scholarly journals Implementation of child-friendly inclusive schools for early childhood education in the city of Semarang

2022 ◽  
Vol 6 ◽  
Author(s):  
Elizabeth Wahyu Margareth Indira ◽  
Suwito Eko Pramono ◽  
Agus Hermanto ◽  
Mintarsih Arbarini ◽  
Nerru Pranuta M
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Student Management ◽  
Rights Of The Child ◽  
Analysis Technique ◽  
Inclusive Schools ◽  
Child Friendly ◽  
Data Collection Technique ◽  
The Right

The United Nations Convention on the Rights of the Child (UN-CRC) states that all children in the world have the right to the right to survive; the right to develop (right to be educated); and the right to protection. One of the points of the UN-CRC is the fulfillment of the rights of children with special needs. This study aims to identify the Implementation of Child-Friendly Inclusive Schools for Early Childhood Education in the Semarang City area. This research uses a case study quantitative approach. The data collection technique is done through questionnaires, interviews, observation, and documentation. While the data analysis technique starts from data display, data reduction, to drawing conclusions. The results of the study indicate that: In the implementation of Student Management, Curriculum Management Implementation, the implementation of education staff management, and in the implementation of facilities and infrastructure management, there is still a need for improvement and assistance from the department.

scholarly journals HAK PENDIDIKAN ANAK DALAM KELUARGA DALAM PANDANGAN IMAM SYAFI’I DAN RELEVANSINYA DENGAN PENDIDIKAN ANAK USIA DINI DI INDONESIA

2015 ◽  
Vol 14 (1) ◽  
pp. 67
Author(s):  
Atik Wartini
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Children's Rights ◽  
Children’S Rights ◽  
Right To Education ◽  
Childhood Education ◽  
Rights Of The Child ◽  
The Family ◽  
The Right ◽  
The Impact

A child’s right to education within the family according to Imam Syafi’i and its significance for early childhood  education in Indonesia This research is based on library research on the rights of the child to education within the family from the viewpoint of Imam Shafi’i, and the impact of his teachings on early childhood education in Indonesia. The study is interesting because the first schools to appear in Indonesia were of the Syafi’i tradition. Imam Syafi’i jurists and ushuliyyin have collections of poems that express the need to develop education in early childhood. Despite this, the theory of children’s education in the school of Imam Syafi’i is under researched. This study examines three research questions. First, how does one undertake a  biography of the thought of Imam Syafi’i and Imam Syafi’i school of thought. Second, what is the concept of children’s rights in the family in the view of Imam Syafi’i. And third, is there reference to  early Childhood education that implies the concept of children’s rights to education in the view of Imam Syafi’i. This study concludes that Imam Syafi ‘i in scientific rihlah is purely academic. Imam Syafi’i also elicits several important ideas on a child’s rights within the family, the right to education and the right to self-expression. Imam Syafi’i schools are relevaant to early childhood education in Indonesia in which these (religious education) schools are widespread.

scholarly journals An investigation of early childhood education teachers’ attitudes, behaviors, and views regarding the rights of the child

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Cagla Banko-Bal ◽  
Tulin Guler-Yildiz
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Mixed Method ◽  
Children's Rights ◽  
Best Interest ◽  
Childhood Education ◽  
Children’S Learning ◽  
Rights Of The Child ◽  
Teachers Attitudes ◽  
The Right

AbstractThis study investigates the attitudes, behaviors, and views about the rights of the child of early childhood education (ECE) teachers in Turkey. A mixed-method sequential transformative design was used, and 205 ECE teachers’ attitudes towards children’s rights were analyzed using a quantitative questionnaire. Ten of these ECE teachers were then observed, and their views in terms of the rights of children were elicited through interviews. According to the findings, teachers’ attitudes toward the rights of the child were positive; however, their behaviors and views were not compatible with most of these rights. While teachers were sensitive to the right to protection, they did not meet the requirements of the rights to development, growth, and participation or the principles of best interest and non-discrimination. Educating teachers about the rights of the child plays an important role in enhancing children’s learning and the application of these rights. To support these rights, teachers need to properly understand the rights of the child, how to protect them, and how to reflect these rights in their practices.

The influence of perception on the provision of early childhood education in the Kumasi Metropolis of Ghana

2021 ◽  
Vol 9 (1) ◽  
pp. 179-188
Author(s):  
Samuel Oppong Frimpong ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Early Years ◽  
Childhood Education ◽  
Child Friendly ◽  
The Right ◽  
Future Education

An individual is born with millions of neurons and the quality of the experiences he/she will have at the early years can potentially determine the future life of that person. This makes quality early childhood education pivotal. However, the perception people have about this influence how they prepare themselves to provide that quality early childhood education for young children. Thus, this qualitative research purposively sampled 26 participants to elicit their views about the perception they have about the criticality of early years experiences and how the perception influenced how they were providing the early childhood education within the Kumasi metropolis of Ghana. Data in the form of interview were analysed thematically. The study found that experiences through the early childhood education are criticality serving as the foundation for future education. The study also found that developmentally appropriate infrastructure (such as tables and chairs sized to the height of learners, spacious and well-ventilated classroom), teachers who are specifically trained in early childhood education and child friendly pedagogy should be in place to ensure quality early childhood education and that how early childhood education was perceived greatly influenced how it was provided. The recommendations based on the findings are that, there should be more advocacy by teachers and headteachers on the criticality of early years experiences to ensure people’s sufficient appreciation for quality early childhood education for young children. Importantly, early childhood education should be completely detached from the primary and basic school to enable it receive the due attention and the needed provision. Individuals with the right perception should be engaged with the provision of ECE.

IMPLEMENTATION OF STEAM (Science Technology Engineering Art Mathematics) - BASED EARLY CHILDHOOD EDUCATION LEARNING IN SEMARANG CITY

2019 ◽  
Vol 2 (5) ◽  
pp. 276 ◽  
Author(s):  
Muniroh Munawar ◽  
Fenny Roshayanti ◽  
Sugiyanti Sugiyanti
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Age ◽  
Research Subjects ◽  
Research Focus ◽  
Fully Integrated ◽  
Childhood Education ◽  
Science Technology ◽  
Innovation And Invention ◽  
Data Collection Technique

Learning in Early Childhood Education (ECE) today should adjust the 21st century competency framework. In this case, learning innovation is needed to actualize a generation that is creative, innovative, critical thinking, able to communicate and collaborate. STEAM (Science Technology Engineering Art Mathematics) - based ECE learning is currently seen as an approach that aims to stimulate creativity and  prepare children in a world of work that is full of innovation and invention. Research shows that there is a positive relationship between STEAM experience at early age and school success in the future. The purpose of this study is to describe the implementation of STEAM-based ECE learning in Semarang City. Three ECE schools that have implemented STEAM-based learning in Semarang City were included as research subjects. The research methods used were qualitative with observation, interview and documentation as a data collection technique. The research focus of the research results include: 1) Story times in STEAM class, 2) STEAM Processes in learning, 3) STEAM activities in class. Data analysis results show that the implementation of STEAM-based learning is not fully integrated, so assistance by expert teams is needed and there is no  comprehensive learning media tool.Pembelajaran di PAUD sekarang ini hendaknya menyesuaikan kerangka kompetensi abad 21, dimana inovasi pembelajaran sangat dibutuhkan untuk mewujudkan generasi yang kreatif, inovatif, berpikir kritis, mampu berkomunikasi dan berkolaborasi. Akhir-akhir ini STEAM (Science Technology Engineering Art Mathematics) dipandang sebagai sebuah pendekatan untuk menyiapkan generasi abad 21, yang bertujuan untuk menstimulasi kreativitas, menyiapkan anak-anak dalam dunia kerja yang penuh inovasi dan invensi. Riset menunjukkan bahwa ada hubungan positif antara pengalaman STEAM di awal usia dengan kesuksesan sekolah di masa mendatang. Adapun tujuan penelitian ini adalah untuk mendeskripsikan pelaksanaan pembelajaran STEAM di PAUD. Metode penelitian yang digunakan adalah kualitatif, pengumpulan data dilakukan melalui observasi, wawawancara dan dokumentasi. Sedangkan hasil penelitian ini mendeskripsikan: 1) Storytimes dalam kelas STEAM, 2) STEAM Process dalam pembelajaran, 3) Aktivitas STEAM di kelas. Hasil analisis data menunjukkan bahwa implementasi pembelajaran berbasis STEAM tidak sepenuhnya terintegrasi, sehingga diperlukan bantuan oleh tim ahli dan tidak ada alat media pembelajaran yang komprehensif.

scholarly journals Små barns medvirkning i samlingsstunder

2012 ◽  
Vol 5 ◽  
Author(s):  
Brit Johanne Eide ◽  
Ellen Os ◽  
Ingrid Pramling Samuelsson
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Everyday Life ◽  
Circle Time ◽  
Childhood Education ◽  
The Core ◽  
Rights Of The Child ◽  
Children’S Participation ◽  
Children's Participation

Title: Young children’s participation during circle time. Abstract: In day schedules of early childhood education, circle time has traditionally been one of the core situations. According to the Convention on the Rights of the Child, children should be given opportunity to influence their everyday life. This article presents an analysis of circle time in 8 toddler groups. The focus of the analysis is children’s opportunities to participate and take part in the process of decision-making during circle time. The results indicate that the toddlers take part in community of the group, but their opportunities to influence are limited.

scholarly journals IDENTIDADE PESSOAL E SOCIAL DA CRIANÇA: A IMPORTÂNCIA DOS BRINQUEDOS E DAS BRINCADEIRAS.

2019 ◽  
Vol 2 ◽  
pp. 44
Author(s):  
Raquel Dilly Konrath ◽  
Cláudia Schemes
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Identity ◽  
National Curriculum ◽  
Social Formation ◽  
Childhood Education ◽  
Legal Documents ◽  
Curriculum Guidelines ◽  
The Right ◽  
Legal Guidelines

O presente artigo tem como objetivo abordar e analisar a formação da identidade pessoal e social da criança na Educação Infantil estabelecidos nas atuais Diretrizes e Referenciais Curriculares Nacionais da Educação Infantil. Procura, também, identificar a importância das brincadeiras e suas interações, dos brinquedos para o desenvolvimento da formação desta identidade e do papel do professor e da professora nesse processo. Esta pesquisa configura-se como exploratória qualitativa e tem como procedimento técnico a análise dos documentos legais como o Referencial Curricular Nacional para a Educação Infantil: formação pessoal e social (BRASIL, 1998), as Diretrizes curriculares nacionais para a educação infantil (BRASIL, 2010) e os Brinquedos e brincadeiras nas creches: manual de orientação pedagógica (BRASIL, 2012). Entendemos que os textos e as diretrizes legais, mesmo sendo referências nacionais, são significados no seu contexto e, por mais que se procure universalizar práticas, estas só se revelam na ação dos próprios sujeitos que o compõem e lhe dão sentido e significado. Ou seja, por mais que as diretrizes ou as orientações legais sejam prescritivas e universais, quem dá sentido ao texto e ao conhecimento é o próprio sujeito que o vive. Palavras-chave: Identidade. Criança. Formação pessoal e social. Brinquedos.ABSTRACTThis article addresses and analyzes one of the objectives of Early Childhood Education established in the current National Curriculum Guidelines and Frameworks for Early Childhood Education, which is the formation of the child’s personal and social identity. It emphasizes the importance of the games, toys and their interactions for the development of the formation of the personal and social identity and the role of the teacher in this process. This research is configured as a qualitative and thematic research as an analysis of legal documents as the National Curricular Reference for Childhood Education: personal and social formation (BRASIL, 1998), National Curricular Guidelines for Early Childhood Education (BRASIL, 2010), The toys and games in the nursery: pedagogical guidance manual. (BRAZIL, 2012). We understand that texts and legal laws, even if they are national references, are meaningful in their context and therefore are universal practices, these are revealed in the action of more rigorous than the right of speech and meaning. That is, as rough as legal guidelines are prescribed and universal, what gives meaning to the text and to knowledge is the subject who lives.Keywords: Identity. Child. Personal and social formation. Toys.

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.

scholarly journals Bebês em creches nas zonas rurais do Brasil

2020 ◽  
Vol 6 (10) ◽  
pp. 264
Author(s):  
Patricia Maria Uchôa SIMÕES ◽  
Mariana Uchôa Simões BARBOSA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rural Areas ◽  
Rural Populations ◽  
Childhood Education ◽  
Daycare Centers ◽  
History Of ◽  
The Right ◽  
Educational Indicators

RESUMONo Brasil, a história da educação institucionalizada dos bebês inicia-se com instituições voltadas para o atendimento das populações mais pobres das cidades e está relacionada à industrialização e urbanização. Essa origem explica, em parte, a escassa oferta de Educação Infantil para as populações rurais, até hoje. O estudo debate a trajetória das creches das zonas rurais, analisa alguns dos indicadores educacionais e dados da implantação do Proinfância nessas áreas. As conclusões apontam para os avanços na legislação e a melhoria dos indicadores educacionais nas primeiras décadas desse século, também apresenta o Proinfância como uma alternativa para as zonas rurais, com a oferta de apoio aos municípios na construção de políticas de inclusão dos bebês em creche com maior qualidade de atendimento. Faz-se necessário a afirmação desses bebês como sujeitos de direitos, da sua educação como condição de cidadania e da especificidade da creche nas zonas rurais como direito à diferença.Bebês. Creche. Educação Infantil do Campo. Babies in daycare centers in rural BrazilABSTRACT In Brazil, the history of institutionalized baby education begins with institutions aimed at serving the poorest populations in cities and is related to industrialization and urbanization. This origin explains, in part, the scarce offer of Early Childhood Education for rural populations, even today. The study debates the trajectory of daycare centers in rural areas, analyzes some of the educational indicators and data on the implementation of Proinfância in these areas. The conclusions point to advances in legislation and the improvement of educational indicators in the first decades of this century, it also presents Proinfância as an alternative for rural areas, with the offer of support to municipalities in the construction of policies for the inclusion of babies in daycare centers with higher quality of care. It is necessary to affirm these babies as subjects of rights, their education as a condition of citizenship and the specificity of daycare in rural areas as the right to difference.Babies. Nursery. Rural Early Childhood Education. Bebés en guarderías en zonas rurales de BrasilRESUMEN En Brasil, la historia de la educación institucionalizada de bebes comienza con instituciones destinadas a servir a las poblaciones más pobres de las ciudades y está relacionada con la industrialización y la urbanización. Este origen explica, en parte, la escasa oferta de educación de la primera infancia para las poblaciones rurales, incluso hoy en día. El estudio debate la trayectoria de las guarderías en áreas rurales, analiza algunos de los indicadores educacionales y los datos sobre la implementación de “Proinfância” en estas áreas. Las conclusiones apuntan a avances en la legislación y la mejora de los indicadores educacionales en las primeras décadas de este siglo, también presenta a “Proinfância” como una alternativa para las zonas rurales, ofreciendo apoyo a los municipios en la construcción de políticas para la inclusión de bebés en guarderías con mejor calidad de cuidado. Es necesario afirmar que estos bebés son sujetos de derechos, su educación debe ser entendida como condición de ciudadanía y la especificidad de la guardería en las zonas rurales como un derecho a la diferencia.Bebés. Guardería. Educación de la primera infancia rural. Bambini in asili nele aree rurali del BrasileSINTESEIn Brasile, la storia dell'educazione al bambino istituzionalizzata inizia con istituzioni progettate per servire le popolazioni più povere delle città ed è legata all'industrializzazione e all'urbanizzazione. Questa origine spiega, in parte, l'offerta limitata di educazione della prima infanzia per le popolazioni rurali, anche oggi. Lo studio discute la traiettoria degli asili nelle aree rurali, analizza alcuni degli indicatori e dati educativi sull'attuazione di "Proinfância" in queste aree. Le conclusioni indicano i progressi della legislazione e il miglioramento degli indicatori educativi nei primi decenni di questo secolo, inoltre presenta "Proinfância" come alternativa alle aree rurali, offrendo supporto ai comuni nella costruzione di politiche per l'inclusione dei bambini negli asili nido con una migliore qualità delle cure. È necessario affermare che questi bambini sono soggetti di diritti, la loro educazione deve essere intesa come una condizione di cittadinanza e la specificità dell'assistenza all'infanzia nelle aree rurali come un diritto alla differenza.

Improvement of Laterality Through the ABN Method in a Learning Enviroment in Early Education

2021 ◽  
pp. 33-54
Author(s):  
David Zamorano-Garcia ◽  
Paula Flores-Morcillo ◽  
María Isabel Gil-García ◽  
Miguel Ángel Aguilar-Jurado
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
The Body ◽  
Childhood Education ◽  
Left Handed ◽  
And Mathematics ◽  
The Right ◽  
The Relationship ◽  
Shed Light

This chapter aims to shed light on the relationship between the development of laterality and the learning of mathematics in early childhood education using the ABN method. Thus, the authors present an experience developed with 24 children of 4 and 5 years old from several sessions of physical education where laterality and mathematics were worked on in the framework of a project developed in the classroom. The neuropsychological laterality test and a psychomotor table with values referred exclusively to manual and foot laterality, and indicators referred to the ABN method were used as evaluation instruments. The results obtained indicate that students with homogeneous right- or left-handed laterality obtain better results, as well as those with crossed laterality, since they have defined their manual and foot dominance. However, students with undefined laterality obtain worse results, even showing a lateral tendency towards the use of the right side of the body.

Sign in / Sign up

Export Citation Format

Share Document