scholarly journals Improving The Quality Of Graduates Of Early Children Education Study Program Through SPMI

2021 ◽  
Vol 7 (1) ◽  
pp. 113
Author(s):  
Rifqi Zaeni Achmad Syam ◽  
R. Supyan Sauri ◽  
Rosiana Nurwa Indah
Keyword(s):  
Early Childhood ◽  
Quality Assurance ◽  
Early Childhood Education ◽  
Quality Standard ◽  
Academic Quality ◽  
Study Program ◽  
Childhood Education ◽  
Education Study ◽  
Standard Documents

<p>This study aims to describe a strategy for improving the quality of graduates of the Early Childhood Education Study Program as an effort to improve the quality of education at the Nusantara Islamic University of Bandung. The research was conducted at the Early Childhood Education Study Program at Nusantara Islam University, with the subject of the Quality Assurance Unit (UPM) of the Early Childhood Education Study Program, Faculty of Teacher Training and Education. The method used in this study uses a qualitative approach with the case study method. Data collection techniques through direct observation, searching documents and archives, and in-depth interviews. The results showed that there were SPMI policies and concepts in the form of academic quality standard documents and non-academic quality standard documents compiled by the Quality Assurance Unit (UPM); Quality Assurance Unit (UPM) as the coordinator in the determination, implementation, evaluation, control and improvement of SPMI in the Early Childhood Education Study Program; SPMI implementation is carried out by drafting a design in the form of an SPMI cycle; The obstacles faced by leadership commitment are not optimal, the number of auditors is very limited, SPMI activities are only carried out as limited as routine steps taken in anticipation of obstacles in the form of providing experts in the implementation of SPMI, training for young auditors, fostering a spirit of quality assurance, conducting evaluations every semester. Utilization of the results of the SPMI evaluation in order to build a quality culture, BAN-PT accreditation and customer satisfaction.</p>

scholarly journals Teaching Students Pronunciation Skills through Tongue Twister Exercises

2020 ◽  
pp. 29-34
Author(s):  
Rahman Hakim ◽  
Pupun Sampurna
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
English Education ◽  
Study Program ◽  
Training And Education ◽  
Childhood Education ◽  
Education Study ◽  
Tongue Twister

This study discusses about the teaching of English pronunciation practices to the students of Early Childhood Education Study Program of Faculty of Teacher Training and Education of Universitas Sultan Ageng Tirtayasa. This study was qualitative research which carried out in the learning of the English Education for Early Childhood subject of Early Childhood Education Study Program of Faculty of Teacher Training and Education of Universitas Sultan Ageng Tirtayasa. The researchers chose tongue twisters as the material used to train students' ability to pronounce their vocabularies in English. The result shows that tongue twister exercises can improve their English vocabulary pronunciation skill; and their abilities to pronounce every vocabulary will be stored in the child's memory and become the main standard in the next learning process.

scholarly journals Proinfância: oferta de uma educação com qualidade para a criança cidadã?

2021 ◽  
Vol 14 (1) ◽  
pp. 165
Author(s):  
Nelcir Francisca da Silva ◽  
Ilma Vieira do Nascimento
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Basic Education ◽  
Quality Standard ◽  
Childhood Education ◽  
Daycare Centers ◽  
School Network ◽  
Siglo Xix ◽  
La Red

O interesse pela educação de crianças pequenas não é recente, havendo desde o século XIX manifestações sobre essa questão expressas em torno do mobiliário escolar e de outros pontos a estes associados relativos aos espaços escolares, como as creches e os jardins de infância. Este artigo trata do Programa Nacional de Reestruturação e Aquisição de Equipamentos para a Rede Escolar Pública de Educação Infantil (Proinfância), criado no ano de 2007 no contexto de políticas focadas na melhoria da qualidade da educação básica e no reconhecimento da criança como um ser de direitos.  Situa o Programa nos dois eixos de atuação – a construção de creches e pré-escolas e a aquisição de mobiliários e equipamentos para o funcionamento da rede física da educação infantil, em uma comunidade do município maranhense de São José de Ribamar.  Este estudo revela que creches construídas sob o modelo Proinfância não constituem, por si só, fatores suficientes para conferir um padrão de qualidade à educação de crianças; soma-se a este relevante aspecto infraestrutural, a necessária formação inicial e continuada dos (as) professores (as) envolvidos no processo educativo.Palavras-chave: Educação Infantil. Qualidade da Educação Básica. Proinfância.Proinfancy:   providing   quality   education   for   the   child  citizen?The interest in the education of young children is not recent, and since the 19th century there have been manifestations on this issue expressed around school furniture and other related points related to school spaces, such as day care centers and kindergartens. This article deals with the National Program for the Restructuring and Acquisition of Equipment for the Public School Network for Early Childhood Education (Proinfancy), created in 2007 in the context of policies focused on improving the quality of basic education and recognizing the child as a being. rights. The Program is located in two areas of activity - the construction of daycare centers and preschools and the purchase of furniture and equipment for the operation of the physical network of early childhood education, in a community in the municipality of São José de Ribamar, Maranhão. This study reveals that daycare centers built under the Proinfância model are not, in themselves, sufficient factors to provide a quality standard for children's education; in addition to this relevant infrastructure aspect, the necessary initial and continuing training of teachers involved in the educational process.Keywords: Child education. Quality of Basic Education. Pro-childhood.Pro-niñez:   ¿brindar   educación   de   calidad   al   niño   ciudadano?RESUMENEl interés por la educación de los niños pequeños no es reciente, y desde el siglo XIX se han producido manifestaciones sobre este tema expresadas en torno al mobiliario escolar y otros puntos afines relacionados con los espacios escolares, como guarderías y jardines de infancia. Este artículo trata del Programa Nacional de Reestructuración y Adquisición de Equipamiento para la Red de Escuelas Públicas de Educación Infantil (Proinfancy), creado en 2007 en el contexto de políticas enfocadas a mejorar la calidad de la educación básica y al reconocimiento del niño como ser. derechos. El Programa se ubica en dos áreas de actividad: la construcción de guarderías y jardines de infancia y la compra de mobiliario y equipamiento para el funcionamiento de la red física de educación infantil, en una comunidad del municipio de São José de Ribamar, Maranhão. Este estudio revela que las guarderías construidas bajo el modelo Proinfância no son, en sí mismas, factores suficientes para brindar un estándar de calidad en la educación de los niños; Además de este relevante aspecto de infraestructura, la necesaria formación inicial y continua de los docentes involucrados en el proceso educativo.Palabras clave: Educación Infantil. Calidad de la educación básica. Pro-niñez.

Social Investment and Childcare Expansion

2017 ◽  
Author(s):  
Margarita León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Perfect Match ◽  
Preschool Education ◽  
Conceptual Level ◽  
Social Investment ◽  
Trade Off ◽  
Childhood Education ◽  
Education And Care

The chapter first examines at a conceptual level the links between theories of social investment and childcare expansion. Although ‘the perfect match’ between the two is often taken for granted in the specialized literature as well as in policy papers, it is here argued that a more nuance approach that ‘unpacks’ this relationship is needed. The chapter will then look for elements of variation in early childhood education and care (ECEC) expansion. Despite an increase in spending over the last two decades in many European and Organisation for Economic Co-operation and Development (OECD) countries, wide variation still exists in the way in which ECEC develops. A trade-off is often observed between coverage and quality of provision. A crucial dividing line that determines, to a large extent, the quality of provision in ECEC is the increasing differentiation between preschool education for children aged 3 and above and childcare for younger children.

Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia

2021 ◽  
Author(s):  
Carolina Maldonado‐Carreño ◽  
Hirokazu Yoshikawa ◽  
Eduardo Escallón ◽  
Liliana Angélica Ponguta ◽  
Ana María Nieto ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Study ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

scholarly journals Manajemen Ekstrakurikuler Pendidikan Anak Usia Dini (PAUD)

2019 ◽  
Vol 3 (2) ◽  
pp. 369-380
Author(s):  
Erni Munastiwi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Extracurricular Activities ◽  
Assessment Tools ◽  
Analysis Techniques ◽  
Childhood Education ◽  
Library Research ◽  
Qualitative Research Methodology ◽  
The Subject

This research examines the management of extracurricular education early childhood. It is backed by that implementation of extracurricular activities on early childhood education face varieties of constraints in management. Therefore, extracurricular activities, early childhood education is supposed to be managed thoughtfully. The management of extracurricular activities are good and true will effect positively to the quality of early childhood education. The qualitative research methodology is library research. Method of data collection by collecting reference books the subject matter and book supporters. Data analysis techniques are content analysis. Results of the study show that the extracurricular management, early childhood education is implemented through the following four stages: (1) plan a needs analysis, types, background, goals, budget, materials, assessment tools, schedule, facilities and infrastructure, output criteria instructors, (2) organize the Division of duties, authority and responsibilities of the personnel of extracurricular activities, (3) carry out extracurricular activities appropriate planning and organizing, and (4) evaluate extracurricular activities.

scholarly journals Comparing regulatory and non-regulatory indices of Early Childhood Education and Care (ECEC) quality in the Australian early childhood sector

2020 ◽  
Vol 30 (75) ◽  
pp. 958
Author(s):  
Iram Siraj ◽  
Steven J. Howard ◽  
Denise Kingston ◽  
Cathrine Neilsen‑Hewett ◽  
Edward C. Melhuish ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rating Scale ◽  
Well Being ◽  
Quality Standard ◽  
Childhood Education ◽  
Childhood Environment ◽  
National Quality ◽  
Education And Care ◽  
Early Childhood Environment

<p>Este estudo analisa as associações entre as pontuações provenientes de processos regulatórios de avaliação da qualidade da educação infantil australiana (Early Childhood Education and Care – ECEC) do National Quality Standard (NQS)2 e das duas escalas de avaliação de qualidade (SSTEW – Sustained Shared Thinking and Well Being; e ECERS-E – Early Childhood Environment Rating Scale-Extension). A amostra consiste em 257 unidades de ECEC em três estados australianos. Os resultados indicaram: associações positivas modestas entre as pontuações do NQS e das escalas; alguma especificidade entre as áreas de qualidade do NQS (aspectos do projeto e práticas pedagógicas para as crianças; relações com crianças) e de uma escala de avaliação – a SSTEW; variabilidade das pontuações das escalas de qualidade dentro de cada classificação do NQS; e atenuação dessas associações quando  o tempo  entre  as avaliações  ultrapassa  24 meses. As conclusões sugerem que o NQS e as escalas de avaliação indicam um núcleo comum de qualidade, mas capturam aspectos diferentes da qualidade, sugerindo que ambos poderiam ser usados para melhorar os padrões de qualidade nas pré-escolas australianas, onde as escalas de avaliação potencializam a qualidade ainda mais do que o NQS.</p><p><strong>Palavras-chave:</strong> National Quality Standard, ECERS-E, SSTEW, Qualidade, Pré-Escola, Regulamentação</p><p> </p><p><strong>Comparando índices regulatorios y no regulatorios de calidad de la educación infantil en Australia</strong></p><p>Este estudio analiza las asociaciones entre los puntajes provenientes de procesos regulatorios   de evaluación de la calidad de la educación infantil australiana (Early Childhood Education and Care – ECEC) del National Quality Standard (NQS) y de las dos escalas de evaluación de calidad (SSTEW – Sustained Shared Thinking and Well Being; y ECERS-E – Early Childhood Environment Rating Scale-Extended). La muestra consiste en 257 unidades de ECEC en tres estados de Australia. Los resultados indicaron: asociaciones positivas modestas entre los puntajes del NQS y de las escalas; alguna especificidad entre las áreas de calidad del NQS (aspectos del proyecto y prácticas pedagógicas para los niños; relaciones con niños) y una escala de evaluación –  la SSTEW; variabilidad de los puntajes de las escalas de calidad dentro de cada clasificación del NQS; y atenuación de dichas asociaciones siempre que el tiempo entre las evaluaciones supera los 24 meses. Las conclusiones sugieren que el NQS y las escalas de evaluación indican un núcleo común de calidad, pero capturan aspectos distintos de la calidad, lo que sugiere que ambos se podrían utilizar para mejorar los estándares de calidad en el sistema preescolar australiano, en el que las escalas de evaluación potencian todavía más la calidad que el NQS.</p><p><strong>Palabras clave:</strong> National Quality Standard, ECERS-E, SSTEW, Calidad, Sistema Preescolar, Reglamentación</p><p> </p><p><strong>Comparing regulatory and non-regulatory indices of Early Childhood Education and Care (ECEC) quality in the Australian early childhood sector</strong></p><p>This study examines associations between Australia’s regulatory ratings of quality in Early Childhood Education and Care (ECEC) – the National Quality Standard (NQS) – and two research-based quality rating scales. The analytic sample consisted of 257 ECEC services across three Australian states. Results indicated (1) modest positive associations between NQS ratings and scale scores; (2) some specificity between NQS quality areas (educational programs and practice; relationships with children) and one research scale – the Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale; (3) variability in quality scales scores within each NQS designation; and (4) mitigation of these associations when the time-gap between ratings exceeded 24 months. Findings suggest NQS and research scales tap some common core of quality, yet capture different aspects of quality, suggesting both could be used to raise standards of quality in Australian preschools, where the research scales potentiate raising quality to even higher levels than NQS.</p><p><strong>Keywords</strong>: National Quality Standard, ECERS-E, SSTEW, Quality, Preschool, Regulation</p>

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

scholarly journals Bebês em creches nas zonas rurais do Brasil

2020 ◽  
Vol 6 (10) ◽  
pp. 264
Author(s):  
Patricia Maria Uchôa SIMÕES ◽  
Mariana Uchôa Simões BARBOSA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rural Areas ◽  
Rural Populations ◽  
Childhood Education ◽  
Daycare Centers ◽  
History Of ◽  
The Right ◽  
Educational Indicators

RESUMONo Brasil, a história da educação institucionalizada dos bebês inicia-se com instituições voltadas para o atendimento das populações mais pobres das cidades e está relacionada à industrialização e urbanização. Essa origem explica, em parte, a escassa oferta de Educação Infantil para as populações rurais, até hoje. O estudo debate a trajetória das creches das zonas rurais, analisa alguns dos indicadores educacionais e dados da implantação do Proinfância nessas áreas. As conclusões apontam para os avanços na legislação e a melhoria dos indicadores educacionais nas primeiras décadas desse século, também apresenta o Proinfância como uma alternativa para as zonas rurais, com a oferta de apoio aos municípios na construção de políticas de inclusão dos bebês em creche com maior qualidade de atendimento. Faz-se necessário a afirmação desses bebês como sujeitos de direitos, da sua educação como condição de cidadania e da especificidade da creche nas zonas rurais como direito à diferença.Bebês. Creche. Educação Infantil do Campo. Babies in daycare centers in rural BrazilABSTRACT In Brazil, the history of institutionalized baby education begins with institutions aimed at serving the poorest populations in cities and is related to industrialization and urbanization. This origin explains, in part, the scarce offer of Early Childhood Education for rural populations, even today. The study debates the trajectory of daycare centers in rural areas, analyzes some of the educational indicators and data on the implementation of Proinfância in these areas. The conclusions point to advances in legislation and the improvement of educational indicators in the first decades of this century, it also presents Proinfância as an alternative for rural areas, with the offer of support to municipalities in the construction of policies for the inclusion of babies in daycare centers with higher quality of care. It is necessary to affirm these babies as subjects of rights, their education as a condition of citizenship and the specificity of daycare in rural areas as the right to difference.Babies. Nursery. Rural Early Childhood Education. Bebés en guarderías en zonas rurales de BrasilRESUMEN En Brasil, la historia de la educación institucionalizada de bebes comienza con instituciones destinadas a servir a las poblaciones más pobres de las ciudades y está relacionada con la industrialización y la urbanización. Este origen explica, en parte, la escasa oferta de educación de la primera infancia para las poblaciones rurales, incluso hoy en día. El estudio debate la trayectoria de las guarderías en áreas rurales, analiza algunos de los indicadores educacionales y los datos sobre la implementación de “Proinfância” en estas áreas. Las conclusiones apuntan a avances en la legislación y la mejora de los indicadores educacionales en las primeras décadas de este siglo, también presenta a “Proinfância” como una alternativa para las zonas rurales, ofreciendo apoyo a los municipios en la construcción de políticas para la inclusión de bebés en guarderías con mejor calidad de cuidado. Es necesario afirmar que estos bebés son sujetos de derechos, su educación debe ser entendida como condición de ciudadanía y la especificidad de la guardería en las zonas rurales como un derecho a la diferencia.Bebés. Guardería. Educación de la primera infancia rural. Bambini in asili nele aree rurali del BrasileSINTESEIn Brasile, la storia dell'educazione al bambino istituzionalizzata inizia con istituzioni progettate per servire le popolazioni più povere delle città ed è legata all'industrializzazione e all'urbanizzazione. Questa origine spiega, in parte, l'offerta limitata di educazione della prima infanzia per le popolazioni rurali, anche oggi. Lo studio discute la traiettoria degli asili nelle aree rurali, analizza alcuni degli indicatori e dati educativi sull'attuazione di "Proinfância" in queste aree. Le conclusioni indicano i progressi della legislazione e il miglioramento degli indicatori educativi nei primi decenni di questo secolo, inoltre presenta "Proinfância" come alternativa alle aree rurali, offrendo supporto ai comuni nella costruzione di politiche per l'inclusione dei bambini negli asili nido con una migliore qualità delle cure. È necessario affermare che questi bambini sono soggetti di diritti, la loro educazione deve essere intesa come una condizione di cittadinanza e la specificità dell'assistenza all'infanzia nelle aree rurali come un diritto alla differenza.

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