An Autoethnography of a Early Childhood Education and Adjunct Professor’s Reflection of Teaching Experience: Focusing on the Changes of Education Beliefs and Teaching Methods in Terms of Human Rights

2021 ◽  
Vol 12 (2) ◽  
pp. 455-468
Author(s):  
Subok You
Keyword(s):  
Human Rights ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching Methods ◽  
Teaching Experience ◽  
Childhood Education

Welcoming gender diversity in the early years: Interpreting professional guiding documents for gender-expansive practice

2020 ◽  
pp. 146394912097852
Author(s):  
Kristy Timmons ◽  
Lee Airton
Keyword(s):  
Human Rights ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Gender Identity ◽  
Gender Diversity ◽  
Early Years ◽  
Human Rights Protection ◽  
Childhood Education ◽  
Gender Expression ◽  
And Gender

This research takes up the challenge of interpreting the two newest grounds of human rights protection across Canada – gender identity and gender expression – for professional practice in early childhood education. To date, no human rights tribunal ruling on these grounds has engaged early childhood education, and while the legal duty remains for early childhood educators to provide an environment free of gender-identity and gender-expression discrimination, the Ontario profession’s governing bodies have provided no explicit guidance as to how. This research bridges early years educators’ new and likely unfamiliar legal responsibilities in relation to both grounds and everyday life in early years contexts. The findings demonstrate that ample support exists within the profession’s key guiding documents for ‘gender-expansive’ practice, or an approach to teaching children and supporting their development that both expects and sustains gender diversity. A similar analysis of guiding documents is needed internationally.

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

scholarly journals Guidance of Teaching English to Young Learners (TEYL) for Early Childhood Education Teachers at Ad Dhuha Kindergarten of Jember

2018 ◽  
Vol 1 (2) ◽  
pp. 168-179
Author(s):  
Ahmad Jazuly ◽  
Ninuk Indrayani
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Service ◽  
Teaching Methods ◽  
National Park ◽  
Teaching English ◽  
National Education ◽  
Childhood Education ◽  
Young Students ◽  
Teaching Learning

This study aims to find out how the application of English teaching guidance to young students (TEYL) for early childhood education (PAUD). This study on community service has been implemented in TK Ad Dhuha Kabupaten Jember, East Java. Community service is done because of the unity of National Park commemorate National Education Day (NED).The method used in this research is observation, interview, and presentation between writer and audience about the technique of guidance on the implementation of teaching English to young students (TEYL) for teachers of Early Childhood Education in Ad Dhuha Jember Kindergarten. There are 24 teachers collected from 4 kindergarten schools consisting of 1 male and 23 female. The results of this study are: (1) the writer knows the teacher's ability to teach English in Ad Dhuha kindergarten, (2) The writer knows the teaching-learning method used by teachers for their children, (3) The teachers can develop teaching methods that have been learned during the training in community service at Ad Dhuha kindergarten.   Keywords: Early Childhood Education Teachers, Kinds of Teaching EYL, Ad Dhuha Kindergarten.

scholarly journals Theatrical Scrawls. The Aesthetic Creations of Young Girls and Young Boys Scribble the Scene

2021 ◽  
Vol 19 (2) ◽  
pp. 169-177
Author(s):  
Flávio Santiago ◽  
Ana Lúcia Goulart de Faria
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Teaching Methods ◽  
Aesthetic Movement ◽  
Childhood Education ◽  
The Arts ◽  
Education And Care ◽  
The Aesthetic ◽  
Ways Of Being

The paper discusses the purpose of early childhood theater, as a possibility to establish horizontal relationships between children and adults. The article thus explores the potential solutions offered by the aesthetic movement of the arts, in the creation of “theatrical scribbles” by tiny young children. In this paper, it is highlighted the training work carried out by the theater Company “La Baracca” together with Early Childhood Education and Care (ECEC) educators from Bologna, Italy. Much emphasis it is also given to how imaginative approaches through arts are proposed, thus shaping new ways of being an educator, without making use of formal teaching methods.

Human Rights Education as Democratic Education

2019 ◽  
Vol 27 (4) ◽  
pp. 694-718
Author(s):  
Lotta Brantefors ◽  
Britt Tellgren ◽  
Nina Thelander
Keyword(s):  
Human Rights ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Democratic Education ◽  
Level Of Education ◽  
Childhood Education ◽  
Life Conditions ◽  
Education Act ◽  
Four Levels

This article examines the teaching traditions of children’s human rights in four levels of education in Swedish early childhood education and school by drawing on a three-year long didactic (Didaktik) research project on the teaching and learning of human rights. The purpose of the article is threefold. First, the aims, content and methods used in the teaching of the four levels are compiled. Second, the main characteristics of the observed teaching are analysed. Third, the question of why rights are taught is examined using Roberts’ concept of curriculum emphases (1982). The article identifies the aims, content and methods used within each level of education and the main characteristics of the teaching of human rights and shows that the teaching of human rights often consists of the content themes interaction and the life conditions of others. When further analysed, the main conclusion is that the teaching tradition of human rights is strongly rooted in the fundamental and democratic values on which Swedish education is based (Education Act, 2010) – a democratic curriculum emphasis.

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