scholarly journals Komunikasi Interpersonal Keluarga Tentang Pendidikan Seks Pada Anak Usia 1-5 Tahun

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Amina Erni
Keyword(s):  
Interpersonal Communication ◽  
Sex Education ◽  
Family Environment ◽  
Sigmund Freud ◽  
Critical Period ◽  
Formal Education ◽  
Education Institution ◽  
Family Role ◽  
The Family ◽  
Large Muscle

Childhood is the age before entering formal education institution of Elementary School (SD). Children enter primary school after the age of six, the beginning of the school age phase. During the childhood phases the physical development of children, male or female, increases rapidly. The muscles, nerves, and skeletons of their bodies lead to maturity. Moving skills accelerate, ranging from large muscle movements, muscle shrinkage, and the cooperation of eye movements and hand movements. Children are in transition between the vital period and the intellectual period. The childhood phase is a critical period in the development of the personality of children. According to the psychoanalytic theory of Sigmund Freud in the childhood phase is within the level of psychosexual development and begin to attract and gain pleasure from genital stimulation. They begin to realize and fascinated by the differences between men and women. Attitudes and the way parents educate their children are very influential on the child's personality. Proper sex education will be a provision for children to face the world around. Difase this new child will know the outside world. If the child has not been equipped with intellectuals about sex education, then the child will experience confusion with the things he will meet. The child will only respond and show the stimuli from the environment he is, only based on what he experienced and he felt. Sometimes children are removed from the supervision of their parents. Family role is needed. Because the family is the child's first social environment, it is expected to implement sex education. Can be applied in the family environment through interpersonal communication between parents and their children.

scholarly journals DERADIKALISASI ISLAM MELALUI PENDIDIKAN MULTIKULTURAL BERBASIS KEARIFAN LOKAL PADA MASYARAKAT CIGUGUR

2017 ◽  
Vol 22 (1) ◽  
pp. 51
Author(s):  
Muhammad Arif
Keyword(s):  
Multicultural Education ◽  
Family Environment ◽  
School Environment ◽  
Informal Education ◽  
Formal Education ◽  
Three Dimensions ◽  
Ethical Guidelines ◽  
The People ◽  
The Family ◽  
Education School

Artikel ini bertujuan untuk mendeskripsikan konteks deradikalisasi Islam melalui pendidikan multikultural berbasis kearifan lokal. Untuk maksud tersebut, dilakukan penelitian mendalam pada masyarakat Cigugur. Penelitian menghasilkan temuan bahwa sikap toleran, saling menghargai, saling menghormati, dan bahkan saling bekerja sama yang tercipta dalam kehidupan masyarakat Cigugur yang multi agama dan multikultural didukung oleh aktualisasi pendidikan multikultural berbasis kearifan lokal yang mencakup tiga dimensi, yakni dimensi waktu, dimensi tempat, dan dimensi isi. Menurut dimensi waktu, pendidikan diselenggarakan dalam tiga fase, yakni sateuacan nitis (sebelum nitis), sateuacan boboran (sebelum lahir), dan saatosna boboran (setelah lahir). Menurut dimensi tempat, masyarakat Cigugur menyelenggarakan pendidikan di lingkungan keluarga (pendidikan informal), lingkungan sekolah (pendidikan formal), dan lingkungan masyarakat (pendidikan nonformal). Sementara, menurut dimensi isi, terdapat etika sebagai pedoman dan tuntunan berperilaku sosial yakni berupa cara ciri manusia dan cara ciri bangsa. This article aims to describe the context of the de-radicalization of Islam through multicultural education based on local wisdom. For this purpose, conducted in-depth research on Cigugur society. The study produced findings that tolerance, mutual respect, and even cooperate with each other in Cigugur society that’s multi-religious and multicultural, supported by the actualization of multicultural education based on local wisdom that includes three dimensions, namely the dimension of time, the dimensions of the place, and dimensional content. According to the dimension of time, education was held in three phases, namely “sateuacan nitis” (before mariage), “sateuacan boboran” (before birth), and “saatosna boboran” (after birth). According to the dimensions of the place, the people Cigugur education in the family environment (informal education), school environment (formal education) and community (non-formal education). Meanwhile, according to the dimensions of the content, there are ethical guidelines and guidance in social behavior, namely “cara ciri manusia” and “cara-ciri bangsa”.

scholarly journals CONTENT, FORMS AND METHODS OF THE SOCIAL TEACHER’S ACTIVITIES WITH STUDENTS’ PARENTS

2020 ◽  
pp. 84-91
Author(s):  
Людмила Неїжпапа
Keyword(s):  
Social Support ◽  
Secondary Education ◽  
Family Environment ◽  
Educational Institution ◽  
Education Institution ◽  
Effective Work ◽  
The Social ◽  
The Family ◽  
Social Pedagogue ◽  
Goals And Objectives

The article reveals the content of the social pedagogue activities in a secondary education institution with students’ parents. It is characterized that performing his functions, the social pedagogue of the educational institution must, first of all, take care to protect the students’ rights and interests. Therefore, only in cooperation with the children's parents can achieve results. The content and forms of socio-pedagogical work with parents are determined by a group of such indicators as the type of family and the problems that exist in the family. For the effective work of a social educator with parents, such characteristics of the family as capacity and activity are important. The capacity of parents can be limited, temporarily limited, unlimited. The activity of parents characterizes their focus on increasing and improving their own resources and is divided into actual activity It is noted that one of the effective tools of interaction between school and family environment is the socio-pedagogical activities of the educational institution, as it contributes to the optimal achievement of goals and objectives for social support and protection of the child and his family members in compliance with all criteria. humanity. It is described that the content and forms of socio-pedagogical work with parents should be aimed at supporting the family, providing it with the necessary assistance, activating its members, members of its immediate environment, motivating parents to solve problems, pedagogizing the family environment. In turn, it will contribute to the effective socialization of the child’s personality.

scholarly journals Transactional Analysis as a Method to Test the Quality of Life of a Family

2015 ◽  
Vol 5 (1) ◽  
pp. 27-38
Author(s):  
Dorota Strzelczyk
Keyword(s):  
Quality Of Life ◽  
Complex System ◽  
Interpersonal Communication ◽  
Interpersonal Relationships ◽  
Family Environment ◽  
Family Members ◽  
Transactional Analysis ◽  
Open Disclosure ◽  
The Family

Abstract One of the actions that affect the quality of life of the family as a complex system of relationships is interpersonal communication that takes place between the members of the family. In line with the transactional analysis, the trend in psychology founded by E. Berne, relationships between individuals should be based on honest and open disclosure of one’s desires and attitudes, i.e. variety of transactions. Otherwise, there are specific game leading to maintain and increase the distance between family members, weaken the ties between them and leading to a reduction in the quality of interpersonal relationships. The paper below aims to make closer the problems of transactional analysis, beginning from the explanation of the structure of “Ego” according to Berne and the terms “transactions”, “reinforcement” and “life scripts”. There will be presented also games played in family environment and their consequences for the proper functioning of the family.

scholarly journals Ketercapaian Tugas-Tugas Perkembangan Remaja dan Pendidikan Seksual Pada Remaja

2014 ◽  
Vol 2 (3) ◽  
pp. 37
Author(s):  
Fuaddillah Putra ◽  
Ramdani Ramdani
Keyword(s):  
Social Relationships ◽  
Sex Education ◽  
Family Environment ◽  
Reproductive Organs ◽  
Transitional Period ◽  
The People ◽  
The Family ◽  
Opposite Sex ◽  
Common Understanding ◽  
Development Tasks

Adolescence is a transitional period between childhood into adulthood, or period of a years, during which time they must meet some development tasks. Adolescent development tasks must be accomplished by a teenager. Fostering social relationships closer to same-sex and opposite sex friends is one of the nine developmental tasks that must be met by teenagers. The development task in achieving common understanding of the crisis affecting the values and morals that occurred in the community, such as the occurrence of free sex among teenagers. The occurrence of free sex for example form a misunderstanding of the meaning of fostering social connections among these teens, can be caused by a lack of sex education, information obtained by the teenagers, both from the family environment as well as from the environment outside the family (society and education in schools). Sex education is education which is given to individuals and discuss about reproductive health as well as things that can cause teens are no longer responsible for the reproductive organs. Fulfilling the development tasks that should be fulfilled by the teens must be accompanied by the guidance they can get from the people around them, thus fulfilling the development tasks can be in accordance with the values and norms that apply in an environment where they do the activity of life.

scholarly journals KONTRIBUSI LINGKUNGAN KELUARGA DALAM MEMBANGUN PERILAKU SEKSUAL ANAK USIA DASAR

2017 ◽  
Vol 9 (1) ◽  
pp. 83
Author(s):  
ISTI NINGSIH
Keyword(s):  
Sexual Behavior ◽  
Sex Education ◽  
Family Environment ◽  
Sexual Behaviors ◽  
Parental Supervision ◽  
Sex Behavior ◽  
The Family ◽  
Child Sexual Behavior ◽  
Children's Activities ◽  
Family Contribution

Sexual behavior is all behavior that is driven by sexual desire that is naturally owned by each human being. But the influence of various environments on child sexual behavior, making each child has different sexual behavior. One environment that plays a major role in contributing to child sexual behavior is the family environment. The contribution of the family in building the child’s sexual behavior can be done in the form of: (1) Provision of sex education for the child (2)Parental supervision on child sex behavior and (3) Parental attention to children’s activities. By considering these three things, the child’s sexual behavior can be safeguarded early and can prevent sexual behaviors that should not have occurred at the age of the basic child. Keywords: Family Contribution, Sexual Behavior, Basic Age

scholarly journals Emotional intelligence of the children born in the families of migrant workers: the environment-based approach

2020 ◽  
Vol 2020 (3 (132)) ◽  
pp. 106-115
Author(s):  
Larysa Danylchuk
Keyword(s):  
Emotional Intelligence ◽  
Family Environment ◽  
Migrant Workers ◽  
Legal Status ◽  
Theoretical Foundation ◽  
Education Institution ◽  
Semantic Content ◽  
Surrounding Environment ◽  
Migrant Families ◽  
The Family

The article presents the results of the study devoted to the issues of emotional intelligence of the children born in the families of migrant workers. The theoretical analysis has been carried out on the basis of domestic and foreign source and scientific bases within the outlined problem. It is noted that the problems related to the families of migrant workers and their children need to be solved at the international, national, regulatory, scientific and methodological levels. The theoretical foundation of understanding the emotional intelligence under focus has been substantiated taking into account the generalising considerations of scientists who have studied the conceptual and semantic content of the concept. It is noted that emotional intelligence is a necessary component of successful socialisation of any personality. The meaning of the term «children born in the families of migrant workers» has been considered, which made it possible to approve that there is no legal status for “the children born in the families of migrant workers” in Ukraine. It is revealed that the concept “the child of migrant workers / the child who was born in the family of migrant workers” is often identified with the concept “social orphanhood”. It is noted that such identification is incorrect; a child can be considered a social orphan only if his / her parents are deliberately removed from parental responsibilities. From the standpoint of the environment-based approach, the living environments of the children who were born in migrant families are segmented, which are basic for the formation of children’s emotional intelligence: family environment; social surrounding environment; general secondary education institution environment; peer environment; the Internet and social networks environment.

scholarly journals Familia y transmisión de valores

10.14201/3022 ◽  
2009 ◽  
Vol 15 ◽  
Author(s):  
Pedro Ortega Ruiz ◽  
Ramón Mínguez Vallejos
Keyword(s):  
Family Structure ◽  
Family Environment ◽  
Moral Values ◽  
Family Education ◽  
Western Society ◽  
Focal Points ◽  
Sociological Perspective ◽  
Family Role ◽  
Family Crisis ◽  
The Family

RESUMEN: En este artículo se hace una breve exposición de la «situación» de la familia en el contexto de la sociedad occidental. La «crisis» de la familia y los diferentes modelos de la estructura familiar son abordados, desde una perspectiva sociológica, como marco real para una educación en valores en el ámbito de la familia. Se defiende el papel fundamental de la familia como estructura de acogida, de reconocimiento del recién nacido. En ella encuentran los hijos las «condiciones ambientales» imprescindibles para el aprendizaje de los valores: el clima moral, de seguridad y confianza, de diálogo y responsabilidad que haga posible, desde la experiencia, la apropiación del valor. No se contemplan otros enfoques de carácter cognitivo en la educación familiar. Se parte de la necesidad de hacer de la experiencia en el ámbito familiar la situación privilegiada e insustituible para el aprendizaje de los valores morales. La familia educa más por lo que «hace» que por lo que «dice».ABSTRACT: This article makes a brief presentation of the family situation in the Western Society. The family crisis and several other family structure models are delt here from a sociological perspective, e. e., as a true framework for an education in terms of family. The family role is defended as a framework of protection in favour of the newborn. Therefore children can find an environment with «suitable conditions» that are of vital importance for learning of values that bear: morality, protection and assurance, dialogue and responsibility hence making the appropiation of values possible based on experience. No other focal points are contemplated that are cognitive in the family education except for the need to make the family environment a privileged and irreplaceable experience for the learning of moral values. The family brings up a child correctly for what it does rather than what it preaches.SOMMAIRE: Dans cet article on fait une brève exposition de la situation de la famille dans le contexte de la société occidentale. La «crise» de la famille et les différents modèles de la structure familiale sont abordés d'un point de vue sociologique, comme cadre réel pour une education en valeurs au sein de la famille. On defend le rôle fondamental de la famille comme structure d'accueil, de reconnaissance de l'enfant que vient de naître. Au sein de la famille les enfants trouvent «les conditions d'atmosphère » indispensables pour l'apprentissage des valeurs: le climat moral, de sécurité et de confiance, de dialogue et de responsabilité qui rende possible a partir de l'expérience, l'appropiation de la valeur. On n'envisage pas d'autres aspects de caractère cognitif dans l'éducation familiale. On part de la nécessité de faire de l'expérience dans le cadre familiale la situation privilégiée et irremplaçable pour l'apprentissage des valeurs morales. La famille enseigne plus parce ce qu'elle «fait» que ce qu'elle «dit».

scholarly journals Implementasi Strategi Kreatif dalam Upaya Meningkatkan Minat Baca Anak Usia Dini Dalam Lingkungan Kekuarga

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Dita Ameliana Handini
Keyword(s):  
Early Childhood ◽  
Family Environment ◽  
Family Literacy ◽  
Extrinsic Motivation ◽  
Writing Studies ◽  
Family Role ◽  
Reading Interests ◽  
Intrinsic And Extrinsic Motivation ◽  
The Family ◽  
Reading Interest

The purpose of writing this scientific study is to find out: (1) the association of early childhood reading interests with family literacy, (2) motivation that affects early childhood in increasing reading interest, (3) Aspects in the family environment that may affect reading interest in early childhood. This research uses literature review methods in the collection of its data, where there are several steps taken in the preparation of this study. The first step is selecting the topic of discussion, namely identifying and focusing on the topic to be written, then searching for literature sources through various sources, and writing studies. The result of this study is that there is a link between children's reading interest and family literacy and things that families must do in an effort to increase reading interest in early childhood. Several types of motivation both intrinsic and extrinsic motivation play a role in reading interest in early childhood, as well as several aspects in the family environment that affect reading interest in children at an early age.Keywords: interest reading, motivation, family role, childhood.

scholarly journals Keberartian Pendidikan Formal dalam Proses Self-Socialization Remaja Dalam Era Digital Pada Abad 21

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Lisye Salamor
Keyword(s):  
Human Resources ◽  
21St Century ◽  
Formal Education ◽  
Negative Impact ◽  
Education Institution ◽  
Shared Responsibility ◽  
Educational Goals ◽  
Community Institutions ◽  
Self Development ◽  
The Family

Changes in society and culture affect youth as part of society. The digital age of the 21st century has contributed enormously to the development of human resources, but from these advances, it also plays a negative impact on the development of human resources, especially adolescents in their development. The virtue of self-socialization in adolescents toward the negative is a shared responsibility between the school as a formal education institution and the family. Partnership in developing youth resources between these two community institutions is very important for the achievement of educational goals in adolescent self-development.

scholarly journals PENTINGNYA PENDIDIKAN MORAL DALAM PENDIDIKAN KEWARGANEGARAAN

2018 ◽  
Vol 1 (1) ◽  
pp. 26-40
Author(s):  
Sendi Fauzi Giwangsa
Keyword(s):  
Everyday Life ◽  
Family Environment ◽  
Citizenship Education ◽  
Formal Education ◽  
The Family ◽  
The Many

The recent phenomenon of moral decline has become a concern for some of our people. This is marked by the many immoral behaviors that are widely reported by national television. Education is one of the tools in instilling morals in children. Both education in the family environment and formal education at school. Citizenship Education (PKn) is one of the subjects that aims to encourage morale in students. Naum in practice often learning PKn only teaches knowledge only without any more emphasis on aspects of attitude and skills. Knowledge is important because knowledge will be the basis for action. But that is not enough to instill moral in students. Strengthening is needed especially in the aspect of attitude and of course it must be practiced in everyday life so that because morals are not enough just for material knowledge but also a habit of behaving in life.

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