scholarly journals PENERAPAN MANAJEMEN KELAS DALAM PERKEMBANGAN SOSIAL DAN EMOSIONAL ANAK USIA DINI KELOMPOK A DI TK KEMALA BHAYANGKARI 47

2018 ◽  
Vol 1 (3) ◽  
pp. 76
Author(s):  
Yulia Afandi ◽  
Hani Ida Kusuma
Keyword(s):  
Early Childhood ◽  
Classroom Management ◽  
Social Development ◽  
Physical Environment ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Social And Emotional ◽  
Group A ◽  
Building Factors ◽  
Descriptive Method

Yulia Afandi, et al. This research starts from the main problem that is about: "How the implementation of classroom management in improving emotional social development of early childhood in Group A TK Kemala Bhayangkari 47". The method used in this research is qualitative with descriptive method. This study intends to obtain empirical data about how the implementation of classroom management in improving social development of early childhood in Group A TK Kemala Bhayangkari 47. The authors define the method used in this research is descriptive method with the consideration that this method is a way researchers by describing events present or present. The results of the study were: 1) Implementation of Classroom Management in Emotional Social Development of Early Childhood in Kemala Bhayangkari Kindergarten 47 In the early childhood management class should be oriented to the characteristics of early childhood development. Understanding teachers about the characteristics of children will be useful in an effort to create a learning environment that supports child development. In general it can be said that the main guidance given to children include: In the organization of children in classes conducted in Kemala Bhayangkari Kindergarten 47 can be done by: Grouping children, Paired grouping (grouping in pairs), Multi grouping. 2) Implementation of Classroom Management in Developing Early Childhood Emotional Social in Kemala Bhayangkari Kindergarten 47 develops classroom management activities based on the understanding of learning concepts and development-oriented and the characteristics of early childhood. 3) Supporting Factors and Inhibitors of Classroom Management Implementation in Developing Social and Emotional Early Childhood in Kemala Bhayangkari Kindergarten 47, among others: the supporting factors of class management manifestation are: a) Curriculum factors, b) Building factors and classroom facilities. The Inhibiting Factor Application of classroom management in developing social and emotional early childhood in kindergarten Kemala Bhayangkari 47, including: Physical environment factor, physical environment / learning place.

scholarly journals MENGEMBANGKAN KEMAMPUAN MENGENAL ANGKA 1-10 MELALUI KARTU ANGKA PADA TAMAN KANAK KANAK KELOMPOK A

WAHANA ◽  
2017 ◽  
Vol 69 (2) ◽  
pp. 61-66
Author(s):  
Isabella Haslana ◽  
Aniek Wirastania
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Childhood Education ◽  
Quasi Experimental ◽  
Group A ◽  
Experimental Group

Early childhood development is important and needs to be developed especially in education. Oneaspect that needs to be developed in early childhood education is the ability to recognize the conceptof numbers. Therefore, it takes a strategy in learning to introduce the concept of numbers. This studyaims to develop students ability in recognizing the concept of numbers 1-10 by using a number card.The type of research used is quasi experimental design (quasi experiment). The quasi experimentaldesign used in this study is a non-equivalent pretest-posttest control group design. The results of thisstudy were analyzed by the T test conducted using the help of SPSS program. Based on the results ofresearch conducted obtained with sig (0,000) <0.05 which means there is a difference between the experimental group with the control group in recognizing the concept of numbers by using a number card. So it can be concluded that the number cards have an influence in improving the ability torecognize the numbers in children group A.

scholarly journals PENGEMBANGAN ASPEK SOSIAL ANAK USIA DINI DI TAMAN KANAK-KANAK ABA IV MANGLI JEMBER TAHUN 2016

2018 ◽  
Vol 2 (1) ◽  
pp. 99
Author(s):  
Musyarofah Musyarofah
Keyword(s):  
Early Childhood ◽  
Social Development ◽  
Social Relations ◽  
Early Childhood Development ◽  
Qualitative Approach ◽  
Childhood Development ◽  
Social Aspects ◽  
Childhood Growth ◽  
Social Abilities ◽  
Working Together

AbstractEarly childhood growth will affect the next period i.e. the attainment of maturity in social relations. This research would like to overview the early childhood development precisely and maximally, so the result will be able to develop all aspects of the scope of child development including social aspects. The goal in this research is to describe the early childhood social development in kindergarten (TK) ABA IV Mangli Jember by using qualitative approach. The results showed that (1) the early childhood social abilities in kindergarten ABA IV Mangli Jember include the ability to get along, socialize and properly communicate with friends and teachers, working together, being patient in taking turn, caring and helping friends who is in trouble in classroom tasks, sharing food and toys, giving up to friends and being responsible.AbstrakPertumbuhan anak usia dini akan mempengaruhi periode berikutnya yaitu pencapaian kematangan dalam hubungan sosial. Penelitian ini ingin melihat pengembangan anak usia dini secara maksimal dan tepat sasaran, sehingga mampu mengembangkan semua lingkup aspek perkembangan anak termasuk aspek sosial anak. Tujuan dalam penelitian ini untuk mendeskripsikan pengembangan sosial anak usia dini di Taman Kanak-Kanak (TK) ABA IV Mangli Jember dengan menggunakan pendekatan kualitatif. Hasil penelitian menunjukkan bahawa (1) kemampuan sosial anak usia dini di Taman Kanak-Kanak ABA IV Mangli Jember meliputi kemampuan bergaul, bersosialisasi dan komunikasi dengan teman dan guru secara baik, bekerjasama, bersabar menunggu giliran, peduli dan menolong teman yang mengalami kesulitan mengerjakan tugas di kelas, berbagi makanan dan mainan, mengalah pada teman dan bertanggungjawab. 

Trauma-Informed Care in the NICU: Implications for Early Childhood Development

2016 ◽  
Vol 35 (6) ◽  
pp. 359-366 ◽  
Author(s):  
Lenora Marcellus ◽  
Shannon Cross
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Family Structures ◽  
Social And Emotional ◽  
Trauma Informed Care ◽  
Childhood Mental Health ◽  
Centered Care ◽  
Trauma Informed ◽  
The Impact

AbstractInfants and families who have received care through NICUs experience multiple prolonged physiological, social, and emotional challenges. In addition to their NICU experiences, many families are presenting with increasingly diverse family structures and complex social conditions. In this article, the current state of knowledge on the concept of trauma-informed care will be reviewed from the perspective of infant and early childhood mental health development. This is the second part of a two-part series on trauma-informed care. The first part addressed this approach from a woman-centered care perspective. Recognizing the impact of trauma and implementing trauma-informed practices in the NICU holds potential for improving outcomes for infants.

scholarly journals PENGEMBANGAN ASPEK SOSIAL ANAK USIA DINI DI TAMAN KANAK-KANAK ABA IV MANGLI JEMBER TAHUN 2016

2017 ◽  
Vol 2 (1) ◽  
pp. 99
Author(s):  
Musyarofah Musyarofah
Keyword(s):  
Early Childhood ◽  
Social Development ◽  
Social Relations ◽  
Early Childhood Development ◽  
Qualitative Approach ◽  
Childhood Development ◽  
Social Aspects ◽  
Childhood Growth ◽  
Social Abilities ◽  
Working Together

Early childhood growth will affect the next period i.e. the attainment of maturity in social relations. This research would like to overview the early childhood development precisely and maximally, so the result will be able to develop all aspects of the scope of child development including social aspects. The goal in this research is to describe the early childhood social development in kindergarten (TK) ABA IV Mangli Jember by using qualitative approach. The results showed that (1) the early childhood social abilities in kindergarten ABA IV Mangli Jember include the ability to get along, socialize and properly communicate with friends and teachers, working together, being patient in taking turn, caring and helping friends who is in trouble in classroom tasks, sharing food and toys, giving up to friends and being responsible.

scholarly journals Przedszkola w debacie polityczno-oświatowej Niemiec. W stronę edukacji, opieki i wychowania

2020 ◽  
Vol 48 (1) ◽  
pp. 63-74
Author(s):  
Inetta Nowosad
Keyword(s):  
Early Childhood ◽  
Social Development ◽  
Early Childhood Development ◽  
State Policies ◽  
Childhood Development ◽  
The Political ◽  
Early School ◽  
Education And Care ◽  
Legal Guidelines ◽  
Pedagogical Debate

Contemporary pre-school institutions in Germany have ceased to be perceived solely as providers of care. Significant importance has been assigned to education and upbringing as equivalent categories. The change in approach is not only apparent in their organisation and functioning, but also in state policies, which clearly emphasise the importance of early childhood. The aim of the article is to analyse the political-pedagogical debate that has been in progress since 2005, as well as to scrutinise the adopted arguments and their consequences in the form of the ever changing early school education and care in Germany. The analysis of conditions that have contributed to bestowing preschools with such significance, not only in the process of early childhood development, but also in the process of more broadly understood social development, has also been recognised as equally important, as a result of which preschool institutions have gained importance in the area of political investment that is equal to that granted to schools. The analysis of educational reports and formal-legal guidelines on both federal and state levels is meant to illustrate the range of the introduced changes and the specifics of the German reform, which is perceived as an interlinked network and as cooperation for the sake of children and their families.

scholarly journals Sistem Percakapan Visual Untuk Stimulasi Anak Usia Dini Dengan Hambatan Perkembangan Bahasa Dan Bicara

2018 ◽  
Vol 1 (1) ◽  
pp. 42-55
Author(s):  
Diana Dwi Jayanti
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Early Childhood Development ◽  
Research Problem ◽  
Communication Barriers ◽  
Childhood Development ◽  
Initial Condition ◽  
Language And Communication ◽  
Group A ◽  
Field Notes

This is a qualitative study of a case study aimed at knowing the effectiveness of visual conversation system through picture cards to stimulate early childhood development with language and communication barriers. The subjects in this study were chosen through the procedure of determining the subjects in qualitative research proposed by Sarantakos (1993, in Poerwandari 2005), namely: 1) not directed to the large number of participants but in typical cases according to the specificity of the research problem, 2) not directed to representation in terms of numbers or random events, but to context matches. Based on the above explanation, the researcher then determines the general criteria of the subjects / participants of the study as follows: 1) The subjects are early childhood of group A or B kindergarten and 2) the subjects have language and cammunication barriers. Data collection methods are through observation, interviews, and informal assessments, as well as field notes documentation. Data analysis is performed by comparing the initial condition of subjects before being stimulated with the initial condition of the subjects after stimulation is performed. The results of data analysis show that the application of visual conversation system with themed picture cards can be used to help stimulate early childhood development with language and communication barriers.

Conceptual ECCE Happiness Framework for Preschools: To Introduce Importance of Happiness to Promote Social and Emotional Competence in Preschool Children

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110318
Author(s):  
Jasleen Kaur ◽  
Anupam Sharma
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Development ◽  
Emotional Competence ◽  
Primary Objective ◽  
Childhood Development ◽  
Social Emotional ◽  
Social And Emotional ◽  
Early Childhood Care ◽  
Childhood Care

The primary objective of this article is to create a conceptual Early Childhood Care and Education (ECCE) happiness framework for preschool children in India. Although happiness is regarded as one of the key elements that influence early childhood development, an effective happiness framework does not exist for preschools in rural and socio-economically disadvantaged areas in the state of Punjab in India. Therefore, based on research gaps and existing literature, a conceptual framework has been developed to promote social and emotional competence among preschool children through the happiness intervention. The article also discusses (a) the concepts of happiness, and social and emotional competence; (b) the importance of happiness in preschool; (c) the association between happiness and social-emotional competence of preschool children; and (d) the role of preschool teachers in implementing the framework. Future implementation of this framework in the preschools of India will help overcome the limitation that exists in regard to its validation.

Review of Play and Early Childhood Development.

1988 ◽  
Vol 33 (8) ◽  
pp. 730-730
Author(s):  
No authorship indicated
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Childhood Development
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