scholarly journals Implementasi Manajemen Pendidikan Inklusi di PAUD Inklusi Saymara Kartasura

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Mila Faila Shofa
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Human Resources ◽  
Inclusive Education ◽  
Monitoring And Evaluation ◽  
Learning System ◽  
Education Management ◽  
Childhood Education ◽  
Central Java ◽  
Data Validity

This study attempts to describe the concept of inclusive education management in Early Childhood Education; to describe the implementation of inclusive education management in PAUD Inklusi Saymara Kartasura; to describe the implementation of inclusive education management in PAUD Inklusi Saymara. The method used is descriptive qualitative with research place in PAUD Inklusi Saymara Kartasura, Sukoharjo, Central Java. Data collection used observation, interview and documentation techniques on the implementation of inclusive education management, where the data validity checks used the source triangulation technique. The results of the study explain that inclusive education management in PAUD Inklusi Saymara is implemented in several stages: preparation of vision, mission and objectives of Early Childhood Education with inclusion setting, preparation of program of development and implementation of Inclusive education, Acceptance of students with inclusive setting, understanding the children with special needs, preparing Human Resources , preparing learning system and reporting of child development, Provision of facilities and infrastructures, cooperation with other parties, and monitoring and evaluation of early childhood education inclusion.

scholarly journals Pola Pengelolaan Pendidikan Anak Usia Dini di PAUD Ceria Gondangsari Jawa Tengah

2017 ◽  
Vol 1 (2) ◽  
pp. 247-273
Author(s):  
Nur Rohmah ◽  
Dyah Fifin Fatimah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Religious Education ◽  
Community Support ◽  
Management Pattern ◽  
Education Management ◽  
Childhood Education ◽  
Central Java ◽  
Teachers And Parents ◽  
Academic Qualifications

This research began from the writer’s interest on the distinctive characteristic of early childhood education at PAUD Ceria. It is interesting because regardless the academic qualifications of its’ teachers, students demonstrate good academic performance, as well as parents and community’s support for the existence of this PAUD. This research aims at analyzing the patterns in early childhood education management especially that of planning,organizing, actuating, and controlling, and to examine community’s shifting paradigm about childhood education. This is a qualitative research that was undertaken in PAUD Ceria, Gondangsari, Sumawono, Central Java. The data gathered through observation, interview and documentation. This research shows that: 1). PAUD Ceria uses POAC management pattern in every activities, such as planning at the beginning, building communication and cooperation with stakeholders in organizing phase, while integrating religious education materials within actuating process. Whereas, controlling process is conducted everyday. 2). Supporting factors in the management of early childhood education are: students motivation, cooperation between teachers, community support, open comunication between teachers and parents, and cooperation with government. Finally 3). The result of management pattern at PAUD Ceria such as studet achievements in many championships, the increment of students enrollment each year, and change communnity’s paradigm on the importance of early childhood education.

scholarly journals Sosialisasi Manajemen Penyelenggaraan PAUD

2021 ◽  
Vol 1 (1) ◽  
pp. 27-33
Author(s):  
Mahkamah Brantasari
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Golden Age ◽  
Time Span ◽  
Learning System ◽  
Education Planning ◽  
Childhood Education ◽  
Learning Platform

Paud is an organization engaged in early childhood education that must be very well managed and maximally organized because paud is a learning platform that focuses on children who have a golden age whose time span is only short and must be really serious in implementing the learning system so that it is in line with the goals and directions of early childhood education. Planning is the initial foundation of an activity can and will be carried out, in planning made a goal, which is summarized in the vision and mission of the organization, the next activity is organizing, after planning then what must be considered is how activities can be carried out properly according to objectives, activities that must be carried out is the distribution of tasks to experts in accordance with predetermined fields. Furthermore, the implementation of the plans that have been made, implementation is a process that is carried out continuously repeatedly so that there is a need for a control or supervision to ensure that the implementation of activities runs well in accordance with the provisions that have been planned.

scholarly journals PENDIDIKAN KARAKTER DAN EKSISTENSI PEMUDA

2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Arhanuddin Salim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Character Education ◽  
Education System ◽  
Tertiary Education ◽  
National Development ◽  
Learning System ◽  
National Education ◽  
Childhood Education ◽  
National Education System

To realize the vision of national development, namely to realize a society of noble character, morality, ethics, culture and civilization based on the Pancasila philosophy, the national education system must be the main focus that must be addressed. Based on the functions and objectives of national education, it is clear that education at every level must be organized systematically to achieve that goal. This concerns the reality of education in educational units from early childhood education to tertiary education which is currently experiencing fading and degradation in terms of forming the character of its students. All of this is due to the absence of a learning system focused on the direction of the formation of superior character values. Keywords:education, character education, youth and the future of the nation Untuk mewujudkan visi pembangunan nasional, yaitu mewujudkan masyarakat berakhlak mulia, bermoral, beretika, berbudaya dan beradab berdasarkan falsafah Pancasila, maka sistem pendidikan nasional harus menjadi fokus utama yang harus dibenahi. Berdasarkan fungsi dan tujuan pendidikan nasional, jelas bahwa pendidikan di setiap jenjang, harus diselenggarakan secara sistematis guna mencapai tujuan tersebut. Hal ini menyangkut realitas pendidikan di dalam satuan pendidikan dari pendidikan usia dini sampai perguruan tinggi yang saat ini mengalami pemudaran dan degradasi dalam hal pembentukan karakter peserta didiknya. Semua ini disebabkan karena tidak adanya sistem pembelajaran yang terfokus pada arah pembentukan nilai-nilai karakter unggul. Kata Kunci:pendidikan, pendidikankarakter, pemuda dan masa depanbangsa

scholarly journals Peningkatan Mutu Sumber Daya Manusia Lembaga Pendidikan Isalm Berbasis Sustainable Development Goals Di Yayasan Pendidikan Anak Saleh Kota Malang

2021 ◽  
Vol 5 (1) ◽  
pp. 182
Author(s):  
Anwar Sa'dullah ◽  
Triyo Supriyatno
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Human Resources ◽  
Primary School ◽  
Performance Appraisal ◽  
Rapid Development ◽  
Descriptive Analysis ◽  
Childhood Education

The dynamics of the development of educational institutions in Indonesia cannot be stopped, let alone limit the rapid development of institutions. Not a few institutions have closed down due to the lack of interest in the community to send their children to school. The problem basically concerns the quality of the institution, especially human resources who play a role as the subject or manager of the institution. For quality institutions, it is certain that they will not be displaced by global developments and the demands of the community for quality education. The research method of this article is qualitative research with a descriptive analysis approach. This type of research is a case study with a multi-case design considering the choice of two research institutions even though one shelter, namely early childhood education and primary school Anak Saleh Malang City. The results showed that early childhood education has four strategies in improving the quality of human resources, including: training, professional development, career development, and performance appraisal. One of the four strategies has the theme of developing human resources through workshops on the responsibilities of employees in schools and families. Meanwhile, the Saleh Children Primary School has three strategies for developing human resources, namely: monitoring, evaluation and follow-up. Among the three strategies, one of the activity designs is the awarding of employees through employee and teacher months including the involvement of parents in follow-up programs. Keywords: Quality, Human Resources, SDGs, Saleh Children

Attitudes of early childhood education teachers towards educational inclusion and the social adjustment of students with disabilities

2021 ◽  
Vol LXXXII (4) ◽  
pp. 255-268
Author(s):  
Karolina Mudło-Głagolska
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Adjustment ◽  
Social Adaptation ◽  
Childhood Education ◽  
Cognitive Component ◽  
The Social ◽  
Teachers Attitudes

Research shows that teachers' attitudes are a decisive element of the effective inclusion of students with disabilities, thereby conducive to the social adaptation of these students. The aim of the study was to determine the relationship between teachers' attitudes towards inclusive education and the social adjustment of students with disabilities. The sample consisted of 79 teachers of early childhood education working in a mainstream school and having a student in their class with a decision on the need for special education. The study used the Multidimensional Attitudes Scale towards Inclusive Education and the Classroom Behaviour Inventory Preschool to Primary. The results obtained in the study allow the conclusion that the positive beliefs of a teacher towards inclusive education (cognitive component of attitude) are most strongly associated with the social adaptation of a student with a disability. The conducted study showed that the teacher's readiness to modify the physical environment, his communication method and the methods of assessment with regard to the student's abilities and needs is related to the social adaptation of students with disabilities in a mainstream class. These aspects seem to be essential for the optimal functioning of a student with a disability in a mainstream class. The role of teachers' attitudes towards inclusive education in shaping the social adjustment of students with disabilities was emphasized.

Young Children and Inclusion

2020 ◽  
Author(s):  
Annabella Cant
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Learning Environment ◽  
Inclusive Education ◽  
Well Being ◽  
Relationship Building ◽  
Physical And Mental Health ◽  
Childhood Education ◽  
Support Teacher

Inclusive education is the focus of many thinkers, researchers, teachers, early-childhood educators, and policymakers. It is a current concern of most Western societies. The concept of inclusive education was introduced only in the 1990s, when it replaced the previous concepts of integration and mainstreaming; however, the expressed need and advocacy for inclusion go further back in history. The enormous shift is still felt by many educational institutions. The shift means that it is not the job of the child to adapt to the typical environment, but it is the complex educational ecosystem that needs to be ready for caring, educating, and ensuring success to all children, with or without diversabilities. The necessary progression is one from considering diverse groups of children in an equalizing way, to considering them in an equitable way. Inclusive early-childhood education proposes an environment catered around the unique needs of each child within the classroom. As in many other areas of education, change needs to start early, and, yet, research about the inclusion of young and very young children is not overwhelmingly prevalent. In the 2020s, inclusive practice refers to all differences, not only the ones affecting children’s physical and mental health, including race, gender, culture, ethnicity, language, socioeconomic status, age, etc. If young children grow up in homes and educational environments infused with inclusion, they may become more comfortable engaging in discourses of inequality and exclusion. If their learning environment models positive and genuine relationship building with anyone around them, regardless of their difference, children will grow up being advocates for and allies of the people whom society keeps on silencing. Early inclusion is paramount. So, what hinders the universal adoption of inclusive practices in early-childhood education? Among factors that constitute barriers of inclusion, we find politics, resources, support, teacher education, parents’ and teachers’ perceptions and needs, different philosophical interpretations of the concept of early inclusion, and many others. The current studies in the field of early-childhood inclusion show that there is an acute need for knowledge, collaboration, and support. Parents, policymakers, teachers, and other decision-making adults should start giving children agency and invite them to contribute to decisions that concern their well-being. Being inclusive in early-childhood education means to have trust in the competency of all young children, to cherish difference, to cultivate a respectful learning environment, to work with heart, to welcome and build strong relationships with families of all children, to be in touch with current research in the field of inclusive education, and to see inclusion as a feeling of belonging, being valued, and being respected. Inclusion is fluid as a river, but these are the stones that should always guide its course and flow.

Inclusion in Early Childhood: Difference, Disability, and Social Justice

Education ◽  
2020 ◽  
Author(s):  
Kathryn Underwood ◽  
Gillian Parekh
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Education ◽  
Inclusive Education ◽  
Early Years ◽  
Childhood Studies ◽  
Childhood Education ◽  
School Settings ◽  
Education And Care

Inclusive education as a model of service delivery arose out of disability activism and critiques of special education. To understand inclusive education in early childhood, however, one must also engage with broader questions of difference, diversity, and social justice as they intersect with childhood studies. To that end, this article contains references that include other critical discourses on childhood and inclusivity as well as critiques of inclusive education. Inclusive education has a much deeper body of research in formal school settings than in the early years. School-based research, however, often examines social relationships and academic achievement as outcome measures. This research has established that education situated in a child’s community and home school is generally more effective than special education settings, particularly when classroom educators have access to appropriate training, resources, policies, and leadership. Schools, of course, are part of the education landscape of the early years, but they are not inclusive of the full spectrum or early years settings. The early years literature on inclusion is different in focusing more attention on development, family, and community (as described in the General Overview of Early Childhood Inclusion). A critique of early childhood education research has focused on school readiness and rehabilitation and the efficacy of early identification and early intervention. This research is largely informed by Western medical research, but this approach has led global institutions to set out priorities for early intervention without recognizing how our worldview shapes our understanding of childhood and difference. The dominant research domain, however, has also identified that family and community contexts are important. This recognition creates a fundamental difference between inclusion research in school settings and such research in early childhood education and care. Early childhood education and care has always focused on the child and their family as the recipients of services, while educational interest in the family has been viewed as a setting in which the conditions for learning are established. Support for families is at the center of early childhood inclusive practice, both because families are largely responsible for seeking out early childhood disability services and because families are critical in children’s identity. Inclusion in schools and early childhood education and care can both be understood through theories of disability, ability, and capability. In both settings, education and care have social justice aims linked not only to developmental and academic outcomes for individual children, but also to the ways that these programs reproduce inequality. Disability as a social phenomenon has its historical roots in racist and colonial practices, understood through critical race theory, that are evident today in both early childhood and school settings. Understanding the links between disableism and other forms of discrimination and oppression is critical both for teaching for social justice broadly and for better understanding of how ability, capability, and critical disability theory and childhood studies are established through practices that begin in the early years.

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