HOW TO TEACH THE CONCEPTS OF "TIME" AND "SPACE" IN EARLY CHILDHOOD EDUCATION. A PROJECT-BASED LEARNING EXPERIENCE FOR UNIVERSITY STUDENTS ON SOCIAL SCIENCES

En la etapa de Educación Infantil (0-6 años) el alumnado experimenta un enorme desarrollo físico y madurativo del cuerpo, utilizándolo como una herramienta fundamental para conocer y explorar el contexto físico y social que le rodea. En las aulas infantiles, conocedoras de la necesidad de alcanzar un desarrollo integral que potencie equilibradamente las dimensiones físicas, emocionales, sociales y cognitivas de los niños y niñas, se ponen en marcha estrategias de psicomotricidad para favorecer el desarrollo de habilidades físicas como la coordinación general, el equilibrio y la motricidad gruesa. En este trabajo presentamos diversos materiales con los que los niños y niñas interactúan a nivel corporal para estimular sus movimientos y favorecer su creatividad. El uso de materiales adecuados propiciará un reconocimiento ajustado y progresivo de la imagen corporal de los pequeños, como base para la construcción de una identidad y autoestima personal adecuada. De modo específico, en este trabajo se presenta un análisis descriptivo de cómo estas estrategias y materiales son utilizados en las aulas infantiles, concretamente en el segundo ciclo de esta etapa (3-6), en relación con las actividades de psicomotricidad, cuando se trabaja con un enfoque centrado en el aprendizaje basado en proyectos.Abstract. In Early Childhood Education (0-6 years), pupils experience an enormous physical and maturative development of their bodies. They use it as a fundamental instrument to know and explore the physical and social context that surrounds them. Being aware of the need to reach an integral development that promotes the children’s physical, emotional, social and cognitive capacities in a balanced way, psychomotor strategies are implemented in the classrooms to favour the development of physical abilities such as general coordination, balance and gross motor skills. In this work we present various resources with which children are able to interact at a physical level to stimulate their movements and encourage their creativity. The use of appropriate resources will lead to an adjusted and progressive recognition of the children’s body image, as a basis for developing an adequate personal identity and level of self-esteem. Specifically, this paper presents a descriptive analysis of how these strategies and resources are used in classrooms, namely in the second cycle of early childhood education (3-6 years), in relation to psychomotor activities, when working with a project-based learning approach.

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Pendekatan Integrasi-Interkoneksi dalam Pendidikan PAUD

Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini ◽

10.14421/jga.2016.11-05 ◽

2017 ◽

Vol 1 (1) ◽

pp. 53-64

Author(s):

Najamuddin Muhammad

Keyword(s):

Social Sciences ◽

Early Childhood ◽

Early Childhood Education ◽

Human Life ◽

Childhood Education ◽

The Face

The aim of this article is describing the Integration-interconnection Paradigm and its implementation in early childhood education, as we know early childhood education is very important in laying the foundation of science, morality and spirituality of children. This integration-interconnection paradigm offers an idea to reduce the tension between the religious sciences and other social sciences. This paradigm affirms that any scientific buildings, both religious science, science can’t stand alone, but require cooperation, mutual correction and interconnectivity, this paradigm also helps people in the face of the complexity of human life.

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Project-based learning in Media Learning Material Development for Early Childhood Education

AL-ATHFAL JURNAL PENDIDIKAN ANAK ◽

10.14421/al-athfal.2020.62-05 ◽

2020 ◽

Vol 6 (2) ◽

pp. 147-160

Author(s):

Miratul Hayati ◽

Ahmad Syaikhu

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Learning Strategies ◽

Development Stage ◽

Project Based Learning ◽

Learning Material ◽

Learning Context ◽

Teaching Materials ◽

Childhood Education ◽

Material Development

This study aims to create and develop teaching materials for early childhood education (PAUD) media units to facilitate learning processes. The teaching materials developed are compiled with a project-based learning approach. The research was conducted on the PAUD media unit in the Early Childhood Islamic Education (PIAUD) undergraduate program at UIN Syarif Hidayatullah Jakarta. This research is following Dick and Carey’s model of Research and Development. The development stage focuses on determining instructional goals, analyzing learning materials, analyzing student abilities in the learning context, determining learning targets, developing instruments, developing project-based learning strategies, and applying them to learning. The results showed that students could develop media in line with learning needs and aspects of children’s development using teaching materials.

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Challenges Of Creativity And Competence Of Children In Early Childhood Education

The American Journal of Social Science and Education Innovations ◽

10.37547/tajssei/volume02issue10-34 ◽

2020 ◽

Vol 02 (10) ◽

pp. 205-212

Author(s):

Rizaeva Munisaxon Mahkamovna ◽

◽

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Education Program ◽

Creative Thinking ◽

Positive Impact ◽

Learning Experience ◽

Preschool Education ◽

Ministry Of Education ◽

Childhood Education ◽

Post Test

Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity. Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity.

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Effect of University Students’ Type of Self-Determination and Academic Emotions on Learning Community Participant Competence: Focusing on Students Majoring in Early-Childhood Education

Family and Environment Research ◽

10.6115/fer.2017.038 ◽

2017 ◽

Vol 55 (5) ◽

pp. 527-538

Author(s):

HyoJin Ahn ◽

HyunJung Lee

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

University Students ◽

Learning Community ◽

Self Determination ◽

Academic Emotions ◽

Childhood Education ◽

Community Participant

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Fostering Computational Thinking and Creativity in Early Childhood Education

10.4018/978-1-6684-2411-7.ch002 ◽

2022 ◽

pp. 21-45

Author(s):

Katerina V. Glezou

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Classroom Practice ◽

Learning Experience ◽

Computational Thinking ◽

Future Research ◽

Programming Environments ◽

Childhood Education ◽

Future Research Directions ◽

Key Aspects

This chapter focuses on the design and implementation of coding, programming, and robotics activities in real-world classroom conditions in early childhood education that foster computational thinking and creativity. The study extends the author's experience in designing learning environments through experimentation, exploration, expression, construction, meaning negotiation, and collaboration. The author tries to gain further insight into the potential of implementing unplugged activities, robotics systems, and programming environments in the context of multi-disciplinary, hands-on activities. Using a variety of tools, strategies, and methods as well as qualitative approaches employed in case studies of classroom practice during Afternoon Robotics Club courses, the findings highlight the overall process indicating some special features that contribute to or cause difficulty in the formation of an effective learning experience. Special issues of interest, key aspects, solutions, and recommendations, as well as future research directions, are discussed.

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Examining discursive formations in early childhood media research: A genealogical analysis

Global Studies of Childhood ◽

10.1177/2043610618797512 ◽

2018 ◽

Vol 8 (3) ◽

pp. 225-237 ◽

Cited By ~ 2

Author(s):

Allison Sterling Henward

Keyword(s):

Social Sciences ◽

Early Childhood ◽

Early Childhood Education ◽

Applied Field ◽

Intimate Relationship ◽

Childhood Education ◽

Intellectual Traditions ◽

Education And Care ◽

Media Research ◽

The Relationship

The study of popular culture and children has a long and intimate relationship in many fields within the humanities and social sciences, yet in the applied field of Early Childhood Education and Care, the relationship is rather fraught. Employing a Foucauldian genealogical approach, I trace the ways in which intellectual traditions and discourses (i.e. history, politics, and sacrosanct values of European aesthetics and childhood innocence) have shaped contemporary understandings and debates in the field. With attention to Foucault’s concepts of power/knowledge couplet, and discursive archives, my focus in on how these axiomatic “myths” have assembled as “regimes of truth.” I thus argue for the need for the field of Early Childhood Education and Care to engage in and consider more contextualized, nuanced, and empirically oriented studies of young children and their engagement with consumer culture.

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Living with Time

Journal of Childhood Studies ◽

10.18357/jcs00019911 ◽

2020 ◽

pp. 58-68

Author(s):

Leigh (Mean Seo) Kweon

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Future Development ◽

Linear Time ◽

Learning Experience ◽

Daily Routines ◽

Childhood Education

This article researches time in the early childhood education classroom. This inquiry troubles the dominance of chronological, linear time that prescribes and predicts daily routines in a goal-oriented manner in pursuit of future development. Through this project I hope to offer alternative perspectives on time beyond modernist and neoliberal abstraction and refocus on how the learning experience can be shaped by attending to the presentness of childhoods.

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MANAJEMEN PENDIDIKAN ANAK USIA DINI

YINYANG: Jurnal Studi Islam, Gender dan Anak ◽

10.24090/yinyang.v12i2.2017.pp299-325 ◽

2017 ◽

Vol 12 (2) ◽

pp. 299-325

Author(s):

Rohmat Rohmat

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Social Services ◽

Psychosocial Development ◽

Learning Experience ◽

Physical Growth ◽

Education Management ◽

Childhood Education ◽

Nutrition Services ◽

Pragmatic Aspects

Abstract: Early childhood education management aims to make the organization’s management work well. One of the indicators of good early childhood education management is to provide effective services for early childhood education. The things above greatly affect the performance of early childhood education services. In its development, pragmatic aspects such as competition, institutional imaging and the like, became the decisive factors in the management of early childhood education institutions. As a result, many early childhood educational institutions no longer function in accordance with their objectives.In early childhood education management has a service orientation in the form of health and nutrition services, growth, intelligence and psychological services, social services and attitudes (Emotional), religious services and spiritualization. It aims at early childhood to have learning experience, optimal developing brain, healthy physical growth, and positive psychosocial development. The substance of early childhood education management includes: the competence of educators, the pattern of coaching, development, and dismissal of educators and education as well as human resource management.Keywords: Education management, early age Abstrak: Manajemen pendidikan anak usia dini bertujuan agar penggelolaan lembaga dapat berlangsung dengan baik. Salah satu indikator manajemen pendidikan anak usia dini yang baik adalah dapat memberikan pelayanan yang efektif bagi pendidikan anak usia dini. Halhal tersebut diatas sangat mempengaruhi kinerja pelayanan pendidikan anak usia dini. Dalam perkembangannya, aspek-aspek pragmatis seperti persaingan, pencitraan lembaga dan sejenisnya, menjadi faktor-faktor penentu dalam manajemen lembaga pendidikan anak usia dini. Akibatnya, banyak lembaga pendidikan anak usia dini tidak lagi berfungsi sesuai dengan tujuan pendiriannya.Dalam manajemen pendidikan anak usia dini mempunyai orientasi layanan berupa layanan kesehatan dan gizi, pertumbuhan, layanan kecerdasan dan psikologis, layanan sosial dan sikap (Emosional), layanan keagamaan dan spiritualisasi. Hal ini bertujuan agar anak usia dini memiliki pengalaman belajar, otak berkembang optimal, pertumbuhan fisik sehat, dan perkembangan psikososial positif. Substansi manajemen pendidikan anak usia dini meliputi : kompetensi pendidik, pola pembinaan, pengembangan, dan pemberhentian tenaga pendidik dan kependidikan serta manajemen sumber daya manusia.Kata Kunci: Manajemen pendidikan, usia dini

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