scholarly journals Children's intelligence development training for Aisyiyah kindergarten teachers

2019 ◽  
Vol 12 (2) ◽  
pp. 129-138
Author(s):  
Ebni Sholikhah ◽  
Arif Rohman ◽  
Farida Hanum ◽  
Ariefa Efianingrum ◽  
Joko Sri Sukardi
Keyword(s):  
Early Childhood ◽  
Training Needs ◽  
Kindergarten Teachers ◽  
Multiple Intelligence ◽  
Teacher Professionalism ◽  
Transfer Of Knowledge ◽  
Educational Activities ◽  
Teachers Training ◽  
Intelligence Development ◽  
Teacher's Knowledge

Abstract: Early childhood is the golden age to develop their potential multiple intelligences. However, educational activities have often been reduced as teaching and schooling which centered on static transfer of knowledge and sometimes forget to develop non-academic intelligence. This paper aims to describe Aisyiyah teachers training in Banyuwangi Regency to develop the potential multiple intelligence in early childhood. We used dialogical lectures, exercises (simulations), and assistance as the methods. The results showed that 49.74% of 38 participants were satisfied, 48.70% were very satisfied, and only 1.56% were dissatisfied with the contents, methods, and facilities provided. This shows that contents of the material improve teacher's knowledge and could be applied in the teaching environment. The teacher also feels that they gained new experience because never attended a similar training before. Therefore, this kind of training needs to be continued and improved to improve teacher professionalism. Pelatihan pengembangan kecerdasan majemuk anak bagi guru tk AisyiyahAbstrak: Usia anak adalah usia emas untuk mengembangkan potensi kecerdasan majemuk yang dimiliki. Akan tetapi, selama ini kegiatan pendidikan sering direduksi sebagai kegiatan pengajaran dan persekolahan yang terpusat pada transfer pengetahuan secara statis dan terkadang lupa untuk mengembangkan kecerdasan non akademik. Artikel ini bertujuan untuk mendeskripsikan pelatihan guru Aisyiyah kabupaten Banyuwangi dalam mengembangkan potensi kecerdasan majemuk anak usia dini. Metode yang digunakan berupa ceramah dialogis, latihan (simulasi), dan pendampingan. Dari 38 sasaran, hasilnya menunjukkan bahwa 49.74% puas, 48.70% sangat puas, dan hanya 1.56% tidak puas terhadap isi, metode, maupun fasilitas yang disediakan. Hal ini menunjukkan bahwa isi materi sesuai dan dapat menambah pengetahuan guru untuk diaplikasikan di lingkungan kerjanya. Guru juga merasa mendapat pengalaman baru karena belum pernah mengikuti pelatihan serupa sebelumnya. Oleh karena itu, untuk meningkatkan profesionalitas guru, pelatihan semacam ini perlu dilanjutkan dan ditingkatkan. 

scholarly journals Need for In-Service Training for Teachers and It’s Effectiveness In School.

2014 ◽  
Vol 2 (11) ◽  
pp. 1-9
Author(s):  
Che Mohd Zulkifli Che Omar
Keyword(s):  
Job Performance ◽  
Teaching And Learning ◽  
Training Needs ◽  
Teacher Professionalism ◽  
Fundamental Aspect ◽  
Service Training ◽  
Teachers Training ◽  
Administrator Attitudes ◽  
Improving Teaching And Learning

This essay discusses the need for in-service training for teachers and the effectiveness of in-service training in school. In-service training act as a catalyst for a teacher’s effectiveness. It is also a way of updating teachers’ skills and knowledge for improving teaching and learning which lead to better job performance. In-service training is important for teachers to face new challenges and changes in the education world. In-service training is also a fundamental aspect to improve teacher professionalism. The effectiveness of in-service training is important so that teachers can apply the knowledge acquired in teaching and learning. Few factors that contribute towards the effectiveness of in-service training are the role of administrator, attitudes of teachers, training needs and strategies in conducting in-service training.

scholarly journals Intelegensi dan Multiple Inteligensi

2018 ◽  
Vol 15 (2) ◽  
pp. 256-272
Author(s):  
Nehru Meha
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Multiple Intelligence ◽  
Intelligence Test ◽  
Full Potential ◽  
Childhood Education ◽  
Child Centered ◽  
The Right ◽  
Intelligence Development

Abstract: Essentially all children are smart, and intelligence of every child is different, parents and teachers only need to provide the right environment to deliver the full potential of intelligence. In the early childhood education, parent and teacher is not teaching, but are stimulating the child to their own intelligence, resulting in the child-centered learning. Stimulation can be provided by way of giving children the opportunity to become intelligent and creative. Allow the child to freely make, hold, draw, shape, or make the child’s own way and describe his own experience. When children develop imagination and intelligence, then they also can generate innovative ideas and way out in resolving the problem. One way that could turn creativity sparks of early childhood is to liberate the child to pours his thoughts. Keywords: Intelligence, Multiple Intelligence, Intelligence Development, and Intelligence Test.

scholarly journals Evaluation Study of Early Formal Education Teacher Competence in Early Childhood Learning Dance at Kindergartens in Malang, Indonesia

2018 ◽  
Vol 10 (1) ◽  
pp. 3-8
Author(s):  
Retno Tri Wulandari ◽  
Usep Kustiawan
Keyword(s):  
Early Childhood ◽  
Formal Education ◽  
Sampling Technique ◽  
Evaluation Study ◽  
Kindergarten Teachers ◽  
Teacher Professionalism ◽  
Teacher Competence ◽  
Education Teacher ◽  
Qualitative Approaches ◽  
Data Collection Technique

Abstract This study aims to define Early Formal Education teacher competence in the learning of dance art in kindergarten in Malang. This study uses a descriptive design with quantitative and qualitative approaches. The population is kindergarten teachers in Malang. The sample uses a proportional random sampling technique that amounted to 15 kindergarten teachers from five sub-districts in Malang, each sub-district represented three teachers from different kindergartens. The data collection technique used a questionnaire. The results show that the level of kindergarten teachers’ understanding in Malang of the Early Formal Education teacher’s competence required in the learning of dance art is in a good category; however, contrary to the reality in the field, the problem of early childhood dance learning lies in the lack of pedagogical competence, personality and teacher professionalism. Teaching requires intense and sustained training to improve dance learning competence. The conclusion is that the competence of Early Formal Education teachers in the learning of dance art in kindergarten in Malang is still lacking.

scholarly journals Innhald i barnehagen i lys av politisk fokus på barnehagefeltet

2012 ◽  
Vol 5 ◽  
Author(s):  
Bente Vatne
Keyword(s):  
Educational Policy ◽  
National Survey ◽  
Social Institution ◽  
Public Debate ◽  
Kindergarten Teachers ◽  
Professional Background ◽  
Educational Activities ◽  
The Public ◽  
Everyday Work

Title: Issues of Educational Policy and Educational Activities in Norwegian kindergartensAbstract: In recent decades the Norwegian kindergartens have become an important social institution where both its content and aims have been part of the public debate. The aim of this article is to put the spotlight on educational activities in Norwegian kindergartens and discuss these issues in the light of increased political focus. What kind of educational activities do kindergarten teachers (pedagogical leaders) and kindergarten assistants emphasize in everyday work with children? Are we heading towards a more “schoolish” content in Norwegian kindergartens? What consequences have kindergarten teachers and kindergartens assistants professional background for educational activities in Norwegian kindergartens? Results from a national survey (MAFAL) to kindergarten teachers and kindergartens assistants will be presented and discussed.

scholarly journals Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services

2021 ◽  
Author(s):  
Sofia-Loredana Tudor
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Education ◽  
Training Needs ◽  
Educational Services ◽  
Teaching Staff ◽  
Education Services ◽  
Childhood Education ◽  
Education Strategy ◽  
Policy Measures

Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.

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