scholarly journals PEMIKIRAN PROGRESIVISME DAN PEMIKIRAN EKSISTENSIALISME PADA PENDIDIKAN ANAK USIA DINI (Dalam Pembelajaran Bcct Pamela Phelps)

2020 ◽  
Vol 6 (1) ◽  
pp. 13
Author(s):  
Mutmainnah Mutmainnah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Life ◽  
Role Playing ◽  
Natural Material ◽  
Learning Centers ◽  
Community Environment ◽  
Childhood Education ◽  
Philosophical School ◽  
Circle Model

Early childhood education is usually better known as education that emphasizes playing while learning, by playing the child has been learning. One of the learning models in PAUD is the center and circle model which is a teaching approach that places children in a proportional position. The concept of early childhood education takes the form of play because play is a child's world. The point is playing is learning, and learning is playing. The implementation of learning in PAUD with the BCCT approach model is learning that focuses on activities in centers to optimize the multiple intelligences that must be developed in children. In the BCCT approach there are seven learning centers, namely preparatory centers, beam centers, major role playing centers, small role playing centers, natural material centers, art centers and imtaq centers. Progressivism is education that emphasizes the ability of children to be able to deal with social life in a community environment, is also a flow of educational philosophy that supports changes in the implementation of education. Existentialism is a philosophical school that prioritizes human freedom to actualize itself. This view of existentialism is that education is an attempt to liberate humanity from the things that bind it up so that the realization of human existence towards a more humane and civilized. Education aims to shape people into people who are moral, intelligent and can be responsible. Through education, children are expected to have a good attitude, extensive knowledge, and optimal skills.

scholarly journals The role of federal and state policy in addressing early childhood achievement gaps: parent perceptions and student outcomes related to 21st Century Learning Centers programming in the United States

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Heather P. Williams
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
21St Century ◽  
State Policy ◽  
Learning Centers ◽  
Community Learning Centers ◽  
Community Learning ◽  
Childhood Education ◽  
Insight Into

AbstractAs policymakers and school communities work to address underlying causes of achievement gaps and access to quality early childhood education, this study considers the use of 21st Century Community Learning Centers to address early childhood education needs on western U.S. state, Idaho. The study sought to understand the relationship between federal and state policies related to out-of-school opportunities to enhance early childhood education. Utilizing data from a statewide evaluation of Idaho’s 21st Century Learning Centers, the study examined 92 centers providing after school, before school, or summer programs in grades preschool through the third grade to predominately at-risk children. Data collection included quantitative data from a survey given to parents (n = 183), as well as qualitative data collected through site-based interviews, focus groups and observations. Data included a review of historical and current data on participation rates; attendance rates; standardized test scores for program participants in grades PK-3 (n = 3258). Data were analyzed for themes and transfer. The study findings provide further insight into understanding possible relationships between U.S. federal and state policy regarding 21st Century Community Learning Centers on both students’ outcomes and parent satisfaction. The findings further support the role of out-of-school time (OST) experiences in the larger ecosystem of learning and provides insight into understanding how the OST activities are carried over into family life.

scholarly journals FOLCLORE EM FORMA DE ROLE-PLAYING GAME: CRIAÇÃO DE UM JOGO PARA UTILIZAÇÃO NA EDUCAÇÃO INFANTIL

2020 ◽  
Vol 8 (1) ◽  
pp. 131-151
Author(s):  
Yara Pinto Ferreira Kurutz ◽  
Levi Hülse ◽  
Joel Cezar Bonin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching Method ◽  
Role Playing ◽  
Preschool Age ◽  
Childhood Education ◽  
Descriptive Research ◽  
Educational Product ◽  
Role Playing Game ◽  
Different Content

O presente estudo apontou os desdobramentos da utilização do Role-Playing Game (RPG) explorando temas relacionados ao Folclore na educação infantil. Assim sendo, o texto que segue é resultado do desenvolvimento de todas as etapas que foram criadas para a aplicação do projeto de pesquisa. As etapas aqui apresentadas são uma síntese dos tópicos mais importantes que foram utilizados para o desenrolar da atividade central do projeto, a saber, a criação e a aplicação do jogo de RPG sobre o folclore brasileiro para crianças do Ensino Fundamental I, de um núcleo educacional da cidade de Porto União-SC. Dessa forma, o texto aqui apresentado se divide nas seguintes etapas: 1 – o brincar e o aprender e sua conexão com o RPG; 2 – a relação brincar/aprender com a nova BNCC; 3 - o brincar e sua relação com o desenvolvimento infantil; 4 – A aplicação do RPG para o ensino do folclore; 5 – a metodologia da pesquisa; 6 – uma breve explanação sobre o produto educacional; 7 – resultados e discussão e 8 – considerações finais. Vale destacar que como metodologia optou-se pela pesquisa descritiva vinculada a abordagem qualitativa. Esta forma de pesquisa teve como foco principal a intenção de aproximar o conhecimento da vida dos estudantes da faixa etária pré-escolar com os saberes populares ligados ao folclore. Os resultados alcançados correspondem com a finalidade primordial pensada para o projeto, a saber, a capacidade de ensinar um conteúdo diferente com um método de ensino igualmente diferente. Não há dados estatísticos para mensurar o nível de aprendizagem, pois a verdadeira intenção do projeto foi a de ensinar brincando. Palavras-chave: Educação Infantil. Role-Playing Game (RPG). Folclore. Produto educacional. ABSTRACT: The present study pointed out the consequences of using the Role-Playing Game (RPG) exploring themes related to Folklore in early childhood education.  Therefore, the text that follows is the result of the development of all the steps that were created for the application of the research project.  The steps presented here are a synthesis of the most important topics that were used to carry out the central activity of the project, namely, the creation and application of the RPG game about Brazilian folklore for elementary school children, from an educational center in the city of Porto União-SC.  Thus, the text presented here is divided into the following stages: 1 - playing and learning and its connection with the RPG; 2 - the play / learn relationship with the new BNCC; 3 - playing and its relationship with child development; 4 - The application of RPG for teaching folklore; 5 - the research methodology; 6 - a brief explanation of the educational product; 7 - results and discussion and 8 - final considerations. It is worth mentioning that as a methodology, we opted for descriptive research linked to a qualitative approach. This form of research had as main focus the intention of bringing the knowledge of the life of the students of the preschool age group with the popular knowledge linked to folklore.  The results achieved correspond to the primary purpose thought for the project, namely, the ability to teach different content with an equally different teaching method. There is no statistical data to measure the level of learning, as the real intention of the project was to teach while playing. Keywords: Early Childhood Education. Role-Playing Game (RPG). Folklore. Educational product.

scholarly journals IMPROVEMENT STRATEGY OF EARLY CHILDHOOD LANGUAGE DEVELOPMENT THROUGH THE ROLE PLAYING METHODS IN MACRO PLAY CENTER AT RA. BAITUSSALAM CIMAHI

Empowerment ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 142
Author(s):  
Erika Rufaidah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Development ◽  
Language Skills ◽  
Role Playing ◽  
Social Emotional ◽  
Improvement Strategy ◽  
Learning Methods ◽  
Planning Strategy ◽  
Childhood Education

Abstract Development of Early Childhood Education (PAUD) learning includes the field of developing behavioral formation and the field of developing basic skills. The field of developing behavioral formation includes religious and moral and social emotional values. While the development of basic abilities includes language, cognitive, and physical or motoric abilities. One area of basic development that needs to be developed  is language development. Language skills are important because speaking with children will express their desires and can communicate with others around them. Language is an expression of mind and knowledge when children will interact with others. Children who are growing and developing communicate the needs of their thoughts and feelings through language, The objectives of this research are: (1) Describe the planning strategy to improve the development of early childhood language through the role playing method in the macro play center. (2) Describe the implementation of strategies to improve the development of early childhood language through the role playing method in the macro play center. (3) Describe the evaluation of strategies to improve the development of early childhood language through the role playing method in the macro play center. (4) Describe the results of strategies to improve the development of early childhood language through role playing methods in the macro play center. Learning methods that can be used to help improve children's language development are through the role playing method in the macro play center. With the role playing method in the macro play center, it is hoped that the development of children's language will be improved.Keywords: Language Development, Early Childhood, Macro Play Center

scholarly journals Re-imagining play spaces in early childhood education: Supporting girls’ motive orientation to STEM in times of COVID-19

2020 ◽  
pp. 1476718X2096984
Author(s):  
Marilyn Fleer
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Role Playing ◽  
Historical Study ◽  
Childhood Education ◽  
Educational Experiment ◽  
Science Technology ◽  
Video Observations ◽  
And Mathematics ◽  
General Community

In unprecedented times, the global community is calling for greater knowledge and engagement in science, technology, engineering and mathematics (STEM) to support the decision making and practices of the general community. COVID-19 has highlighted this pressing need and inviting a ‘new normal’. But STEM is not the core business of early childhood. What role can the early childhood education research community take? This paper reports on a cultural-historical study that investigated how a Conceptual PlayWorld changed the traditional Froebelian play areas to support girls’ play and motives in STEM. The question guiding that study was how could a Conceptual PlayWorld overcome the problems previously identified in the literature on girls’ inclusion in STEM activities in preschools. In our educational experiment we implemented a Conceptual PlayWorld over 12 weeks (123 hour of digital video observations), with a focus on role-playing ‘as if’ engineers and scientists (five 4-year-olds and eight 5-year-olds). The outcomes show how a Conceptual PlayWorld created new kinds of 21century learning areas. Spaces traditionally difficult for girls to enter, were transformed and afforded completely new ways of playing, shown to be inclusive of girls, and disrupted gendered interactions and divergence.

scholarly journals PENGELOLAAN PEMBELAJARAN PENDIDIKAN ANAK USIA DINI DI KB CERDAS KECAMATAN BATU HAMPAR KABUPATEN ROKAN HILIR

Generasi Emas ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 102
Author(s):  
Ahmad Denico
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Data Collection ◽  
Role Playing ◽  
Data Sources ◽  
Social Emotional ◽  
Circle Time ◽  
Childhood Education ◽  
Assessment Of Learning ◽  
Field Practice

The research was conducted at KB Smart Rokan Hilir Hamper Stone with data sources consisting of managers, educators, and students in Smart KB. The purpose of this study was to explain the management of early childhood education (PAUD) learning in Smart KB in Batu Hampar District, Rokan Hilir Regency. Data collection techniques in this study were interviews, observation, and documentation. The results of this study are (1) PAUD learning syllabus in the form of semester planning, weekly planning, and daily/meeting planning. Planning is done by paying attention to the level of development, needs, interests, and characteristics of students, and aspects of development include religious and moral, motoric, cognitive, language and social-emotional values. (2) The implementation of learning in Smart KB starts with (a) happy morning, (b) habituation activities, (c) transition, (d) environmental footing, (e) footing before playing, (f) footing during playing, (g) footing after playing, (h) introduction of prayer, and (i) closing. The implementation of learning uses the method of playing while learning through center class learning with the Beyond Center and Circle Time (BCCT) approach, and the question and answer method, stories, role-playing or direct field practice. Activities are carried out in a comfortable, safe, clean and healthy playing environment. (3) Assessment of learning in Smart KB is done by observing at any time not during the KBM until the learning is finished. through observation, recording anecdotes, and portfolios.

scholarly journals Contributions Management of Parenting and Education Program to Strengthen the Service Three Early Childhood Education Center

2019 ◽  
Vol 12 (2) ◽  
pp. 100 ◽  
Author(s):  
Rudi Hariawan ◽  
Nurul Ulfatin ◽  
Muhammad Huda A. Y. ◽  
Imron Arifin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Family Environment ◽  
Education Program ◽  
Sense Of Self ◽  
Parenting Education ◽  
Positive Contribution ◽  
Community Environment ◽  
Childhood Education

Early age is a “golden moment” which will not be repeated in the period of child development. A rare opportunity must be utilized to provide the best education and care in three centers, namely; school, family and community environment. The purpose of this research is to; 1) Describe the contribution of parenting education management; and 2) Describe the practice of parenting education in three education centers. This research method uses a qualitative approach with a multi-case study design. These informants were teachers, principals, and parents of students from the two Early Childhood Education institutions in the West Nusa Tenggara Province, Indonesia. Data collection is done by in-depth interviews with informants, participatory observation, and documentation review. The results revealed that; 1) a positive contribution to the management of education and parenting in three education centers with the following stages; first, Plan-collaboration in designing the parenting education program; second, Do-collaboration in the parenting education program at school and inactivating it in the family and community environment, and third, Check-control and evaluate program achievements, then make a follow-up plan for the program; 2) Implementation, in; first-family environment strengthens the relationship between mother and child, the growing sense of self-confidence of parents in educating and caring for their children; second kindergartens environment by holding parenting education activities, holding days of child development consultations, building relationships, support and trust in schools; and third-community environment is the application of local wisdom values by community members.

scholarly journals O jogo e sua utilização psicopedagógica na educação infantil

2016 ◽  
Vol 6 (1) ◽  
pp. 36
Author(s):  
Maria José de Andrade Medeiros ◽  
José Ozildo dos Santos
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Life ◽  
Educational Institutions ◽  
Match Play ◽  
Teaching Resources ◽  
Childhood Education ◽  
Excellent Teaching ◽  
Conditions For Learning ◽  
Teaching Learning

<p>As instituições de educação infantil são capazes de oferecer às crianças condições para a aprendizagem ocorra tanto nas brincadeiras como aquelas advindas de situações pedagógicas intencionais ou orientadas pelos adultos. No entanto, essas aprendizagens, de natureza diversa, ocorrem de maneira integrada no processo de desenvolvimento infantil. O presente artigo tem por objetivo central identificar a importância da utilização psicopedagógica do jogo na Educação Infantil. Os jogos correspondem às atividades lúdicas, intelectuais e afetivas. E, por serem atividades ricas e de grandes efeitos, eles estimulam a vida social, permitindo que as crianças estabeleçam relações de trocas de aprendizagens, constituindo-se métodos de ensino capazes de estimularem as habilidades nos processos de construção do conhecimento. Os jogos são excelentes recursos pedagógicos que o professor pode utilizar no processo ensino aprendizagem. Eles contribuem e enriquecem o desenvolvimento intelectual e social do educando. Tais recursos podem ser utilizados/trabalhados em todas as disciplinas. Contudo, exige-se que sejam adaptados aos conteúdos, à faixa etária e ao contexto, no qual estão inseridos os alunos. No presente artigo, procurou-se demonstrar que os jogos são recursos indispensáveis para o desenvolvimento do processo de ensino aprendizagem na educação infantil, pois os mesmo contribuem para o desenvolvimento cognitivo da criança. No que diz respeito à sua utilização numa intervenção psicopedagógica, esta pode ser tanto para a identificação da dificuldade de aprendizagem, quanto para o trabalho de superação dessa dificuldade, podendo assim, assumir um caráter preventivo ou curativo.</p><p> <strong><em>The</em></strong><strong><em> game and its psychopedagogic use in early childhood education</em></strong></p><p><strong>Abstract: </strong>The educational institutions are able to provide children with conditions for learning to occur in both those games as pedagogical situations arising from intentional or guided by adults. However, this kind of learning, different in nature, occurring in an integrated manner in the process of child development. This article aims to show the central importance of using psychopedagogical Game in Early Childhood Education. The games match play activities, intellectual and emotional. And because they are rich activities and great effects, they stimulate social life, allowing children to establish terms of trade apprenticeships, becoming teaching methods capable of stimulating skills in the processes of knowledge construction. The games are excellent teaching resources that teachers can use in the learning process. They contribute and enrich the intellectual and social development of the student. These resources can be used/worked in all disciplines. However, it is required that are adapted to content, age and the context in which students are placed. In this paper, it was shown that the games are essential resources for the development of teaching learning in early childhood education, because it contributes to the cognitive development of the child. With regard to its use in a psychopedagogical intervention, this can be both for the identification of learning disabilities, and to the work of overcoming this difficulty, and may thus play a preventive or curative.</p>

scholarly journals PENDIDIKAN KARAKTER ANAK USIA DINI DALAM KEGIATAN BERMAIN SENTRA

2021 ◽  
Vol 2 (1) ◽  
pp. 1-17
Author(s):  
Rosita Rosita ◽  
Neneng Alawiyah ◽  
Amita Diananda
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Character Education ◽  
Qualitative Approach ◽  
The State ◽  
Learning Centers ◽  
Character Formation ◽  
Learning Pattern ◽  
Childhood Education

This qualitative research was conducted with a background to enrich the discourse and paradigm regarding the pattern of Early Childhood education in character formation. In addition, researchers want to detect and see the effects of center learning on the formation of early childhood character. Although each learning pattern has an influence and has a change in students, the center's activities have a unique value in character planting. This study uses a descriptive qualitative approach using Spradley analysis. The results of the study describe the state of character education in learning centers in the Islamic Village kindergarten. That the internalization of character values is carried out through the foothold in the center from the initial conditioning to the footing after playing. Thus this research is expected to provide a positive new discourse and has the aim to provide a true understanding of what is happening around us.

scholarly journals Early Childhood Education Based on Life Skills for Street Children in Surabaya

2019 ◽  
Vol 5 (1) ◽  
pp. 39
Author(s):  
Dessy Putri Wahyuningtyas
Keyword(s):  
Early Childhood ◽  
Social Skills ◽  
Early Childhood Education ◽  
Personal Development ◽  
Life Skills ◽  
Role Playing ◽  
Interactive Methods ◽  
Childhood Education ◽  
Personal Skills ◽  
Living Skills

Life skills of early childhood consist of personal skills and social skills. In life skills-based education in early childhood is of course related to aspects of child development, namely physical, cognitive, language, social emotional, and spiritual. This research method uses normative research, with the approach used in life skills-based education is a contextual approach. While the methods used are interactive methods, role playing, open discussion and small group activities can also use modeling, observation, situation analysis, one to one rehearsal, debates, and games as a method of theaching life skills. This life skills-based early childhood education program consists of daily living skills and personal or social skills with practical life, sensory, mathematics, language art, and cultural activities that are useful for children’s personal development.

scholarly journals PROGRAM PARENTING UNTUK MENUMBUHKAN KESADARAN PENTINGNYA KETERLIBATAN ORANG TUA DI PAUD

2019 ◽  
Vol 4 (1) ◽  
pp. 8
Author(s):  
Ni Gusti Ayu Made Yeni Lestari
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Parental Involvement ◽  
Parenting Program ◽  
Community Environment ◽  
Childhood Education ◽  
The Family ◽  
Growth Development ◽  
Early Childhood Institutions ◽  
Maximum Development

<div class="WordSection1"><p>Setiap anak memiliki potensi yang wajib untuk dikembangkan. Potensi yang dimiliki oleh anak tersebut akan berkembang dengan maksimal apabila mendapatkan perawatan, pengasuhan, dan pendidikan yang sesuai dengan kebutuhannya. Semua itu memerlukan dukungan dan kerjasama dari berbagai lingkungan di mana anak berada. Lingkungan yang dimaksud adalah lingkungan keluarga, sekolah, dan masyarakat. Keluarga memegang peranan yang sangat penting karena keluarga merupakan lingkungan pertama dan utama di mana anak mendapat pendidikan. Orang tua yang memiliki pengetahuan tentang pertumbuhan, perkembangan dan pendidikan anak usia dini akan dapat menjadikan anak sebagai generasi yang gemilang, Namun, banyak pula orang tua yang kurang memiliki pengetahuan tentang bagaimana merawat, mengasuh dan mendidik anak berdasarkan ilmu pendidikan anak yang tepat. Hal tersebut berdampak kurang maksimalnya pengembangan potensi yang dimiliki anak. Selain itu, orang tua harusnya memiliki kesadaran yang tinggi akan pentingnya keterlibatan dan kerjasama orang tua dengan pihak lembaga PAUD. Kesamaan dan kesinambungan program PAUD yang dilaksanakan di sekolah dan di rumah akan memberikan dukungan yang maksimal terhadap anak usia dini dalam melewati tugas-tugas perkembangannya. Orang tua dapat mengikuti program <em>parenting </em>yang dilaksankan oleh lembaga PAUD untuk memperoleh pengetahuan dan ilmu tentang anak usia dini. Program <em>parenting </em>ini dapat diaplikasikan dalam berbagai kegiatan yang tentu saja melibatkan peran dan dukungan orang tua di dalamnya. Melalui program <em>parenting </em>ini juga orang tua dapat memberikan pendidikan dan stimulasi yang sesuai dengan kebutuhan dan tugas-tugas perkembangan sehingga potensianak usia dini dapat berkembang dengan maksimal.</p><p> </p><p><strong>Kata kunci: </strong>program <em>parenting, keterlibatan orang tua, PAUD</em></p><p><em> </em></p><h1>Abstract</h1><p><strong> </strong></p><p align="center">Every child has the potential that be developed. The potential possessed by the child will develop optimally when getting care, and education that suits for their needs. All of that requires the support</p></div><br clear="all" /><p>and cooperation ofvarious environments in which the child located. The environment in question is the family, school and community environment. Families a very important role because the family is the first and foremost environment in which children get education. Parents who have knowledge of growth, development and early childhood education will be able to make children a brilliant generation. However, many parents lack knowledge, nurture and educate children based on appropriate children’s education. This has an impact on the lack of maximum development of the potential ofchildren. In addition, parents should have a high awareness of the importance of parental involvement and collaboration with early childhood institutions. The similarity and continuity of programs carried out at school and at home will provide maximum support for early childhood in passing through the tasks of their development. Parents can take part in a parenting program carried out byinstitutions to gain knowledge and knowledge about earlychildhood. This parenting program can be applied in various activities which of course involves the role and support of parents. Through this parenting program parents can also provide education and stimulation in accordance with the needs and tasks of development so that the potential of early childhood can develop optimally.</p><p> </p><p>Keywords: parenting program, parental involvement, early childhood education</p>

Sign in / Sign up

Export Citation Format

Share Document