMENA, 7(1), 145–154. Susialita, T. (2016). The Development of Audio-Visual Students Portofolio (LKS) Contextual Teaching and Learning-Based (CTL) on Sound Chapter of Science Subject for Deaf Students. Jurnal Pendidikan IPA Indonesia, 5(2), 192–198. Trianto. (2011). Desain Pengembangan Pembelajaran Tematik Bagi Anak Usia Dini TK/RA & Anak kelas awal SD/MI. Kencana Prenada Media Group. Ukala, C. C. (2012). Resource capacity for the implementation of early childhood Education in Public and private school in Rivers State. University of Port Harcourt.        

scholarly journals DESIGN OF DIDACTIC MATERIAL FOR TEACHING AND LEARNING SITUATIONS: THE CASE OF SÃO TOMÉ AND PRÍNCIPE, AFRICA

2016 ◽  
Vol 74 (1) ◽  
pp. 16-30
Author(s):  
Rita Maria de Souza Couto ◽  
Roberta G. R. Portas ◽  
Flavia Nizia F. Ribeiro ◽  
Maria A. C. Mamede-Neves
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Education Curriculum ◽  
Curriculum Content ◽  
Teaching Materials ◽  
Childhood Education ◽  
Sao Tome And Principe ◽  
Education Design ◽  
Didactic Material

Much of the didactic material of São Tomé and Príncipe for teaching and learning situations for early childhood education is not guided by interdisciplinary dialogue between design and education suitable to the country’s context. A proposal is presented for a system of objects that support the early childhood education curriculum, designed to be used as a guide and supporting material for preschool teachers of São Tomé and Principe and illustrates the various ways in which design can contribute to teaching-learning processes, strengthening knowledge building through the development of artefacts, environments, and education systems. This material is one of the outcomes of the project developed by the Interdisciplinary Education Design Lab¬ (LIDE), from PUC-Rio, Brazil, using the Design in Partnership methodology for the development of curriculum content for early childhood education. The project is being developed by researchers at LIDE/PUC-Rio, the Ministry of Education, Culture and Science of the Republic of São Tomé and Príncipe, Africa, and UNICEF, and has other spheres of action, including the development of early childhood education curriculum content, ongoing teacher and assistant training courses, the recycling course offering for educators and assistants, the teaching materials project, and the redesign of physical spaces in kindergartens. This material contributes to the application of the curriculum under development. Key words: education design, design in partnership, early childhood education, teaching materials.

scholarly journals Contação de Histórias: Relevância no Processo Ensino/Aprendizagem na Educação Infantil / Storytelling: Relevance in the Teaching-Learning Process in Early Childhood Education

2021 ◽  
Vol 15 (58) ◽  
pp. 687-697
Author(s):  
Marluce Iraneide Da Silva ◽  
Aurênia Pereira de França ◽  
Aurelania Maria De Carvalho Menezes
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Process ◽  
School Environment ◽  
Teaching And Learning ◽  
Pedagogical Practice ◽  
Theoretical Contribution ◽  
Childhood Education ◽  
Teaching Learning ◽  
Significant Factors

Resumo: Este estudo tem como principal objetivo compreender a relevância da contação de histórias durante o processo do ensino e aprendizagem das crianças na etapa da Educação Infantil. Como objetivos específicos procurou: identificar de que forma a contação de história na educação infantil contribui para o desenvolvimento da criança no âmbito escolar; entender que a contação de histórias pode proporcionar às crianças o desenvolvimento do seu imaginário e suas possibilidades de forma ampla e significativa, através de experiências durante toda a vida e identificar os saberes necessárias no fazer pedagógico da contação de histórias na educação infantil. A metodologia adotada foi de forma bibliográfica, descritiva de uma abordagem qualitativa, fundamentado em estudo documental. O aporte teórico foi composto por Abramovich (1997), Faria (2010), Amarilha (1997), Cavalcanti (2002), Cardoso (2016), Silva (2014) entre outros. Espera-se dessa forma contribuir para um relacionamento lúdico e prazeroso da criança com a contação de histórias que tem uma das possibilidades de formação do leitor, sendo na exploração da fantasia e da imaginação que se instiga a criatividade e se fortalece a interação entre texto e leitor, fatores significativos para os processos de ensino/aprendizagem. Palavras-Chave: Contação de histórias. Ensino/aprendizagem. Família e Escola. Prática pedagógica. ---Abstract: This study aims to understand the relevance of storytelling during the teaching and learning process of children in the Early Childhood Education stage. As specific objectives, it sought to: identify how storytelling in early childhood education contributes to the child's development in the school environment; understand that storytelling can provide children with the development of their imagination and its possibilities in a broad and meaningful way, through lifelong experiences and identify the necessary knowledge in the pedagogical practice of storytelling in early childhood education. The methodology adopted was bibliographical, descriptive of a qualitative approach, based on a documentary study. The theoretical contribution was composed by Abramovich (1997), Faria (2010), Amarilha (1997), Cavalcanti (2002), Cardoso (2016), Silva (2014) among others. It is expected in this way to contribute to a playful and pleasurable relationship for the child with storytelling, which has one of the possibilities of educating the reader, being the exploration of fantasy and imagination that instigates creativity and strengthens the interaction between text and reader, significant factors for the teaching/learning processes. Keywords: Storytelling. Teaching/learning. Family and School. Pedagogical practice. 

scholarly journals A Lucidade na Educação Infantil: Processos de Ensino e Aprendizagens como forma de Educar / Playfulness in Early Childhood Education: Teaching and Learning Processes as a way to educate

2021 ◽  
Vol 15 (57) ◽  
pp. 934-943
Author(s):  
Dannyelly Da Silva Souza ◽  
Aurenia Pereira de França
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Process ◽  
Educational Level ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Early Years ◽  
Childhood Education ◽  
Teaching Learning ◽  
And Training

Resumo: A presente pesquisa discorre sobre analisar a ludicidade na educação infantil como processos de ensino aprendizagem como forma de educar e apresenta como objetivos específicos: Descrever o conceito de lúdico; Compreender a importância do lúdico no ensino infantil e Demonstrar a aplicação do lúdico nas salas de aulas. Apresenta uma problemática com o seguinte questionamento: Quais as metodologias lúdicas utilizadas no ensino escolar infantil? Desse modo, buscamos analisar e contextualizar as diferentes perspectivas lúdicas aplicadas em sala de aula, através de um estudo bibliográfico de base qualitativa, exploratória e de método dedutivo, explicitamos a necessidade de trabalhar o lúdico nos anos iniciais da educação infantil como um despertar para o processo ensino-aprendizagem. O estudo em pauta está embasado nos seguintes autores: Rodrigues (2013); Kishimoto (2003) Moratori (2003); Moyles (2002) entre outros. Este estudo a partir das bases bibliográficas renomadas para a formação do docente e também contribuições ao meio acadêmico, busca-se explicitar o quão importante é o desenvolvimento de atividades dinâmicas contextualizadas com o nível educacional (educação infantil). É perceptível que o docente precisa dispor de metodologias atuais e de maneiras dinâmicas para expor e compartilhar seus conhecimentos as crianças. Tendo em vista o avanço frequentemente das tecnologias, vale ressaltar que o processo ensino-aprendizagem deve estar condizente com o uso de tecnologias em sala de aula, sendo pertinente a exposição de que os conheciementos de sala de aula vão além da escola, implicando na construção e formação da criança enquanto cidadão. Palavras-Chave: Educação Infantil. Ensino-Aprendizagem. Ludicidade. Educar.Abstract: This research discusses the analysis of playfulness in early childhood education as teaching-learning processes as a way of educating and presents the following specific objectives: Describe the concept of playfulness; Understand the importance of play in early childhood education and Demonstrate the application of play in the classroom. It presents a problem with the following question: What are the playful methodologies used in children's school education? Thus, we seek to analyze and contextualize the different playful perspectives applied in the classroom, through a bibliographical study based on qualitative, exploratory and deductive methods. teaching-learning process. The need to work with playfulness in the early years of childhood education as an awakening for the teaching-learning process will be explicited. The study in question is based on the following authors: Rodrigues (2013); Kishimoto (2003) Moratori (2003); Moyles (2002) among others. This study, based on renowned bibliographic bases for teacher education and also contributions to the academic environment, seeks to explain how important it is to develop dynamic activities contextualized with the educational level (early childhood education). It is noticeable that teachers need to be able to use current methodologies and dynamic ways to expose and share their knowledge with children. In view of the frequent advancement of technologies, it is noteworthy that the teaching-learning process must be aligned with the use of technologies in the classroom, and it is pertinent to expose that classroom knowledge goes beyond the school, implying the construction and training the child as a citizen.Keywords: Early Childhood Education. Teaching-Learning. Playfulness. To educate. 

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 How to Use Challenge-Based Learning for the Acquisition of Learning to Learn Competence in Early Childhood Preservice Teachers: A Virtual Archaeological Museum Tour in Spain

2021 ◽  
Vol 6 ◽  
Author(s):  
Daniel Abril-López ◽  
Dolores López Carrillo ◽  
Pedro Miguel González-Moreno ◽  
Emilio José Delgado-Algarra
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Virtual Museum ◽  
Learning To Learn ◽  
Virtual Tour ◽  
Childhood Education ◽  
Challenge Based Learning ◽  
Museum Tour

This article presents the research results in relation to an interdisciplinary teaching innovation project—Teaching and Learning of Social Sciences and Teaching and Learning of Natural Sciences—with Early Childhood Preservice Teachers (ECPT) at the University of Alcalá (Spain) in the pandemic context by COVID-19 during 2020–2021 (N = 55): 52 women (94.55%) and 3 men (5.45%) from 20 to 22 years of age. The main research problem is to know if the ECPT improves the learning to learn competence after a challenge-based learning (CBL) linked to virtual tour in a museum. The main objective was to improve the learning to learn competence, during a virtual tour at the Community of Madrid Regional Archaeological Museum (MAR) (Alcalá de Henares, Spain) for a reflective training of students to understand problems of the past and present and future global challenges, promote collaborative and multidisciplinary work, and defend ethics and leadership. In order to ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—pretest–posttest—of the experience was assessed through a system of categories adapted from the European Commission. ECPT worked, in small groups and using e/m-learning tools, ten challenges and one storytelling cooperatively with university teachers to solve prehistoric questions related to current situations and problems. Subsequently, two Early Childhood Education teachers from a school in Alcalá de Henares reviewed the proposals and adapted them for application in the classroom of 5-year-old boys and girls. The results show an improvement in this competence in Early Childhood Preservice Teachers: total score pre-post comparison paired-samples Wilcoxon test result shows a statistically significant difference (p > 0.001); an evaluation rubric verified the results of self-perception. Second, we highlight the importance of carrying out virtual museum tours from a challenge-based learning for the development of big ideas, essential questions, challenges, and activities on socioeconomic, environmental, and emotional knowledge, skills, and attitudes. Third, this experience shows the insufficient educational adaptation of the virtual museum tour to the Early Childhood Education stage from a technological and didactic workshops point of view, but there is a diversity of paleontological and archaeological materials and a significant sociocritical discourse.

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 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
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