scholarly journals Penguatan Identitas Gender pada Siswa Laki-laki Melalui Kehadiran Guru Laki-laki di Tingkat PAUD

2021 ◽  
Vol 5 (2) ◽  
pp. 289-309
Author(s):  
Safiruddin Al Baqi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Literature Review ◽  
Gender Identity ◽  
Early Childhood Teachers ◽  
Male Student ◽  
Male Students ◽  
Male Teachers ◽  
Childhood Education ◽  
Male Teacher

Abstract: Gender identity typically aware at the age of two and will strengthen until about five years old. It is important for parents and teacher of early childhood education to provide knowledge and strengthen children's gender identity so that their gender identity develops according to their gender. Teachers in schools play an important role in strengthening gender identity. Unfortunately, today's society is not much aware of the importance of it and teachers of early childhood education are still considered as women's professions. This article aims to explain the importance of the presence of male teachers on the strengthen of gender identity in early childhood students. This study used a literature review method with thematic analysis techniques. The results of the research analysis showed that society still gives a stigma that early childhood teachers must be women because they have more patience and so on. It creates a sense of prestige and shame for men to become early childhood teachers. On the other hand, male teachers are very much needed at the early childhood education level because male teachers have a role that cannot be replaced by female teachers, especially in the formation and strengthening of gender identity for male students, including providing challenging games for male students, giving examples of assertive behavior, and other attributes that show male gender roles in front of male students. Keywords: Early childhood education, gender identity, male student, male teacher. Abstrak: Identitas gender mulai terbentuk pada usia dua tahun dan akan menguat sampai sekitar usia lima tahun. Penting bagi orang tua dan guru Pendidikan Anak Usia Dini (PAUD) untuk memberikan pengetahuan dan penguatan tentang identitas gender anak agar identititas gendernya berkembang sesuai dengan jenis kelamin yang dimiliki. Guru di sekolah memberikan pengaruh penting bagi penguatan identitas gender. Namun sayangnya masyarakat saat ini belum banyak yang menyadari pentingnya hal itu dan guru PAUD masih di anggap sebagai profesi perempuan. Artikel ini bertujuan untuk memaparkan pentingnya keberadaan guru laki-laki terhadap pembentukan identitas gender pada siswa PAUD. Penelitian ini menggunakan metode literature review atau studi pustaka dengan teknik analisis tematik. Hasil analisis penelitian menunjukkan bahwa masyarakat masih memberikan stigma bahwa guru PAUD haruslah perempuan karena memiliki kesabaran lebih dan lain-lain. Hal ini memunculkan rasa gengsi dan malu bagi laki-laki untuk menjadi guru PAUD. Di sisi lain, guru laki-laki sangatlah diperlukan di tingkat pendidikan anak usia dini karena guru laki-laki memiliki peran yang tidak bisa digantikan oleh guru perempuan khususnya dalam pembentukan dan penguatan identitas gender bagi siswa laki-laki, diantaranya pemberian permainan yang menantang bagi anak laki-laki, pemberian contoh perilaku tegas, serta atribut lain yang menunjukkan peran gender laki-laki dihadapan siswa laki-laki. Kata kunci: Identitas gender, guru laki-laki, PAUD, siswa laki-laki.

scholarly journals Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

2018 ◽  
Vol 34 (1) ◽  
pp. 95-96
Author(s):  
Anita Croft
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Education For Sustainability ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Sustainability Practices ◽  
Preparedness To Teach

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

scholarly journals Freedom of Speech on Children’s Right Setting Toward Prevention of Bullying in Early Childhood Education: A Literature Review of Decolonization Approach

2021 ◽  
Vol 2 (3) ◽  
pp. 250-260
Author(s):  
Insan Sheny Priyandita ◽  
Mubiar Agustin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Literature Review ◽  
Children's Rights ◽  
Freedom Of Speech ◽  
Educational Process ◽  
Children’S Rights ◽  
Free Expression ◽  
Childhood Education ◽  
Rights Of The Child

The discourse on freedom of speech, in particular when expressing an opinion on the provisions of the Rights of the Child, is often ignored by a trend of change in education that is too concentrated on the authoritarian educational process that prioritizes the success of academic learning rather than the socio-emotional success of children. It is important to communicate the experiences and feelings experienced by children, particularly bullying that occurs early in childhood. This research would examine the importance of free expression in children's rights to the prevention of bullying in early childhood through a decolonization approach. This study employed a literature review approach with a transformative paradigm which take a look at critical thoughts about children's rights, particularly freedom of speech that aims at preventing the bullying that occurs in early childhood. This study argued that the process of preventing bullying and even other negative behavior is effective when parents and teacher properly enforce the rights of children, especially freedom of speech. These results further illuminate the complexities faced by teachers in the application of free expression in early childhood education in daily life.

Peran Guru Anak Usia Dini Dalam Pengenalan Bahasa Inggris Dasar di PAUD

2021 ◽  
Vol 5 (2) ◽  
pp. 21-35
Author(s):  
Taranindya Zulhi Amalia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Field Research ◽  
Secondary Data ◽  
Primary Data ◽  
Structured Interviews ◽  
Childhood Education ◽  
Basic English

Abstrak: Guru PAUD memiliki beragam peran seperti guru pada umumnya.  Namun pembedanya tampak pada peran guru PAUD yang bertugas mengembangkan beragam kemampuan dasar anak untuk menggali potensi anak sejak dini.  Kemampuan dasar bahasa asing pada usia ini dimulai dari pengenalan bahasa Inggris secara mendasar yakni melalui kosakata sederhana. Tujuan penelitian ini untuk: 1) mengetahui pengenalan bahasa Inggris dasar dan 2) peran guru anak usia dini dalam pengenalan bahasa Inggris RA/PAUD. Dengan menggunakan jenis penelitian lapangan serta pendekatan deskriptif kualitatif peneliti menentukan Sumber data primer nya adalah kepala RA/PAUD, sie kurikulum, serta wali peserta didik. Sedangkan sumber data sekunder adalah referensi yang relevan dengan pengenalan bahasa Inggris, peran guru, dan PAUD. Kemudian Data diperoleh melalui teknik observasi partisipatif wawancara semi terstruktur dan dokumentasi uji keabsahan data menggunakan uji credibility, transferability dan confirmability melalui reduction, display data dan conclusion drawing.Hasil yang diperoleh adalah pengenalan bahasa Inggris dasar di RA/PAUD dilakukan setiap hari menyatu dengan pembelajaran tema-tema dan sub tema dalam muatan kurikulumnya berbentuk kosakata harian dan sapaan peran guru anak usia dini dalam pengenalan bahasa Inggris dasar sangat bervariasi. Guru memiliki multi peran dalam satu waktu. Peran-peran tersebut adalah sebagai educator, mediator, observer, facilitator, motivator, administrator, dan composer. KataKunci: peran guru PAUD, pengenalan bahasa Inggris, PAUD     Abstract: Early Childhood Education (PAUD) teachers have various roles like teachers in general. But the difference is seen in their roles tasked with developing a variety of children's basic abilities to explore children's potential from an early age. The basic ability of foreign languages ​​at this age starts from the basic introduction of English through simple vocabulary. The purpose of this study is to: 1) determine the introduction of basic English and 2) the roles of early childhood teachers in the introduction of English in this level. By using the type of field research and the qualitative descriptive approach, the researcher determines that the primary data source is the head of the RA, curriculum courses, and guardians of students. While secondary data sources are relevant references to the introduction of English, the role of teachers, and PAUD. Then the data obtained through participatory observation techniques semi-structured interviews and documentation of data validity test using the test of credibility, transferability and confirmability through reduction, display data and conclusion drawing.The results obtained are the introduction of basic English in RA done every day together with the learning of themes and sub themes in the curriculum content in the form of daily vocabulary and the greeting of the role of early childhood teachers in the introduction of basic English varies greatly. The teacher has multiple roles at one time. These roles are as educator, mediator, observer, facilitator, motivator, administrator, and composer.   Keywords: the role of PAUD teachers, introduction to English, early childhood education

How neocolonialism and globalization affect the early childhood workforce in Nepal and Kenya

2020 ◽  
Vol 21 (2) ◽  
pp. 111-125
Author(s):  
Lydiah Nganga ◽  
Samara Madrid Akpovo ◽  
Sapna Thapa ◽  
Agnes Muthoni Mwangi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Groups ◽  
Participant Observation ◽  
Comparative Method ◽  
Early Childhood Teachers ◽  
Women's Work ◽  
Work Lives ◽  
Childhood Education ◽  
Women’S Work

Research shows that modern forms of colonization are vested with globalizing discourses which include early childhood education, gender, and curriculum policies and practices that are Euro-western based. In this collaborative qualitative study, four ethnographic researchers—two who conduct research in Nepal and two who conduct research in Kenya—explored the influence of globalization and neocolonialism on the work lives of early childhood teachers. Data was drawn from three long-term, in-depth ethnographic projects over a period of 6 to 13 years. The methods of data collection consisted of participant observation, field notes, class observations, individual interviews, and focus groups. This article reports on the findings from focus groups and uses a constant comparative method to analyze the data. Three common themes emerged from the analysis of the two data sets: Euro-western dominance; gendered positioning; and teacher resilience. The teachers used Euro-western language (i.e. English) as a key indicator of quality. The findings revealed that early childhood teachers experienced pressure from parents to conform to Euro-western standards, especially the use of English, thus alienating local languages. Teaching young children continued to be positioned as “women’s work,” resulting in low pay for early childhood education teachers and a lack of professionalism within the field. Although the themes of Euro-western standards and gendered discourses were frequent within the data, the theme of resilience was also found. The teachers displayed perseverance by using various coping mechanisms to counter the lack of resources and deprecated status of early childhood education as women’s work.

Sign in / Sign up

Export Citation Format

Share Document