scholarly journals THE SIGNIFICANCE OF PARENTAL INVOLVEMENT IN EARLY CHILDHOOD INCLUSION

2020 ◽  
Vol 3 (2) ◽  
pp. 92
Author(s):  
Lily Eka Sari
Keyword(s):  
Early Childhood ◽  
Parental Involvement ◽  
Learning Process ◽  
Learning Processes ◽  
School Staff ◽  
Negative Effects ◽  
Early Childhood Inclusion ◽  
Working Alone

When it comes to learning process, there should be a synergy between parents and school. When the collaboration fails to take place, both parties will feel like working alone. At the end, this assumption might lead to negative effects such as frustration, misunderstanding, and prejudices. The school staff are concerned with the lack of parental involvement in the learning processes. They convey that the parents do not always respond to teachers input. When teachers try to inform parents about what has happened in school, parents do not seem to show any interest.

scholarly journals Penerapan Metode Eksperimen untuk Meningkatkan Keterampilan Proses Sains Anak Usia Dini

2020 ◽  
Vol 2 (01) ◽  
pp. 1-8
Author(s):  
Luluk Iffatur Rocmah ◽  
Nur Hidayatus Sholihah
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Learning Process ◽  
Natural Environment ◽  
Experimental Methods ◽  
Learning Processes ◽  
Process Skills ◽  
Science Process Skills ◽  
Early Childhood Science ◽  
Group B

This research is a classroom action research that aims to improve science process skills in early childhood. Science process skills are children's abilities in thinking and investigating the natural environment around a series of learning processes. These skills are abilities that use reason, reason and effective and efficient actions to achieve certain results. With science process skills children can find facts that occur in their environment. Science process skills in group B children in PAUD Tashwirul Afkar are still low, therefore experimental methods are applied in the learning process to improve the condition. The results of applying experimental methods with natural materials can improve the science process skills of group B children in PAUD Tashwirul Afkar. This is indicated by an increase in the percentage of children's science process skills since the action was taken at the pre-cycle, cycle I and cycle II. At the pre-cycle completeness the overall value of the child is 33%. In the first cycle the overall value of the child is 58% and in the second cycle the overall value of the child is 91%.

scholarly journals Supervisi Pendidikan

2020 ◽  
Author(s):  
Mutiara Nurul Aulia
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Technical Assistance ◽  
Learning Processes ◽  
School Staff ◽  
Academic Activities ◽  
Educational Supervision

Educational Supervision is a coaching activity planned to help teachers and other school staff carry out work effectively and supervise academic activities in the form of teaching and learning processes, supervision of teachers in teaching, supervision of situations that cause them. The purpose of supervising education is to provide technical assistance and guidance to teachers (and other school staff) so that the personnel are able to improve the quality of their performance, especially in carrying out their tasks, namely carrying out the learning process. The scope of education supervision consists of academic and managerial. The principle consists of scientific, demorative, cooperative, and constructive and creative principles. The role of supervision functions to help, provide support, invite.

scholarly journals Teachers-Students’ Interaction in Early Childhood Inclusion Program

2019 ◽  
Vol 3 (2) ◽  
pp. 96
Author(s):  
Lili Novitayanti ◽  
Luh Ayu Tirtayani
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Learning Process ◽  
Study Data ◽  
Plan Implementation ◽  
Early Childhood Inclusion ◽  
Teachers And Students ◽  
Teacher Students

UNESCO has defined inclusive education as a chance for children with disabilities to learn in the same class with their non-disable peers. It becomes the most equitable chance for those school age students with disabilities to get their right. The implementation of early childhood inclusion programs in Bali is relatively new. Thus, an analysis on its implementation is needed in order to know in extend the program is effective. This study aims to describe the effectiveness of the teachers-students social interaction in early childhood inclusion program. It is an evaluative research by focusing on the learning process, including aspects of plan, implementation, and assessment. There are 119 respondents, who are headmasters and teachers of Kindergarten, involved in this study. Data are collected through questionnaire that have been tested for being validated. The result shows that social interaction of teachers and students are: (1) positive from the aspect of planning with F + = 53.781% and F─ = 46.218%, (2) not effective in the aspect of implementation with F + = 47.058% and F─ = 52.941%, and (3) not effective social in the aspect of evaluation with F + = 42.857% and F─ = 57.142%. It can be concluded that the social interaction of teachers and students in inclusion early childhood education program in is less effective (+ ─ ─). The teacher-students‘ social interaction as pivotal aspect of learning process, especially for special need students, needs to improve.

Drawing the Line Between the Good and the Bad Effects of Superheroes in Early Childhood Education

2019 ◽  
pp. 1-18
Author(s):  
Rheinhold D. Muruti ◽  
Gilbert Likando ◽  
Simon George Taukeni
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Violence ◽  
Learning Process ◽  
Negative Effects ◽  
Childhood Education ◽  
Practical Implications

The effects of superheroes on school violence has not been given adequate attention in research even though superhero movies, games, and characters are becoming increasingly popular worldwide. In addition, very little has been known particularly on the role of superheroes toward building children's nonviolent character and personality. This chapter focuses on how the effects of superheroes contribute to the learning process by examining both positive and negative effects. The chapter concludes with recommendations that map out practical implications for learning in schools.

scholarly journals KETERLIBATAN ORANG TUA DALAM PEMBELAJARAN ANAK USIA DINI SELAMA BELAJAR DARI RUMAH DI MASA PANDEMI COVID-19

2020 ◽  
Vol 6 (2) ◽  
pp. 63-74
Author(s):  
Jane Gresia Akollo ◽  
Meike Elsa Toisuta
Keyword(s):  
Early Childhood ◽  
Parental Involvement ◽  
Learning Process ◽  
Children’S Learning ◽  
Parents And Children ◽  
Learning Development ◽  
Early Childhood Learning ◽  
Children's Learning ◽  
At Home

AbstrackIn children learning process that is conducted from home during the Covid-19 pandemic, parents must function as “teachers”.  As the 'teachers', parents must prepare themselves, starting from reading books, participating in webinars, following learning videos or videos of children's creativity activities in order to nourish their intellectuals with various information and knowledge.  This study employs a qualitative approach with a case study method on 10 parents (father or mother) who had early childhood (5-6 years) at PAUD Rafflesia Arnolis, Kayu Tiga, Soya Village Ambon City. The data were obtained through interviews and documentation. The result of this study reveal some foms of parental involvement namely there is a communication between parents and teacher, accompany and help children learn as well as privide learning facilities. In addition, there are several positive things created between parents and children, such as the closeness of parents and children, parents can follow and know about children's learning development and parents are enriched intellectually and creatively while being 'teachers' for children at home. The benefit of the research is that the parents realize how important it is for them to be involved in their childrens' learning process and recognize the forms of involvement. Thus, parents can improve the quality and intensity of their children's learning involvement at home during the Covid-19 pandemic.Keywords: parental involvement, early childhood, learning from home

scholarly journals A Lucidade na Educação Infantil: Processos de Ensino e Aprendizagens como forma de Educar / Playfulness in Early Childhood Education: Teaching and Learning Processes as a way to educate

2021 ◽  
Vol 15 (57) ◽  
pp. 934-943
Author(s):  
Dannyelly Da Silva Souza ◽  
Aurenia Pereira de França
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Process ◽  
Educational Level ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Early Years ◽  
Childhood Education ◽  
Teaching Learning ◽  
And Training

Resumo: A presente pesquisa discorre sobre analisar a ludicidade na educação infantil como processos de ensino aprendizagem como forma de educar e apresenta como objetivos específicos: Descrever o conceito de lúdico; Compreender a importância do lúdico no ensino infantil e Demonstrar a aplicação do lúdico nas salas de aulas. Apresenta uma problemática com o seguinte questionamento: Quais as metodologias lúdicas utilizadas no ensino escolar infantil? Desse modo, buscamos analisar e contextualizar as diferentes perspectivas lúdicas aplicadas em sala de aula, através de um estudo bibliográfico de base qualitativa, exploratória e de método dedutivo, explicitamos a necessidade de trabalhar o lúdico nos anos iniciais da educação infantil como um despertar para o processo ensino-aprendizagem. O estudo em pauta está embasado nos seguintes autores: Rodrigues (2013); Kishimoto (2003) Moratori (2003); Moyles (2002) entre outros. Este estudo a partir das bases bibliográficas renomadas para a formação do docente e também contribuições ao meio acadêmico, busca-se explicitar o quão importante é o desenvolvimento de atividades dinâmicas contextualizadas com o nível educacional (educação infantil). É perceptível que o docente precisa dispor de metodologias atuais e de maneiras dinâmicas para expor e compartilhar seus conhecimentos as crianças. Tendo em vista o avanço frequentemente das tecnologias, vale ressaltar que o processo ensino-aprendizagem deve estar condizente com o uso de tecnologias em sala de aula, sendo pertinente a exposição de que os conheciementos de sala de aula vão além da escola, implicando na construção e formação da criança enquanto cidadão. Palavras-Chave: Educação Infantil. Ensino-Aprendizagem. Ludicidade. Educar.Abstract: This research discusses the analysis of playfulness in early childhood education as teaching-learning processes as a way of educating and presents the following specific objectives: Describe the concept of playfulness; Understand the importance of play in early childhood education and Demonstrate the application of play in the classroom. It presents a problem with the following question: What are the playful methodologies used in children's school education? Thus, we seek to analyze and contextualize the different playful perspectives applied in the classroom, through a bibliographical study based on qualitative, exploratory and deductive methods. teaching-learning process. The need to work with playfulness in the early years of childhood education as an awakening for the teaching-learning process will be explicited. The study in question is based on the following authors: Rodrigues (2013); Kishimoto (2003) Moratori (2003); Moyles (2002) among others. This study, based on renowned bibliographic bases for teacher education and also contributions to the academic environment, seeks to explain how important it is to develop dynamic activities contextualized with the educational level (early childhood education). It is noticeable that teachers need to be able to use current methodologies and dynamic ways to expose and share their knowledge with children. In view of the frequent advancement of technologies, it is noteworthy that the teaching-learning process must be aligned with the use of technologies in the classroom, and it is pertinent to expose that classroom knowledge goes beyond the school, implying the construction and training the child as a citizen.Keywords: Early Childhood Education. Teaching-Learning. Playfulness. To educate. 

Overcoming counter-knowledge through telemedicine communication technologies

2017 ◽  
Vol 31 (7/8) ◽  
pp. 730-745 ◽  
Author(s):  
Jorge Cegarra-Sanchez ◽  
Juan-Gabriel Cegarra-Navarro ◽  
Anthony Wensley ◽  
Jose Diaz Manzano
Keyword(s):  
Learning Process ◽  
Design Methodology ◽  
Communication Technologies ◽  
Regional Hospital ◽  
Potential Contribution ◽  
Exploration And Exploitation ◽  
Negative Effects ◽  
Content Type

Purpose Knowledge acquired from sources of unverified information such as gossip, partial truths or lies, in this paper it is termed as “counter-knowledge.” The purpose of this paper is to explore this topic through an exploration of the links between a Hospital-in-the-Home Units (HHUs) learning process (LP), counter-knowledge, and the utilization of communication technologies. The following two questions are addressed: Does the reduction of counter-knowledge result in the utilization of communication technologies? Does the development of counter-knowledge hinder the LP? Design/methodology/approach This paper examines the relevance of communication technologies to the exploration and exploitation of knowledge for 252 patients of a (HHU) within a Spanish regional hospital. The data collected was analyzed using the PLS-Graph. Findings To HHU managers, this study offers a set of guidelines to assist in their gaining an understanding of the role of counter-knowledge in organizational LPs and the potential contribution of communication technologies. Our findings support the proposition that the negative effects of counter-knowledge can be mitigated by using communication technologies. Originality/value It is argued in this paper that counter-knowledge may play a variety of different roles in the implementation of LPs. Specifically, the assignment of communication technologies to homecare units has given them the means to filter counter-knowledge and prevent users from any possible problems caused by such counter-knowledge.

scholarly journals Digitalisation of Teaching and Learning as a Tool for Increasing Students’ Satisfaction and Educational Efficiency: Using Smart Platforms in EFL

2021 ◽  
Vol 13 (9) ◽  
pp. 4892
Author(s):  
Sandra Stefanovic ◽  
Elena Klochkova
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Application Development ◽  
Mobile Platforms ◽  
Digital Platforms ◽  
Motivation For Learning ◽  
Study Programs

This manuscript aims to present possibilities for developing mobile and smart platforms and systems in teaching and learning the English language for engineering professionals in different engineering study programs. Foreign language teaching and learning processes are based on traditional methods, while in engineering and technical sciences, teaching and learning processes include different digital platforms. Therefore, the following hypotheses were stated. (H1) It is possible to develop a software solution for mobile platforms that can have a higher level of interactivity, and it may lead to better learning outcomes, especially in the field of adopting engineering vocabulary. (H2) Implementation of the developed solution increases motivation for learning and leads to a higher level of satisfaction with the learning process as a part of the quality of life. (H3) Students who have digital and mobile platforms in the learning process could have higher achievement values. This manuscript presents software application development and its implementation in teaching English as a foreign language for engineering and technical study programs on the bachelor level. Initial results in implementation and satisfaction of end users point to the justification of implementing such solutions.

The roles of emerging multinational companies’ technology-driven FDIs in their learning processes for innovation

2019 ◽  
Vol 14 (1) ◽  
pp. 91-114 ◽  
Author(s):  
Ju Liu
Keyword(s):  
Learning Process ◽  
Explanatory Power ◽  
Analytical Framework ◽  
Multinational Companies ◽  
Learning Processes ◽  
Comparative Case Study ◽  
Future Research ◽  
Global Knowledge ◽  
Content Type ◽  
Capability Building

Purpose The purpose of this paper is to contextually theorise the different patterns of emerging multinational companies’ (EMNCs’) learning processes for innovation and the different influences of their technology-driven FDIs (TFDIs) on the processes. Design/methodology/approach A comparative case study method and process tracing technique are employed to investigate how and why firms’ learning processes for innovation took place, how and why the TFDIs emerged and influenced the firms’ learning processes in different ways. Findings The paper identifies two different patterns of learning process for innovation (Glider model vs Helicopter model) and two different roles of the case firms’ TFDIs (accelerator vs starter) in the different contexts of their learning processes. It is found that the capability building of the domestic wind energy industry has an important influence on the case of EMNCs’ learning processes and thus on the roles of their TFDIs. Research limitations/implications The limitation of the paper lies in its small number of cases in a specific industry of a specific country. The two contextually identified learning models and roles of TFDIs may not be applied to other industries or other countries. Future research should investigate more cases in broader sectoral and geographic scope to test the models and also to identify new models. Practical implications For EMNCs, who wants to use the Helicopter model to rapidly gain production and innovation capability, cross-cultural management and integration management are crucial to practitioners. For emerging countries with ambitions to explore the global knowledge and technology pool, besides of the EMNC’s capability building, the capability building in the domestic industries should not be overlooked by policy makers. Originality/value The paper develops a dynamic and contextual analytical framework which helps to answer the important questions about how and under what context a TFDI emerges and influences firm’s learning process for innovation. It theorises the EMNCs’ learning process and TFDIs in the context of the development of the domestic industry. It strengthens the explanatory power of the learning-based view and adds new knowledge to the current FSA/CSA discourse in the international business literature.

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