STRATEGI PENGEMBANGAN MATEMATIKA BAGI ANAK USIA DINI

Iva Sarifah

doi:10.21009/pip.142.13

STRATEGI PENGEMBANGAN MATEMATIKA BAGI ANAK USIA DINI

Perspektif Ilmu Pendidikan ◽

10.21009/pip.142.13 ◽

2006 ◽

Vol 14 (VII) ◽

pp. 95-101

Author(s):

Iva Sarifah

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Active Learning ◽

Cooperative Learning ◽

Instructional Strategies ◽

Mathematics Instruction ◽

Contextual Learning ◽

Inquiry Based Learning ◽

Childhood Education ◽

Instruction Strategies

This article discussed how mathematics instruction should be developed for early childhood education. Some instruction strategies are elaborated such as Developmentally Apropriate Practice, integrated learning, cooperative learning, student active learning, contextual learning, inquiry based learning, and co-parenting. In the implementation of the instructional strategies in this article puts forward a number of considerations.

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The Analysis of Early Childhood Teachers’ Pedagogical Content Knowledge

JOURNAL OF EDUCATIONAL SCIENCES ◽

10.31258/jes.4.2.p.404-413 ◽

2020 ◽

Vol 4 (2) ◽

pp. 404

Author(s):

Ria Novianti ◽

Febrialismanto Febrialismanto

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Pedagogical Content Knowledge ◽

Instructional Strategies ◽

Content Knowledge ◽

Early Childhood Teacher ◽

Pedagogical Content ◽

Verbal Language ◽

Childhood Education ◽

The Subject

Pedagogical content knowledge (PCK) is the essential need of teaching and every teacher had to prioritized it for their teaching preparation. For early childhood education teacher, it is not only about knowledge of curriculum, instructional strategies and content, but also knowledge of students understanding. Teachers need to pay attention for all aspect in learning activities. With the awareness of PCK, teacher will have good performance while teaching and it will affect children understanding towards the subject. This research use descriptive quantitative methode to describe pedagogical content knowledge of 135 early childhood education teacher’s in Pekanbaru City that has been chosen by purposive sampling technique. Data collection and processing using google form. From four indicators of PCK, knowledge of student understanding score is the highest at 3,25, knowledge of instructional strategies score is 3,15, content knowledge score is 3.07 and knowledge of curriculum is the lowest with score 2,89. Emphaty and the ability to understand children comprehension in learning is pivotal for early childhood teacher. Young children don’t always express thought and emotion verbally, so teacher should also observed non verbal language and be thoughtful in order to help them understanding the subject. Early childhood teacher should gain more practiced and learn to enhance their knowledge of curriculum.

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Applying Technology to Inquiry-Based Learning in Early Childhood Education

Early Childhood Education Journal ◽

10.1007/s10643-009-0364-6 ◽

2009 ◽

Vol 37 (5) ◽

pp. 381-389 ◽

Cited By ~ 38

Author(s):

Feng Wang ◽

Mable B. Kinzie ◽

Patrick McGuire ◽

Edward Pan

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Inquiry Based Learning ◽

Childhood Education

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Cooperative Learning For First-Year Early Childhood Education Students

10.15405/epsbs.2020.05.12 ◽

2020 ◽

Author(s):

Natalia Larraz Rábanos

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Cooperative Learning ◽

First Year ◽

Education Students ◽

Childhood Education

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Early Childhood Corner: Hidden Mathematics in the Preschool Classroom

Teaching Children Mathematics ◽

10.5951/tcm.11.6.0345 ◽

2005 ◽

Vol 11 (6) ◽

pp. 345-347

Author(s):

Mileen McGee

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Young Children ◽

Mathematics Instruction ◽

School Mathematics ◽

Preschool Classroom ◽

Childhood Education ◽

The Past ◽

Principles And Standards

With increased attention being focused on the youngest children in our schools, changes in mathematics instruction that have occurred over the past decade are most evident in early childhood education. This emphasis is especially true since the April 2000 release by NCTM of Principles and Standards for School Mathematics, in which mathematics for the prekindergarten child is included as part of the pre-K–2 grade band. By including three- and four-year-olds in its recommendations, NCTM recognizes and emphasizes the importance and value of mathematics instruction for young children. Subsequently, in drafting their own standards, many states are also recognizing the need for early childhood standards.

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Efforts to Develop Social-Emotional Aspects in Showing Tolerance Using a Combination of Explicit Instruction Model and Cooperative Learning with Playing Method in Early Childhood Education Student’s

Journal of K6, Education, and Management ◽

10.11594/jk6em.01.01.01 ◽

2018 ◽

Vol 1 (1) ◽

pp. 1-6

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Cooperative Learning ◽

Explicit Instruction ◽

Social Emotional ◽

Childhood Education ◽

Emotional Aspects ◽

Instruction Model

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Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1002.81 ◽

1979 ◽

Vol 10 (2) ◽

pp. 81-92

Author(s):

Susan Freedman Gilbert

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

School Children ◽

Developmental Delays ◽

Delayed Diagnosis ◽

Language Impairments ◽

Developmentally Delayed ◽

Speech And Language ◽

Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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