scholarly journals Pengaruh Pola Asuh Otoriter Orang Tua terhadap Interaksi Anak Usia Dini

2020 ◽  
Vol 20 (1) ◽  
pp. 22
Author(s):  
Nur Shela Mardiana
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Interactions ◽  
Parenting Style ◽  
Authoritarian Parenting ◽  
Childhood Education ◽  
Surrounding Environment ◽  
Children And Parents ◽  
Authoritarian Parenting Style

This problem is motivated by children who are always forbidden to play with their peers outside the home on the grounds that parents are afraid of children addicted to play and become lazy to learn, this is very contrary to early childhood education, because the child's world should be a world of play. Parents will definitely provide the best parenting for their children, and parents have their own parenting, including authoritarian parenting. This authoritarian parenting style of parents will usually rule with all the lives of children and do not give children to choose what they want to do, including in children's social interactions, parents will forbid children to play for all reasons. That way the child will have a personality that can the child unable to interact with the surrounding environment.

scholarly journals Communication in Authoritarian Parenting on Learner Participation in Early Childhood Education Science Class in Homabay County, Kenya

2018 ◽  
Vol 2 (3) ◽  
pp. 25
Author(s):  
Odundo Paul Amollo ◽  
Ganira Khavugwi Lilian
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Schools ◽  
Science Classroom ◽  
Authoritarian Parenting ◽  
Childhood Education ◽  
Learner Participation ◽  
Children’S Participation ◽  
Children's Participation ◽  
The Relationship

Communication is the process of reaching mutual understanding where participants not only exchange information, ideas and feelings but also create and share meaning. Effective communication imparts knowledge and paves way towards building and strengthening relationships which uphold peace between parents and children for lasting associations. However, the authoritarian parenting style tends to manipulate communication which creates fear and compromise learner participation in class. The study explored the relationship between communication in authoritarian parenting model and participation of learners in Early Childhood Education (ECE) science classroom in Homabay County, Kenya. The population of the study involved 314 respondents including 4 County education officers; 60 head teachers; 60 ECE teachers attached to public primary schools; 120 learners and 70 parents. The teachers’ questionnaire was used as the main data collection tool. Correlation analyses were performed to determine which demographic characteristics should be used as control variables. Regression analyses were also performed to examine the relationship between communication in authoritarian parenting model and children’s participation in class activities. Data was gathered, summarized and analyzed by reading the information collected through the research instruments and pattern trends and relationships from the information gathered were established. Descriptive statistics were used to analyze qualitative data while quantitative statistics were employed to match authoritarian parenting numbers to learner participation attributes. Frequency distribution tables were used to present the data. Anchored on social learning theory, the study findings supported the view that communication in authoritarian parenting model is negatively related to children’s participation in class. The 91% of ECE teachers confirmed that learners from authoritarian settings could not express themselves well as a result of limited communication existing between the child and the parent and only 9% observed eloquence in the learners of authoritarian parents. For further research the study suggested that since authoritarian mothers and fathers behave differently, studies should be done separately to assess consistency of the parenting model in both parents.

scholarly journals Hubungan Pola Asuh Orang Tua dan Pemberian Stimulus Alat Permainan Edukatif (APE) Terhadap Perkembangan Motorik Halus Anak di PAUD Kelurahan Sendangguwo

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Witri Siti Nurhayati Sabatini Kusuma Dewi, Witri Hastuti
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Parenting Style ◽  
Chi Square ◽  
Childhood Education ◽  
Number Of Children ◽  
Central Java ◽  
Chi Square Test ◽  
Educational Toys ◽  
Relationship Of

Berdasarkan data WHO di Indonesia pada tahun 2012 jumlah anak yang diberikan permainan edukatif  pada tahun 2010 mencapai hingga 24.120 jiwa dan pada tahun 2011 mencapai 25.100 jiwa. Cakupan deteksi dini tumbuh kembang anak balita tingkat Provinsi Jawa Tengah pada tahun 2012 sebesar 35,66%, hal ini Jauh di bawah target yang ditetapkan yaitu 90%. Mendeskripsikan hubungan pola asuh orang tua dan pemberian stimulus APE terhadap perkembangan motorik halus anak usia 3-5tahun di PAUD wilayah kelurahan Sendangguwo Semarang. Metode penelitian ini menggunakan penelitian kuantitatif dengan pendekatan analitik korelasi. Pengumpulan data dilakukan sendiri oleh peneliti dan data yang diperoleh dianalisa secara univariat dan bivariat dengan menggunakan uji chi-square dengan hasil penelitian yang menunjukkan (p= 0.000 dan p= 0.000  dengan α= 0,05). Ada hubungan pola asuh orang tua dan pemberian stimulus APE terhadap perkembangan motorik halus anak usia 3-5 tahun di PAUD wilayah kelurahan Sendangguwo Semarang.THE RELATIONSHIP OF PARENTING STYLE AND THE PROVIDING OF EDUCATIONAL TOYS (APE) WITH THE FINE MOTORIC DEVELOPMENT CHILDREN IN SENDANGGUWO  AbstractBased on data from the in Indonesia in 2012 the number of children who are given educational toys on in 2010 amounted to 24 120 inhabitants and in 2011 reached 25,100 people. The stimulation toys on children is very helpful in the development of the child from an early age, with the knowledge of good parents, then the need for child development will be fulfilled Sixteen percent of toddlers Indonesia impaired growth, good development of fine and gross motor, hearing loss, less intelligence and delays , Coverage of early detection of growth and development of children under five levels of Central Java province in 2012 amounted to 35.66%, it is drastically below the set target of 90%. The purpose of this research was to describe the relationship of parenting style and the providing of educational toys (APE) with the fine motoric development of 3-5 years old children at early childhood education in sendangguwo semarang. This study was a quantitative study of correlation analytic approach. Collection of the data was done by the researcher and the data obtained were analyzed using univariate and bivariate using chi-square test with the results of studies showing (p= 0.000 and p= 0,000 with α= 0,05). Based on the results of  research and discussion can be concluded that there is a relationship of parenting style and the providing of educational toys (APE) with the fine motoric development of 3-5 years old children at early childhood education in sendangguwo semarang. Keywords ;Parenting, The giving of Stimulus Educational Toys , finemotorics

scholarly journals POLA ASUH ORANG TUA DENGAN PERKEMBANGAN BAHASA ANAK PRASEKOLAH (USIA 3-6 TAHUN)

2017 ◽  
Vol 5 (1) ◽  
pp. 61
Author(s):  
Zuraida Mulqiah ◽  
Eka Santi ◽  
Dhian Ririn Lestari
Keyword(s):  
Child Care ◽  
Language Development ◽  
Parenting Style ◽  
School Children ◽  
Language Skills ◽  
Cross Sectional ◽  
Authoritarian Parenting ◽  
Children And Parents ◽  
Authoritarian Parenting Style

ABSTRAKPola asuh adalah gambaran yang dipakai oleh orang tua untuk mengasuh anak. Pola asuh merupakan salah satu faktor yang mempengaruhi perkembangan bahasa pada anak. Tujuan penelitian menganalisis hubungan pola asuh orang tua dengan perkembangan bahasa anak prasekolah (usia 3-6 tahun). Rancangan penelitian cross sectional, teknik total sampling. Hasilnya pola asuh demokratis 40 ibu (90,9%), pola asuh otoriter 4 ibu (9,1%). Sebanyak 34 anak (77,3%) memiliki perkembangan bahasa sesuai, 10 anak (22,7%) perkembangan bahasa meragukan. Terdapat hubungan antara pola asuh orang tua dengan perkembangan bahasa anak prasekolah (usia 3-6 tahun) (p= 0,032). Pola asuh orang tua merupakan salah satu faktor yang mempengaruhi perkembangan bahasa anak, hal ini dikarenakan komunikasi dan interaks iantara anak dengan orang tua memiliki peran penting agar anak memiliki kemampuan bahasa yang sesuai dengan tahapan usia anak.Kata-kata kunci: pola asuh, perkembangan bahasa, pra sekolah. ABSTRACTParenting style is a description used by parents for child care. Parenting style is one of the factors that affect language development in children. The study was aimed to identify the correlation between parenting style and language development of pre-school children. The study used cross sectional approach, total sampling. 40 mothers (90.9%) using democratic parenting style, 4 mothers (22,7%) authoritarian parenting style. The development of children's language is found 34 children’s (77.3%) appropriate, 10 children’s (22.7%) with the result of doubtful. Show a correlation between parenting style and language development of pre-school children (age of 3-6 years old) (p= 0,032). The parenting style is one of the factors that influence the language development of children; it is because the communication and interaction between children and parents have an important role so that children have language skills in accordance with the stages of the children's age.  Keywords: parenting style, language development, pre-school.

Play-based Learning and Intentional Teaching: Forever Different?

2017 ◽  
Vol 42 (2) ◽  
pp. 4-11 ◽  
Author(s):  
Susan Edwards
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Social Interactions ◽  
Early Years ◽  
Curriculum Innovation ◽  
Childhood Education ◽  
Children’S Learning ◽  
Children's Learning

PLAY-BASED LEARNING IS a cornerstone of early childhood education provision. Play provides opportunities for young children to explore ideas, experiment with materials and express new understandings. Play can be solitary, quiet and reflective. Play can also be social, active and engaging. While play is commonly understood as the basis for learning in early childhood education, this is not always the situation in all settings. Cultural variations in learning and play suggest that social interactions and observational learning also create powerful pedagogical learning environments for young children. International and national research highlights the value of sustained and reflective interactions between children and educators in promoting children's learning. Increasingly, the notion of quality in play-based pedagogy invites educators to integrate traditional beliefs about play with new insights into the role of social interactions, modelling and relationships in young children's learning. Overseas, the movement towards quality play-based pedagogy reflects debate and policy initiatives captured by the notion of intentional teaching. In Australia, the Early Years Learning Framework makes explicit reference to intentional teaching. Intentional teaching arguably engages educators and children in shared thinking and problem solving to build the learning outcomes of young children. However, the pedagogical relationship between play-based learning and intentional teaching remains difficult to conceptualise. This is because the value placed on the exploratory potential of play-based learning can appear to be at odds with the role of intentional teaching in promoting knowledge development. This paper reaches beyond binary constructs of play and intentional teaching, and invites consideration of a new Pedagogical Play-framework for inspiring pedagogical and curriculum innovation in the early years. This paper was a keynote address at the 2016 Early Childhood Australia National Conference addressing the theme Inspire-be inspired to reach beyond quality.

scholarly journals Multimodality in Early Childhood Education

2020 ◽  
Vol 1 ◽  
pp. 73-87
Author(s):  
Kelsey Crane-Deklerk
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Interactions ◽  
Learning Environments ◽  
Literacy Development ◽  
Literacy Education ◽  
Childhood Education ◽  
Young Learners ◽  
Age Appropriate ◽  
Appropriate Practices

The purpose of this paper is to explore the uses of multimodality within early childhood education classrooms for the purposes of literacy education. Wohlwend (2008) urges educators to keep age-appropriate practices in place, even amid a shift in educational requirements and expectations. In this paper, the use of age-appropriate, multimodal practices for young learners is explored. Though there is not necessarily research specific to multimodality in early childhood, the literature shows that multimodality is present in forms of play; the use of toys, devices, and technology; drama; and social interactions. Through these modality-rich avenues, literacy development can still be achieved through engaging structures for children. Multimodality creates opportunities to position the student as the expert in their own learning and create collaborative learning environments. Potential issues with these uses of multimodality include conflicts around devices in the classroom and negative social interactions. Additional research is needed to connect the fields of multimodality and early childhood education.

scholarly journals Persepsi Orangtua terhadap Pendidikan Anak Usia Dini

Satya Widya ◽  
2018 ◽  
Vol 34 (1) ◽  
pp. 39-49
Author(s):  
Dea Sita Pratiwi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Parental Education ◽  
Income Level ◽  
Parental Perceptions ◽  
Level Of Education ◽  
Childhood Education ◽  
Children And Parents ◽  
The Subject

The purpose of this study was to find out how the parent's perception of early childhood education in RW 01 Dukuh Krajan, Salatiga. The design is descriptive quantitative with the subject of research that is parents who have children aged 3-5 years, amounting to 58 people. Data on parental perceptions are collected through a questionnaire and then will be classified according to the level of parental education, income level of parents, parents who have sent their children and parents who have not send their children to school in early childhood. The result of questionnaire of parents perception in level of education S1 and S2 in good category (50%), SMA / SMK is in Good category (36,11%) and SMP is in Enough category (50%). The calculation of the value of the questionnaire according to the parent's income level (a) in the category of Good (33.33%) and Less (33.33%), income (b) is in Good category (41.67%) and income ( c) is in the category of Very Good (57.14%). Then based on parents who have sent their children to school is in Good category (52,38%), perception of parents who have not yet send their child to PAUD is in Enough category (37,84%).

scholarly journals Playing in Childhood Education: Playground Contexts and the Behavior of a Child with Intellectual Disability

2021 ◽  
Vol 26 (276) ◽  
pp. 20-35
Author(s):  
Thalita Cristina Prudencio de Amorim ◽  
Roberto Gimenez
Keyword(s):  
Early Childhood ◽  
Intellectual Disability ◽  
Early Childhood Education ◽  
Intellectual Disabilities ◽  
Social Interactions ◽  
Motor Skills ◽  
Public Spaces ◽  
Natural Conditions ◽  
Childhood Education ◽  
General Data

Some research focused on physical and sensory accessibility in playgrounds bring some evidence that this is a place that should be thought of for all children, in public spaces and schools. However, little is yet discussed about accessibility or strategies for structuring spaces that support the development of children with intellectual disabilities. Among the existing studies there are relatively few studies that seek to observe children in natural conditions, paying attention to the child's spontaneity and without guidance from the researcher. This study aimed to explore the possible impacts of playground use on the behavior of a child with intellectual disabilities. The methodology used corresponded to ethology. For purposes of analysis, establishments, categories, toys and equipment, social interactions and motor skills were used. In general, data analysis suggested a tendency for the child to play alone instead of exploring playground equipment, as well as to perform few manipulative skills, privileging locomotion. These results suggest the need to rethink proposals aimed at early childhood education based on inclusive contexts. It is essential that teachers participate in the planning and structuring of spaces for early childhood education, especially in an inclusive perspective.

scholarly journals PENDIDIKAN KARAKTER UNTUK PERKEMBANGAN MORAL ANAK USIA DINI

2020 ◽  
Vol 5 (2) ◽  
pp. 77-84
Author(s):  
Aisyah Aisyah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Moral Development ◽  
Character Education ◽  
Growth And Development ◽  
Spiritual Growth ◽  
Further Education ◽  
Important Thing ◽  
Childhood Education ◽  
Surrounding Environment

Education is a very important thing for every generation of the nation that starts early. Early childhood education is a series of systematic and programmatic efforts in conducting coaching aimed at children from birth up to the age of 6 through the provision of educational stimuli to help the child's physical and spiritual growth and development have readiness to enter further education. In early childhood education has a great purpose. The big goal is to develop the potential of children early on in preparation for life that can adapt to the environment. Early childhood character education is very important. This is in order for the child to have good moral behavior. They learn to understand the good and the bad from what they do. Environmental influences greatly influence the moral development of children such as playmates, educators and parents as well as the surrounding environment. In this case it is important for educators and parents to support the moral development of the child through the planting of good values, set an example with a good example, because the nature of the child is a good impersonator. So the child can imitate it.

scholarly journals Technology Use in Early Childhood Education

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Nancy R Zomer ◽  
Robin H Kay
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Interactions ◽  
Technology Use ◽  
Creative Thinking ◽  
Positive Impact ◽  
Limited Range ◽  
Fine Motor ◽  
Quantitative Evidence ◽  
Childhood Education

This paper provides a review of the literature from 2009 to 2014 on student use of technology in early childhood education. Previous efforts to synthesize the literature are somewhat dated, non-specific about age range, and focus almost exclusively on literacy. Thirty peer-reviewed articles from 11 countries, selected from a comprehensive search of the literature, were organized under five main categories: literacy, engagement, social interactions, mathematics, and miscellaneous topics. The overall effect size, based on only 12 studies and 33 measures was moderately high (d= 0.71, SD=0.60). Considerable qualitative and quantitative evidence indicated that technology had a significant impact on literacy development. Fewer studies, mostly qualitative in design and small in sample size, reported that technology had a positive impact on engagement, social interactions, and mathematics skills. A handful of studies provided qualitative evidence that technology had a positive impact on sequencing, visual perception, creative thinking, and fine motor capability. Methodological concerns included limited sample sizes and descriptions, not documenting the consistency and accuracy data of collection tools, the extent of adult intervention, and the limited range of technology tools used.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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