scholarly journals Urgensi Diklat Berjenjang Tingkat Dasar Pendidik Pada Peningkatan Kompetensi Guru Raudlatul Athfal Bekerjasama dengan IGRA dan Himpaudi Kabupaten Pasuruan

2019 ◽  
Vol 5 (2) ◽  
pp. 160-173
Author(s):  
Luluk Rochanah
Keyword(s):  
Developmental Appropriateness

Penelitian ini bertujuan a). Mengetahui pentingnya   diklat berjenjang tingkat dasar pada kompetesi pendidik Raudlatul Athfal  Kabupaten Pasuruan b). Mengetahui mengetahui bagaimana pengaplikasian diklat berjenjang tingkat Dasar Pendidik RA Kabupaten Pasuruan c). Mengetahui  kualitas pendidik dalam menyelaraskan sikap perilaku setelah mengikuti diklat berjenjang tingkat dasar. Penelitian ini menggunakan pendekatan kualitatif yang menggunakan pendekatan berdasarkan perspektif fenomenologis. Analisis dilakukan dengan pendekatan fenomenologis, observasi dan selfreport. Data yang terkumpul diidentifikasi berdasarkan ketiga komponen Developmental Appropriateness Practices (DAP). Penelitian ini menghasilkan simpulan Kualitas guru tidak dapat dikalahkan oleh sitem pendidikan   dalam mempengaruhi kualitas pendidikan dengan kata lain sebaik apapun sistem pendidikan jika tidak di ikuti dengan kualitas guru yang baik maka kualitas tidak dapat meningkat dengan maksimal, diklat berjenjang tingkat dasar merupakan salah satu  pembinaan atau peningkatan kompetensi pendidik, terlihat pada hasil dari kegiatan Diklat Berjenjang yaitu (1) banyak guru Raudlatul Athfal  yang belum memahami metode pembelajaran untuk diterapkan pada kegiatan belajar mengajar  anak usia dini setelah mengikuti diklat berjenjang, guru Raudlatul Athal lebih memahami metode untuk diterapkan pada kegiatan pembelajaran anak usia dini (2) kegiatan diklat berjenjang tingkat dasar dapat menambah wawasan ilmu pengetahuan tentang anak usia dini (3) Guru Raudlatul Athfal dapat menyusun   manajemen  dan perangkat pembelajaran dengan sempurna  mulai dari kegiatan perencanaan, pelaksanaan , pengamatan hingga evaluasi guru dapat menyusun dengan baik (4) materi yang telah di berikan pada diklat berjenjang tingkat dasar sangat sesuai dengan permasalahan  dan kebutuhan yang di alamai oleh guru Raudlatul Athfal

scholarly journals Impact of the Developmental Appropriateness of Teacher Guidance Strategies on Kindergarten Children's Interpersonal Relations

2007 ◽  
Vol 21 (3) ◽  
pp. 290-301 ◽  
Author(s):  
Hardee M. Schmidt ◽  
Diane C. Burts ◽  
R. Sean Durham ◽  
Rosalind Charlesworth ◽  
Craig H. Hart
Keyword(s):  
Interpersonal Relations ◽  
Teacher Guidance ◽  
Guidance Strategies ◽  
Developmental Appropriateness

Using social domain theory to seek critical consciousness with young children

2021 ◽  
Vol 19 (3) ◽  
pp. 235-260
Author(s):  
Robyn Ilten-Gee ◽  
Sarah Manchanda
Keyword(s):  
Young Children ◽  
Critical Consciousness ◽  
Educational Interventions ◽  
Developmental Theory ◽  
Domain Theory ◽  
Power Dynamics ◽  
Social Domain ◽  
Social Domain Theory ◽  
Developmental Appropriateness ◽  
Transition Points

The question of ‘developmental appropriateness’ in education can be both empowering and inhibiting. When are students ‘ready’ to talk about social injustices and systemic inequalities? How might educators introduce social inequities using developmental findings about reasoning? This article presents social domain theory as a lens through which educators can approach critical consciousness education with young children. An overview of Freire’s critical consciousness construct is presented, including educational interventions, methods, and approaches that support critical consciousness. An overview of social domain theory is also presented. Social domain theory is a developmental theory of sociomoral reasoning that describes three domains of social knowledge that develop independently, and get applied/coordinated/prioritized differently in context by individuals. This theory, and the research stemming from it, has shown that there are developmental transition points during which children come to view their previous logic as inadequate, and are likely to shift their understandings of moral, conventional, and personal issues. A parallel is drawn between these transition points and the process of wrestling with and overturning ‘contradictions’ in critical consciousness education. Contradictions are theorized as dehumanizing power dynamics that show up in students’ everyday circumstances. This article provides tables outlining example contradictions for young children, key domain–related reasoning shifts for young children, and examples for how to create lesson plans that take these two factors into account. Finally, we propose a method of facilitating self-assessment of critical consciousness with young children. Self-reflection questions are provided for teachers and students.

scholarly journals Sport and physical activity in the urban area – housing estate greens for three generations

2020 ◽  
Vol 3 (2) ◽  
pp. 105-128
Author(s):  
Anna Ostrowska-Tryzno ◽  
Hanna Nałęcz ◽  
Anna Pawlikowska-Piechotka
Keyword(s):  
Field Survey ◽  
Physical Activities ◽  
Housing Estate ◽  
Structured Interviews ◽  
Three Generations ◽  
Developmental Appropriateness ◽  
Green Areas ◽  
Sport And Recreation ◽  
Physical Skills ◽  
Physical Accessibility

Research aim: Playgrounds were historically designed only for children, today we can observe new concept of recreation sites, aimed for all ages. Traditional playground was furniture with kids’ equipment, while universal playgrounds have also facilities for adults. These facilities enable families to play together. Research methods: Research project ds-300 AWF was a continuation of the ds-114 AWF – the MNiSW grant. Using the field survey with participant observations, structured and semi-structured interviews methods, factors determining the ‘inclusive urban playground’ for three generations were identified. Research results: To achieve the open access to the universally designed, inclusive playgrounds for all ages, basic components should be included: physical accessibility, age and developmental appropriateness, physical, social and sensory-stimulating components. Conclusions: Results show that exciting, engaging and challenging sport and recreation housing green areas are important to encourage physical activities for all age and enhance social, mental and physical skills of the three generations.

scholarly journals Optimizing Complementary Diets to Provide Nutrient Adequacy for Infants 6 to 12 Months Old: A Dietary Modelling Study (P11-090-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Lynda O'Neill ◽  
Anne Dattilo ◽  
Matthieu Maillot ◽  
Florent Vieux ◽  
Jose Saavedra
Keyword(s):  
Vitamin D ◽  
Breast Milk ◽  
Daily Intake ◽  
Dietary Guidelines ◽  
Food Groups ◽  
University Of Minnesota ◽  
Data Set ◽  
Nutrient Adequacy ◽  
Developmental Appropriateness ◽  
Breast Fed

Abstract Objectives The purpose of this study was to determine the optimal composition of complementary diets for infants 6 to 12 months old (m.o), in terms of daily intake of food groups to ensure nutrient adequacy. A secondary goal was to determine differences in these optimized diets with fortified versus unfortified foods. Methods Dietary modelling using linear programming was applied to the Feeding Infants and Toddlers Study 2016 data set to develop theoretical diets that satisfy nutrient requirements, while meeting median energy needs, for 6 to 8 m.o. and 9 to 12 m.o. breast-fed, formula-fed, and mixed-fed infants. The food data set was adjusted to ensure, among other criteria, developmental appropriateness and safety. Using the Nutrition Data System for Research (NDSR, version 2015: University of Minnesota, Minneapolis, MN), the current US fortification for grains was included, and analyses were then performed without fortification. Results Among modelled diets for 6 to 8 m.o., a greater amount of total food, particularly vegetables, was required to achieve nutrient adequacy in the absence of fortification. The quantity of vegetables ranged from 54 g/day (3.5% of total energy (E)) in the formula based fortified diet up to 206 g/day (15% of E) in the breast milk unfortified diet. The modelling showed that inclusion of starches and grains was negligible in the unfortified diets, being primarily replaced by vegetables and pulses. For 9 to 12 m.o., daily intake of vegetables were particularly high at 222 g/day (12% of E), in the breast-fed, unfortified group. Pulses, nuts and seeds were featured in the unfortified diets at a level of 61 g/day (10% of E) in both the breast milk diet and the mixed diet. In terms of nutrient adequacy, all requirements were met apart from iron in the breast fed unfortified diet for 6 to 8 m.o.. Meeting Vitamin D was unachievable in all but the formula based diets for 6 to 8 m.o. Conclusions Fortification or supplementation is required to provide adequate iron to breast-fed infants, particularly in the early months of complementary feeding, and vitamin D to most infants. The diet optimization, which could be the basis for food based dietary guidelines, showed that complementary diets should be adapted according to the milk source in the infant diet. Funding Sources Nestlé Nutrition, Vevey, Switzerland.

Young Children using Computers: Planning Appropriate Learning Experiences

1995 ◽  
Vol 20 (2) ◽  
pp. 1-6 ◽  
Author(s):  
Cherryl Fatouros
Keyword(s):  
Young Children ◽  
Learning Experiences ◽  
Approach To Learning ◽  
Computer Based Learning ◽  
Developmental Appropriateness ◽  
Research Findings ◽  
Computer Based ◽  
Early Childhood Settings ◽  
Interaction Problem ◽  
Selection Of

An analysis of the literature produced over the last decade regarding the use of computers by young children reveals some concern for the developmental appropriateness of this technology. In order to plan appropriate experiences for young children, both the selection of the software and the implementation of computer-based learning experiences should reflect a child-centred approach to learning and create an environment which promotes social interaction, problem solving and the use of language for a variety of purposes. This review identifies the concerns and criticisms as well as the research findings about young children's use of computers. From this discussion, implications are drawn for the use of computers in early childhood settings.

scholarly journals Developmental Appropriateness of Kindergarten Programs and Academic Outcomes in First Grade

1993 ◽  
Vol 8 (1) ◽  
pp. 23-31 ◽  
Author(s):  
Diane C. Burts ◽  
Craig H. Hart ◽  
Rosalind Charlesworth ◽  
D. Michele DeWolf ◽  
Jeanette Ray ◽  
...  
Keyword(s):  
Academic Outcomes ◽  
First Grade ◽  
Developmental Appropriateness

Self-Management

2019 ◽  
pp. 349-367
Author(s):  
Amy M. Briesch ◽  
Aberdine R. Donaldson ◽  
Noora Abdulkerim
Keyword(s):  
Self Regulation ◽  
Self Management ◽  
Self Monitoring ◽  
Management Intervention ◽  
The Core ◽  
Intervention Approach ◽  
Grade Levels ◽  
Tier Ii ◽  
Developmental Appropriateness ◽  
Behavioral Needs

Within the literature, the term self-management has been used to refer generally to a number of methods that can be used to help children manage their own behavior (e.g. self-regulation, self-modeling). The focus in this chapter, however, is more specifically on those interventions in which, at the core, students are taught to observe and record their own behavior, or what has been called self-monitoring. This chapter discusses various ways in which self-management may be used as a Tier II intervention for students with identified behavioral needs. Although this intervention approach may be used with students across all grade levels, there are important modifications that must be made in order to ensure developmental appropriateness, which are discussed later in the chapter. The chapter begins, however, by outlining the various intervention components that may be combined to form a comprehensive self-management intervention.

scholarly journals Demystifying the Common Core in Kindergarten Writing

2017 ◽  
Vol 6 (4) ◽  
pp. 92 ◽  
Author(s):  
Susan W. Cress ◽  
Daniel T. Holm
Keyword(s):  
Early Childhood ◽  
Common Core ◽  
State Standards ◽  
Kindergarten Children ◽  
Developmental Level ◽  
Writing Curriculum ◽  
Developmental Appropriateness ◽  
Time Standards ◽  
Assessment Techniques ◽  
The Common

Having a set of standards, whether they are common core or state standards, appropriate for kindergarten children is a concern raised by many early childhood educators and parents. Given that at this point and time standards are recognized by many other stakeholders as a way of ensuring children are ready for the future, it is time to further investigate ways to infuse standards into the curriculum in an appropriate way. The developmental appropriateness, and the planning, implementation, and assessment techniques of the curriculum are key to meeting the standards. The article focuses on writing as one example of providing an environment where children can work at their own developmental level. Teachers must be knowledgeable about development, appropriate activities, and the fundamentals of literacy. Samples of kindergarten writing are used to illustrate and explore the possibilities of fostering an appropriate writing curriculum.

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