scholarly journals PERENCANAAN PROGRAM KEGIATAN RESPONSIF GENDER

2017 ◽  
Vol 12 (2) ◽  
pp. 327-350
Author(s):  
Novan Ardy Wiyani
Keyword(s):  
Parent Involvement ◽  
Early Childhood ◽  
Program Planning ◽  
Planning Program ◽  
Early Childhood Programs ◽  
Childhood Education ◽  
Childhood Gender ◽  
Childhood Program ◽  
Design Activities ◽  
The Republic

Abstract: This paper is structured to provide a description of the planning of gender responsive early childhood programs. The hope is that gender responsive early childhood education programs can shape and develop a gender equitable early childhood outlook. This can be done by preparing a gender responsive early childhood program planning. There are three designs of gender responsive early childhood programs. First, the design of the gender responsive thematic program planning. In this planning design, teachers conceived two gender-responsive themes, namely the theme of my profession and the theme of my hero. Second, the design of gender responsive habits planning program. In this planning design teachers conduct routine annual habituation activities by carrying out carnival activities in order to commemorate the independence day of the Republic of Indonesia and carry out the commemoration activities of Kartini Day. Third, the design of gender responsive parent involvement program planning. There are three design activities in this planning design, namely father day, cooking day, and my father is my teacher.Keywords: planning, activities, early childhood, gender   Abstrak: Tulisan ini disusun untuk memberikan deskripsi tentang perencanaan program kegiatan PAUD responsif gender. Harapannya, program kegiatan PAUD responsif gender dapat membentuk dan mengembangkan pandangan pada anak usia dini yang adil gender. Hal itu dapat dilakukan dengan menyusun perencanaan program kegiatan PAUD responsif gender. Ada tiga desain perencanaan program kegiatan PAUD responsif gender. Pertama, desain perencanaan program pembelajaran tematik responsif gender. Pada desain perencanaan ini guru PAUD memunculkan dua tema yang responsif gender, yaitu tema profesiku dan tema pahlawanku. Kedua, desain perencanaan program pembiasaan responsif gender. Pada desain perencanaan ini guru PAUD melaksanakan kegiatan pembiasaan rutin yang bersifat tahunan dengan melaksanakan kegiatan karnaval dalam rangka memperingati hari kemerdekaan Republik Indonesia dan melaksanakan kegiatan peringatan hari Kartini. Ketiga, desain perencanaan program pelibatan orang tua responsif gender. Ada tiga desain kegiatan pada desain perencanaan ini, yaitu father day, cooking day, dan my father is my teacher.Kata kunci: perencanaan, kegiatan, anak usia dini, gender

The state of parent involvement in early childhood education

2021 ◽  
pp. 185-198
Author(s):  
Ali Kemal Tekin ◽  
Laila Al-Salmi ◽  
Maryam Al-Mamari
Keyword(s):  
Parent Involvement ◽  
Early Childhood ◽  
Early Childhood Education ◽  
The State ◽  
Childhood Education

scholarly journals Introduction of Montessori Education to a remote Indigenous Early Childhood program: A study of the ways in which Aboriginal students respond

2018 ◽  
Vol 4 (2) ◽  
pp. 33-60
Author(s):  
Catherine Claire Holmes
Keyword(s):  
Early Childhood ◽  
Qualitative Methodology ◽  
Aboriginal Education ◽  
Childhood Education ◽  
Student Autonomy ◽  
Montessori Education ◽  
Aboriginal Students ◽  
Analysis Process ◽  
Childhood Program ◽  
Student Independence

This article explores the ways Ngaanyatjarra students in Australia respond to Montessori pedagogy in a remote Aboriginal early childhood context. The article initially presents key literature pertaining to early childhood education, Aboriginal education, and Montessori education in Australia. The qualitative methodology underpinning the research is subsequently outlined. The approach emphasized in this research is that of interpretivism. The data analysis process highlighted three headings: concentration and engagement, student autonomy, and student independence. The findings of this research indicate the potential for Montessori pedagogy as a viable alternative practice of education for remote Aboriginal early childhood contexts, as Montessori pedagogy may align more harmoniously with the cultural dispositions of Ngaanyatjarra students. Finally, recommendations are presented in light of the research.

Starting Where They Are: Rethinking Aboriginal Early Childhood Education

1981 ◽  
Vol 9 (1) ◽  
pp. 28-40 ◽  
Author(s):  
B. Graham
Keyword(s):  
Early Childhood ◽  
Bilingual Education ◽  
Significant Activity ◽  
Early Childhood Programs ◽  
Small Children ◽  
Childhood Education ◽  
Teacher Aides ◽  
High Degree ◽  
Aboriginal Children ◽  
New Situation

Bilingual education programs are being developed in some remote Aboriginal communities that have retained their own languages and a high degree of traditional orientation. As bilingual education in the Northern Territory is today beginning really to mean bilingual/bicultural education, this means that Aboriginal teachers are expected to act in different ways from when they worked as Teacher “Aides” and assisted in programs that were solely based on the non-Aboriginal culture. It is also a new situation for many non-Aboriginal teachers who, particularly in the Early Childhood area, have been trained to work with small children and now find that their most significant activity is the interaction they have with adult Aboriginal teachers as they help these teachers work with children. This paper outlines an approach that assists teachers develop more meaningful early childhood programs for Aboriginal children, and in addition helps teachers function more effectively in their new roles.

scholarly journals Co-constructing early childhood programs nourished by Inuit worldviews

2015 ◽  
Vol 38 (1-2) ◽  
pp. 73-94 ◽  
Author(s):  
Mary Caroline Rowan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
White Woman ◽  
Child Rearing ◽  
The Arctic ◽  
Truth Commission ◽  
Years Of Experience ◽  
Middle Aged ◽  
Early Childhood Programs ◽  
Childhood Education

Saimaqatigiingniq is defined as the place where Inuit and Qallunaat meet in the middle and are reconciled (Qikiqtani Inuit Association 2010). In this paper, the researcher, a middle-aged white woman with more than 30 years of experience living, visiting, and working with Inuit in the Arctic, employs a series of questions to examine the challenge of the Qikiqtani Truth Commission, which invites Inuit and Qallunaat to do things in new ways. These questions include: What is the potential of saimaqatigiingniq and in what context? How can saimaqatigiingniq facilitate the organization of early childhood programs and services that are meaningfully structured with Inuit worldviews? What is to be considered when seeking to think with Inuit perspectives in research? What are examples of Inuit approaches to child rearing? What is the rationale and what are the dimensions for reconceptualizing early childhood education from Inuit perspectives?

scholarly journals PENYELENGGARAAN PROGRAM PAUD HOLISTIC INTEGRATIF MELALUI KEMITRAAN DALAM MENINGKATKAN ASPEK PERKEMBANGAN KOGNITIF ANAK USIA DINI

2016 ◽  
Vol 13 (1) ◽  
pp. 142
Author(s):  
Asep Saepudin ◽  
Jajat S. Ardiwinata ◽  
Evi Farida
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Data Collection ◽  
Swot Analysis ◽  
Qualitative Approach ◽  
Community Leaders ◽  
Early Childhood Program ◽  
Holistic Ministry ◽  
Childhood Education ◽  
Childhood Program

This research is motivated by the still large number of agencies that do not provide early childhood services in a holistic integrative. This study used a qualitative approach with descriptive methods, data collection techniques used were interviews, observation, and documentation. The subjects were managers, tutors, learners, parents, partners and community leaders. The results of the study illustrate that: First, an overview of the implementation of integrative holistic early childhood program in early childhood education Pos Cempaka done through the stages of planning, implementation, and evaluation. Second, ECD Post Cempaka in providing integrative holistic ministry has a network of partnerships with various parties; it aims to meet the basic need of early childhood. Third, an increase in aspects of child development, this research is more focused on aspects of cognitive development because it is easier to measure the level of success it is influenced by the participation of the various parties were entwined in the partnership. Fourth, the implementation of the program .Each course there supporting factors and obstacles, as well as that occurs in early childhood Cempaka Pos. To know this researcher using SWOT analysis, strengths and opportunities that owned the Post ECD Cempaka be a supporting factor for the sustainability of the program, whileweaknesses and threats are factors that will be a matter of evaluation for managers to determine the best move for the advancement of Post ECD Cempaka.Keywords: Integrative Holistic ECD, Partnership, Aspects of Cognitive Development

scholarly journals LAPORAN PENILAIAN KEGIATAN BELAJAR DARI RUMAH DI RA NURUL FALAH KALIDERES

Perspektif ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 187-194
Author(s):  
Dina Faradillah Syam
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Learning Styles ◽  
Assessment Report ◽  
Childhood Education ◽  
Assessment Of Learning ◽  
The Republic ◽  
Children's Development ◽  
Assessment Reports

Abstrak RA Nurul Falah adalah salah satu lembaga yang menyelenggarakan pendidikan anak usia dini yang regulasinya ada di bawah Kementerian Agama RI. Lokasi lembaga berada di Kecamatan Kalideres Kota Jakarta Barat, DKI Jakarta. Lembaga RA ini menerapkan kegiatan Belajar Dari Rumah (BDR) selama masa pandemi COVID-19 yang melanda Indonesia sejak bulan Maret tahun 2020. Demi terselenggaranya efektivitas kegiatan Belajar Dari Rumah, penyelenggara RA Nurul Falah memberikan laporan penilaian secara berkala tiap bulan. Laporan penilaian ini diberikan kepada 16 orang tua siswa yang ada di RA Nurul Falah. Program pemberian laporan penilaian kegiatan belajar dari rumah kepada orang tua ini dapat menjadi sarana pembinaan orang tua dalam pelaksanaan kegiatan Belajar Dari Rumah dan sarana komunikas antara orang tua dan guru dalam mengetahui kemajuan kemampuan enam aspek kemampuan perkembangan anak. Pemberian laporan penilaian selama kegiatan belajar dari rumah ini juga diberikan sebagai dukungan pembinaan kepada orang tua untuk memahami perkembangan dan gaya belajar anak. Orang tua sangat terbantu dengan adanya laporan penilaian ini karena dengan penilaian ini mereka dapat mengetahui kemampuan anaknya meningkat dari hari ke hari dan mengetahui kegiatan yang dilakukan selama masa Belajar Dari Rumah (BDR) adalah kegiatan yang bermakna dengan tujuan untuk mencapai perkembangan anak sesuai tingkatan usianya. Abstract RA Nurul Falah is one of the institutions that organize early childhood education whose regulations are under the Ministry of Religion of the Republic of Indonesia. The location of the institution is in Kalideres District, West Jakarta City, DKI Jakarta. This RA institution implements Learning from Home activities during the COVID-19 pandemic that has hit Indonesia since March 2020. To ensure the effectiveness of Learning from Home activities, the organizer of RA Nurul Falah provides an assessment report regularly every month. This assessment report was given to 16 parents of students at RA Nurul Falah. This program of providing reports on the assessment of learning from home activities to parents can be a means of fostering parents in implementing Learning from Home activities and a means of communication between parents and teachers in knowing the progress of the six aspects of children's developmental abilities. The provision of assessment reports during learning from home activities is also provided as coaching support for parents to understand children's development and learning styles. Parents are greatly helped by this assessment report because with this assessment they can find out their child's ability to improve from day to day and know that the activities carried out during the Learning from the Home period are meaningful activities to achieve child development according to their age level.

Early Childhood Programs in Latin America

1980 ◽  
Vol 50 (4) ◽  
pp. 481-495 ◽  
Author(s):  
Robert Halpern
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Latin American ◽  
The Political ◽  
Education Programs ◽  
Early Childhood Programs ◽  
Policy Issues ◽  
Childhood Education ◽  
The Impact ◽  
Latin American Countries

Robert Halpern examines the role played by early childhood education programs in the development efforts of several Latin American countries. He presents a brief historical overview of these programs, and then describes and assesses the impact of several types of programs currently in operation. Outlining some of the political and policy issues that underlie early childhood education, he offers recommendations for improving its effectiveness as a vehicle for development.

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