scholarly journals Realm of Malay Civilization: Ethnoparenting, Habitus, and Cultural Contestation in Early Childhood Education of Sambas Malay Society

2020 ◽  
Vol 4 (2) ◽  
pp. 215-230
Author(s):  
Bayu Suratman ◽  
Mahmud Arif
Keyword(s):  
Early Childhood ◽  
Social Change ◽  
Early Childhood Education ◽  
Qualitative Method ◽  
Local Community ◽  
Value System ◽  
West Kalimantan ◽  
Childhood Education ◽  
Sociological Approach ◽  
The Social

This article discusses how Sambas Malay parents carry out ethnoparenting and early childhood education to early childhood. Sambas Malay society are relatively traditional who still maintain the value system embraced by the local community. Ethnoparenting in this paper has the meaning of parenting performed by a particular ethnicity or tribe through the culture adopted. This research was conducted by the qualitative method through a sociological approach to education. The data was obtained through interviews and in-depth observations in Batu Makjage Village, Tebas District, Sambas Regency, West Kalimantan Province. Some habitus in ethnoparenting Sambas Malay society in educating early childhood include tunjuk ajar, pantang larang, kemponan and any tradition. Obstacles in ethnoparenting in the form of contestation of the value of Sambas Malay culture with modernity. The contestation that occurred experienced dislocation and resulted in the social change of Sambas Malay society and changed the habitus and urban lifestyle that has dominated in the ethnoparenting of Sambas Malay society.

scholarly journals Kemandirian Anak Usia 5-6 Tahun di Lembaga PAUD pada Budaya Suku Dayak Kanayant

2020 ◽  
Vol 4 (1) ◽  
pp. 13-20
Author(s):  
Lailatul Aisi Alhq ◽  
Hapidin Hapidin ◽  
Karnadi Karnadi
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Research Data ◽  
Ethnographic Research ◽  
Early Age ◽  
West Kalimantan ◽  
Childhood Education ◽  
Tribal Culture

INDEPENDENCE OF CHILDREN AGED 5-6 YEARS AT INSTITUTION OF EARLY CHILDHOOD EDUCATION IN THE DAYAK KANAYANT CULTURE. This study aims to get an overview of empirical data information on the Independence of Children 5-6 Years in Early Childhood Education Institutions in the Dayak Kanayant Culture in Nanga Kelampai Village, Tumbang Titi District, Ketapang Regency, West Kalimantan Province. This research is a qualitative research with ethnographic research. Data analysis is Spradley. The data of this study were obtained from observations, interviews and documentation. The findings of the study indicate that the independence of children aged 5-6 years in early childhood education institutions in Kanayant Dayak tribal culture is shaped by the roles and attitudes of parents and teachers and the role of the environment. The conclusion of the research shows that independent children are not formed by themselves. Parents need to equip children from an early age to be able to do their own activities without having to rely on parents.

scholarly journals Internalizing Nationalism Awareness in Early Childhood Islamic Education Institution with The Spirit of Aswaja an-Nahdliyah

2020 ◽  
Vol 5 (02) ◽  
pp. 251-266
Author(s):  
Dwi Istiyani ◽  
A.M. Wibowo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Qualitative Method ◽  
Education Institution ◽  
Educational Institutions ◽  
Early Age ◽  
Childhood Education ◽  
Nahdlatul Ulama ◽  
Research Questions ◽  
Early Childhood Institutions

This study aims at describing and analyzing the internalization of national awareness through raudlotul athfal (RA; an Islamic early childhood education institution) with the spirit of Aswaja an-Nahdliyah. Aswaja an-Nahdliyah is an ideology adopted by Nahdlatul Ulama, a major Islamic religious organization in Indonesia. This study argues that the internalization of the national awareness needs to be instilled from early age to anticipate the influence of globalization which is feared to erode the original character of a nation. Within the study, the qualitative method was adopted in order to answer two research questions: (1) how Islamic early childhood educational institutions develop nationalism awareness through the teachings of Ahlusunnah wal Jamaah; and (2) how the institutions construct the awareness of nationalism through the teachings of Ahlusunnah wal Jamaah. The results of the study show that the internalization of nationalism awareness through Islamic early childhood education institutions with the Aswaja an-Nahdliyah’s spirit has been carried out through curriculum content which has been systematically arranged in each research subject with the principle of considering early childhood characteristics. At the same time, the results of the study also show that the construction of nationalism awareness in the Islamic early childhood education institutions can be seen in Islamic holidays and national activities which were held on the Islamic early childhood institutions. 

Attitudes of early childhood education teachers towards educational inclusion and the social adjustment of students with disabilities

2021 ◽  
Vol LXXXII (4) ◽  
pp. 255-268
Author(s):  
Karolina Mudło-Głagolska
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Adjustment ◽  
Social Adaptation ◽  
Childhood Education ◽  
Cognitive Component ◽  
The Social ◽  
Teachers Attitudes

Research shows that teachers' attitudes are a decisive element of the effective inclusion of students with disabilities, thereby conducive to the social adaptation of these students. The aim of the study was to determine the relationship between teachers' attitudes towards inclusive education and the social adjustment of students with disabilities. The sample consisted of 79 teachers of early childhood education working in a mainstream school and having a student in their class with a decision on the need for special education. The study used the Multidimensional Attitudes Scale towards Inclusive Education and the Classroom Behaviour Inventory Preschool to Primary. The results obtained in the study allow the conclusion that the positive beliefs of a teacher towards inclusive education (cognitive component of attitude) are most strongly associated with the social adaptation of a student with a disability. The conducted study showed that the teacher's readiness to modify the physical environment, his communication method and the methods of assessment with regard to the student's abilities and needs is related to the social adaptation of students with disabilities in a mainstream class. These aspects seem to be essential for the optimal functioning of a student with a disability in a mainstream class. The role of teachers' attitudes towards inclusive education in shaping the social adjustment of students with disabilities was emphasized.

Early Teacher Training Across European Countries

2018 ◽  
pp. 71-80
Author(s):  
Ma Isabel Amor Almedina ◽  
Rocío Serrano Rodríguez
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Early Childhood Education ◽  
Cultural Diversity ◽  
Great Influence ◽  
European Countries ◽  
Childhood Education ◽  
The Social ◽  
Integral Development ◽  
Technological Competences

This chapter presents the evolution of Early Childhood Education in Spain from different educational laws. The progression of these is confirmed as a stage of custody and care until its consideration as an educational stage, which has their owns signs of identity and even a curriculum. Likewise, it is shown that the learning of other languages and the development of technological competences has made Pre-School Education an effective tool for linguistic and cultural diversity. This matter is caused by the social and political changes, which have had a great influence on education. Research and experience confirm that Early Childhood Education is a substantial stage in support of the integral development of children at these ages, in which their benefits are extrapolated and remain over a lifetime.

scholarly journals Education for sustainable development in early childhood education in Finland

2013 ◽  
Vol 15 (2) ◽  
pp. 91-102 ◽  
Author(s):  
Jyrki Reunamo ◽  
Liisa Suomela
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Education For Sustainable Development ◽  
Social Aspects ◽  
Tree Model ◽  
Specific Content ◽  
Childhood Education ◽  
The Social ◽  
Education And Care

Abstract In the Finnish early childhood education and care (ECEC) curriculum, there is no specific content for education for sustainable development (ESD). Thus, it is not possible to get direct guidelines on how to conduct ESD in ECEC from the curriculum. We seek to look at the preferences of Finnish early childhood educators through the model of extended environmental education. Behind this model is Palmer's tree model and an emphasis on empirical, social and ethical components of ECEC. The research method employed a survey. Altogether 924 teams in Southern Finland evaluated their learning environments. By using a factor and reliability analysis, we extracted three factors relevant to the extended Palmer's model. The teachers primarily emphasised the understanding (learning) aspects of ECEC. The second most important aspect comprised the social aspects of education. The third most important aspect included the ethical and participant aspects of ECEC. Potential implications and indications to the practice of ESD are discussed

scholarly journals EARLY SCIENCE EDUCATION AND ITS RELEVANCE

2012 ◽  
Vol 45 (1) ◽  
pp. 4-9
Author(s):  
Claudia Valentina Assumpção Gallian
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Early Years ◽  
Scientific Concepts ◽  
Childhood Education ◽  
The Social ◽  
The World ◽  
Early Science Education ◽  
And Mathematics

This text begins with a concern related to teacher education which will focus on early childhood education, specifically in regards into the sciences and knowledge relating to the axes undertaken to frame the curriculum of the first stage of basic schooling as nature, culture and society. Science for young children should be considered as the foundation of all later development and is clear that it is not understood as it should be. But now, it is being more discussed taking account that these children have their development in a holistic perspective (Johnston, 2009; Johnston & Tunnicliffe, 2008). It should be noticed that the approach of knowledge related to science in Early Childhood Education, discussed in this text, does not take place in an isolated way, should be developed on a proposal mainly integrating the different fields of knowledge, to explore, in the articulation of knowledge, the wealth of exploitation and appropriating the world by the children. According to Johnston (2011) science teaching should be encouraged in the early years, aiming at reaching a holistic sense, that is, seeking not only understanding the scientific concepts but also developing attitudes and abilities related to them. Thus, the understanding of scientific concepts is closely related to both the development of knowledge in other areas such as geography, history and mathematics and to the social skills, such as collaboration, cooperation, etc and attitudes such as enthusiasm, initiative, curiosity etc.

scholarly journals PENERAPAN PEMBELAJARAN ANAK USIA DINI BERBASIS KECERDASAN MAJEMUK (MULTIPLEINTELLIGENCES)

2017 ◽  
Vol 12 (2) ◽  
pp. 213-233
Author(s):  
Ellen Prima
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Multiple Intelligences ◽  
Teaching Methods ◽  
Spiritual Development ◽  
Qualitative Method ◽  
Further Education ◽  
Important Thing ◽  
Childhood Education ◽  
Early Childhood Learning

Abstract: Education is a very important thing for children or adults. Education becomes one of the capital for a person to be successful and able to achieve success in his life. Especially Early Childhood Education (PAUD) has developed rapidly. PAUD service is a coaching effort aimed at children from birth up to the age of six that is done through the provision of educational stimulus to assist growth and physical and spiritual development so that children have readiness in entering further education. Therefore, early childhood with their respective potential needs to be given a friendly learning and appreciate every potential of their intelligence. The purpose of this study is to improve the activity and creativity of early childhood education based on multiple intelligences and provide knowledge about the application of learning based on multiple intelligences. This research uses qualitative method of descriptive type. The results of this study indicate that the application of early childhood learning based on multiple intelligences requires educators must have the power of creativity by using various teaching methods that vary.Key words :learning, multiple intelligences, early childhood   Abstrak:Pendidikan adalah hal yang sangat penting untuk diperoleh anak-anak ataupun orang dewasa. Pendidikan menjadi salah satu modal bagi seseorang agar dapat berhasil dan mampu meraih kesuksesan dalam hidupnya. Khususnya Pendidikan Anak Usia Dini (PAUD) mengalami perkembangan yang pesat. Layanan PAUD merupakan suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. Oleh karena itu, anak usia dini dengan potensinya masing-masing perlu diberikan adanya pembelajaran yang ramah dan menghargai setiap potensi kecerdasan yang mereka miliki.Tujuan penelitian ini adalah untuk meningkatkan keaktifan dan kreativitas pembelajaran PAUD berbasis kecerdasan majemuk anak dan memberikan pengetahuan tentang penerapan pembelajaran berbasis kecerdasan majemuk. Penelitian ini menggunakan metode kualitatif jenis deskriptif. Hasil dari penelitian ini menunjukkan bahwa penerapan pembelajaran anak usia dini berbasis kecerdasan majemuk menuntut pendidik harus memiliki daya kreativitas dengan menggunakan berbagai metode pembelajaran yang bervariasi. Kata kunci : pembelajaran, kecerdasan majemuk, anak usia dini

Pandemic Effects: Ableism, Exclusion, and Procedural Bias

2021 ◽  
pp. 16-29
Author(s):  
Kathryn Underwood ◽  
Tricia Van Rhijn ◽  
Alice-Simone Balter ◽  
Laura Feltham ◽  
Patty Douglas ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Urban Communities ◽  
Childhood Disability ◽  
Childhood Education ◽  
Rural And Urban ◽  
The Social ◽  
Education And Care ◽  
Institutional Organization ◽  
Inclusive Early Childhood

The COVID-19 pandemic has changed social organizations and altered children’s worlds. As part of an ongoing longitudinal study of the institutional organization of disabled children’s lives, since March 2020 we have conducted interviews with families in rural and urban communities across Canada (65 families at the time of writing). The narrow focus of governments on the economy, childcare, and schooling does not reflect the scope of experiences of families and disabled children. We describe emerging findings about what the effects of the pandemic closures demonstrate about the social valuing of childhood, disability, and diverse family lives in early childhood education and care. Our research makes the case that ableism, exclusion, and procedural bias are the products of cumulative experiences across institutional sites and that it is critical we understand disabled childhoods more broadly if we are to return to more inclusive early childhood education and care.

A Critique of a Child-Centered Curriculum

2020 ◽  
pp. 56-64
Author(s):  
Rachael Floom ◽  
Melanie Janzen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Natural World ◽  
Human Beings ◽  
Childhood Education ◽  
The Social ◽  
The World ◽  
Child Centered

Imagine a world full of human beings existing to and for themselves alone, insensitive and removed from the social and natural world. Here we contemplate child-centeredness, a discourse used liberally in the realm of early childhood education and yet rarely considered critically. Drawing from Gert Biesta, we will explore the ways in which the notion of a child-centred curriculum positions the child as an egological being and thus minimizes the child’s relationships with others and the world in which they exist. We hope to provoke considerations of how we might reconceptualize curricula to foster children’s understanding of their broader existence.

Sign in / Sign up

Export Citation Format

Share Document