scholarly journals Pengaruh pelaksanaan pelatihan developmentally appropriate practice terhadap peningkatan kompetensi pedagogik pendidik PAUD

2018 ◽  
Vol 5 (2) ◽  
pp. 142-153
Author(s):  
Fitri Pertiwi ◽  
Ishak Abdulhak ◽  
Viena Rusmiati Hasanah
Keyword(s):  
Early Childhood ◽  
Training Program ◽  
Preschool Teachers ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Childhood Education ◽  
Ex Post ◽  
Pedagogical Competence ◽  
Ex Post Facto ◽  
Post Test

Penelitian ini bertujuan untuk mengetahui pengaruh pelaksanaan pelatihan Developmentally Appropriate Practice (DAP) terhadap peningkatan kompetensi pedagogik pendidik PAUD. Penelitian ini menggunakan metode ex post-facto dengan pendekatan kuantitatif. Data dalam penelitian ini dikumpulkan melalui angket dan studi dokumentasi. Pengaruh pelaksanaan pelatihan Developmentally Appropriate Practice (DAP) diidentifikasi melalui perbandingan rata-rata antara data pre-test dan data post-test. Angket juga dikumpulkan lalu dianalisis untuk mengetahui gambaran pelaksanaan pelatihan Developmentally Appropriate Practice (DAP) dan gambaran kompetensi pedagogik pendidik PAUD setelah mengikuti pelatihan Developmentally Appropriate Practice (DAP). Hasil penelitian menunjukkan bahwa setelah mengikuti pelaksanaan pelatihan Developmentally Appropriate Practice (DAP), rata-rata kompetensi pedagogik pendidik PAUD menjadi lebih baik dibandingkan dengan sebelum mengikuti pelaksanaan pelatihan Developmentally Appropriate Practice (DAP), atau dengan kata lain pelaksanaan pelatihan Developmentally Appropriate Practice (DAP) berpengaruh secara signifikan terhadap peningkatan kompetensi pedagogik pendidik PAUD. The influence of developmentally appropriate practice training program on improving early childhood education teachers’ pedagogical competence AbstractThis study aims to investigate the influence of the Developmentally Appropriate Practice (DAP) training program on improving preschool teachers’ pedagogical competence. The study used quantitative approach with ex post-facto as its method. The data are collected by using questionnaires and documentation study. The influence of the Developmentally Appropriate Practice (DAP) training program is identified through a comparison of the average mean score between pre-test and post-test. Questionnaires was also collected and analyzed to find out the process of Developmentally Appropriate Practice (DAP) training program and also to know the preschool teachers’ pedagogical competence after joining the Developmentally Appropriate Practice (DAP) training program. The findings revealed that after joining the Developmentally Appropriate Practice (DAP) training program, the average level of the teachers’ pedagogical competence improves. In other words, the Developmentally Appropriate Practice (DAP) training program has a significant influence on improving the preschool teachers’ pedagogical competence.

iPods, Internet and Apps, Oh My

2013 ◽  
pp. 1650-1668
Author(s):  
Sally Blake ◽  
Denise L. Winsor ◽  
Candice Burkett ◽  
Lee Allen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Appropriate Technology ◽  
Design And Technology ◽  
Childhood Education ◽  
Beliefs About Technology ◽  
Teachers Attitudes

This chapter explores perceptions about technology and young children and includes results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals in relation to age appropriate technology for young children. Integration of technology into early childhood programs has two major obstacles: (a) teachers’ attitudes towards and beliefs about technology and (b) perceptions of what is developmentally appropriate practice (DAP) in their classrooms. The issue of what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms is one that may influence technology use in educational environments. The framework for this chapter explores perceptions of early childhood and instructional technology practitioners and their views of what is and is not appropriate technology for young children.

iPods, Internet and Apps, Oh My

2011 ◽  
pp. 76-95
Author(s):  
Sally Blake ◽  
Denise L. Winsor ◽  
Candice Burkett ◽  
Lee Allen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Appropriate Technology ◽  
Design And Technology ◽  
Childhood Education ◽  
Beliefs About Technology ◽  
Teachers Attitudes

This chapter explores perceptions about technology and young children and includes results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals in relation to age appropriate technology for young children. Integration of technology into early childhood programs has two major obstacles: (a) teachers’ attitudes towards and beliefs about technology and (b) perceptions of what is developmentally appropriate practice (DAP) in their classrooms. The issue of what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms is one that may influence technology use in educational environments. The framework for this chapter explores perceptions of early childhood and instructional technology practitioners and their views of what is and is not appropriate technology for young children.

The DAP Debate: Are we Throwing the Baby out with the Bath Water?

2001 ◽  
Vol 26 (2) ◽  
pp. 36-39 ◽  
Author(s):  
Maree Aldwinckle
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Knowledge Base ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Educational Practice ◽  
Childhood Education ◽  
Australian Context ◽  
Bath Water

Responses to the standardised guidelines for developmentally appropriate practice (DAP), as developed by Bredekamp in America, have sparked a debate about the usefulness of DAP as an approach to early childhood education. Australian commentators have joined this debate and are beginning to question the application of DAP in the Australian context. This article attempts to put the DAP debate into perspective by comparing aspects of the American and the Australian perspectives. Understandings of child development as a key determinant of early childhood practice are examined. Problems with detailing and articulating the evolving knowledge base from which early childhood educational practice is drawn are acknowledged. Further, the usefulness of following American trends that may not be applicable to the Australian scene is questioned.

Developmentally Appropriate Practice and Early Childhood Special Education

1995 ◽  
Vol 20 (4) ◽  
pp. 1-4 ◽  
Author(s):  
Ian Copland
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Current Practice ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Early Childhood Special Education ◽  
Education Programs ◽  
Future Directions ◽  
Childhood Education ◽  
Young Children With Disabilities

This paper examines issues related to current practice in early childhood special education in the light of developmentally appropriate practice. The emerging debate revolves around the ‘appropriateness’ of DAP principles to the education of young children with disabilities. In particular, the importance placed on play in mainstream early childhood education and whether this can be transferred successfully to special education programs. The emergence of transactional/ecological approaches to early intervention appear to be addressing this issue. This approach is examined. The aim of this paper is, however, to stimulate further debate on the applicability of DAP to early childhood special education. Some possible future directions for research are discussed.

HOW ACTIVE PLAY FACILITIES FOSTER PHYSICAL LITERACY ON 5-6 YEARS OLD CHILDREN? LESSON FROM JAMBI, INDONESIA

2021 ◽  
Vol 3 (1) ◽  
pp. 42-51
Author(s):  
Herwina Dewi Librianty
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Sampling Technique ◽  
Physical Literacy ◽  
Active Play ◽  
Childhood Education ◽  
Tukey Test ◽  
Ex Post ◽  
Ex Post Facto ◽  
Convenience Sampling

The purpose of this study was to determine the effect of the availability of active playing facilities on the physical literacy of children aged 5-6 years who are currently undergoing education at ECE (Early Childhood Education) centers in three sub-districts of Jambi City, Jambi Province. This study uses a comparative quantitative approach with ex-post facto techniques. The samples were determined using a convenience sampling technique involving 100 children in five PAUD institutions. Data collection was carried out through direct observation with data analysis using the F test and Tukey test. The results showed that there were differences in the level of physical literacy between groups of children in institutions with the availability of complete active play facilities compared to groups of children in institutions with incomplete availability of active play facilities.

scholarly journals Management and Evaluation Program PAUD University

2017 ◽  
Vol 3 (1) ◽  
pp. 1-19
Author(s):  
Dina Novrieta ◽  
Listini Listini
Keyword(s):  
Early Childhood ◽  
Social Skills ◽  
Early Childhood Education ◽  
Management Practice ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Evaluation Program ◽  
Childhood Education ◽  
Academic Activities

Abstract: Early childhood education is a development interface, the development of children combines the innate potential (genetic) and potential environmental influences.Thus, social skills in management practice is necessary.This can be understood because the ability to socialize and communicate with others is very decisive in achieving organizational goals.This can be understood because the ability to socialize and communicate with others is very decisive in achieving organizational goals.Implementation of early childhood that is more pressing on academic activities (reading, writing, and arithmetic) and memorization that is less meaningful for children, should be directed to learning that is centered on the interests of children by applying learning in accordance with the developmental (Developmentally Appropriate Practice) DAP. Abstrak: Pendidikan anak usia dini adalah pengembangan antarmuka, perkembangan anak yang menggabungkan potensi bawaan (genetik) dan pengaruh lingkungan potensial. Jadi, keterampilan sosial dalam praktik manajemen diperlukan. Hal ini dapat dipahami karena kemampuan bersosialisasi dan berkomunikasi dengan orang lain sangat menentukan. dalam mencapai tujuan organisasi. Hal ini dapat dipahami karena kemampuan bersosialisasi dan berkomunikasi dengan orang lain sangat menentukan dalam mencapai tujuan organisasi. Penerapan pendidikan anak usia dini yang lebih menekankan pada kegiatan akademik (membaca, menulis, dan berhitung) dan menghafal yang kurang bermakna bagi anak-anak, harus diarahkan untuk pembelajaran yang berpusat pada minat anak-anak dengan menerapkan pembelajaran sesuai dengan DAP perkembangan (Praktik Tepat Guna Pembangunan).

New Directions: Charting the Paths for the Role of Sociocultural Theory in Early Childhood Education and Curriculum

2003 ◽  
Vol 4 (3) ◽  
pp. 251-266 ◽  
Author(s):  
Suzy Edwards
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sociocultural Theory ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Social Constructivist ◽  
Early Childhood Curriculum ◽  
Childhood Education ◽  
New Directions

This article identifies the growing role of sociocultural theory as an informant to the early childhood curriculum. Beginning with a brief description of the more traditional Piagetian interpretation regarding development and its use in early childhood education and curricula such as DAP (Developmentally Appropriate Practice), the article identifies key theoretical arguments made against this view on the basis of ontological, methodological and/or epistemological precepts. The growing literature regarding the use of curriculum approaches to early childhood education based on the sociocultural explanations for development proposed by Vygotsky and Rogoff are identified. The article argues that the manner in which sociocultural theory is being utilised in early childhood education may be considered in terms of three main ‘pathways’, including the transformative, assimilated positivist and social-constructivist paths.

Sign in / Sign up

Export Citation Format

Share Document