scholarly journals Efforts to Stimulate Entrepreneurship Character for Early Childhood through Innovative Learning Methods Based on Science, Technology, Engineering, Art, and Math (STEAM)

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Nandang Rukanda
Keyword(s):  
Early Childhood ◽  
Critical Pedagogy ◽  
School Education ◽  
Research Approach ◽  
Learning Methods ◽  
Entrepreneurial Spirit ◽  
Science Technology ◽  
Innovative Learning ◽  
Out Of School

This study aims to examine innovative learning methods based on Science, Technology, Engineering, Art, and Math (STEAM) to stimulate the formation of mental entrepreneurship for young children so that in the future they become independent entrepreneurs. This study uses several theoretical studies that are used as a basis, namely the theory of out of school education, critical pedagogy, and entrepreneurship. The qualitative approach with the case study method is used by the writer as a research approach. The results showed that the application of STEAM learning methods in early childhood students can stimulate the formation of their entrepreneurial spirit for their future.Keywords: Out-of-School Education; Critical Pedagogy; Entrepreneurship. AbstrakPenelitian ini bertujuan untuk mengkaji metode pembelajaran inovatif berbasis Science, Technology, Enginering, Art, dan Math (STEAM) dalam rangka menstimulasi pembentukan mental entrepeneur bagi anak usia dini supaya di masa depan menjadi wirausaha mandiri. Penelitian ini menggunakan beberapa kajian teoretis yang dijadikan landasan, yakni teori pendidikan luar sekolah, pedagogi kritis, dan kewirausahaan. Pendekatan kualitatif dengan metode studi kasus digunakan penulis sebagai pendekatan penelitian. Hasil penelitian memperlihatkan bahwa penerapan metode pembelajaran STEAM pada peserta didik anak usia dini dapat menstimulasi pembentukan jiwa wirausaha mereka untuk untuk masa depannya.Kata Kunci: Pendidikan Luar Sekolah; Pedagogi Kritis; Kewirausahaan.

scholarly journals APPLICATION OF PICTURE & PICTURE MODEL IN INTRODUCING ENGLISH VOCABULARY (NUMBER) AT EARLY CHILDHOOD (Case Study in term of Motivation Aspect)

2021 ◽  
Vol 4 (1) ◽  
pp. 19
Author(s):  
Ratna Purwanti Purwanti
Keyword(s):  
Early Childhood ◽  
Study Data ◽  
Sensitive Period ◽  
Research Approach ◽  
Growing Up ◽  
Model Learning ◽  
Depth Interview ◽  
Study Case ◽  
Global World

The golden age is a sensitive period that is very important for children to develop all aspects of development such as language, one of which is English so they can compete in the global world while growing up. Introducing activity must be carried out with a learning model that is and are concrete so that children can understand what is meant for example the picture and picture model learning. This study aims to describe how the contribution of the application of picture and picture model in introducing English vocabulary (number) at early childhood to increase children's motivation. The research approach used is qualitative with the type of case study (case study). Data collection using in-depth interview, observation and documentation. The result showed that the application of picture and picture model in introducing English vocabulary (number) contribute to the improvement of children's motivation such as children's attention during activity (attention), children's interest in English (interest), trust the child's self in knowing English vocabulary (confidence) and the satisfaction with fun learning (satisfaction). This research can be used as input for the teacher to create English learning that can increase children's motivation in class.

scholarly journals Sighting, Citing and Siting Te Whaariki: Exploring the Use of Video Feedback as a Tool for Critical Pedagogy

2021 ◽  
Author(s):  
◽  
Margaret Ann Haggerty
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Critical Pedagogy ◽  
Curriculum Development ◽  
Video Feedback ◽  
Professional Support ◽  
Research Approach ◽  
Ministry Of Education ◽  
Action Research Approach ◽  
Curriculum Guidelines

<p>The official draft of the first national curriculum guidelines for early childhood services in Aotearoa/New Zealand : Te Whaariki: Draft Guidelines for Developmentally Appropriate Programmes in Early Childhood Services: He Whaariki Matauranga mo nga Mokopuna o Aotearoa, was released at the end of October 1993. This document was the culmination of a curriculum development project that commenced in 1990, when the Ministry of Education sought contract proposals for the development of the first ever national early childhood curriculum guidelines. In 1995 the Ministry of Education trialled nine different curriculum professional support projects, aimed at assisting early childhood centres to use the newly developed draft guidelines. This study reports on one of the curriculum professional support projects, which the Ministry of Education commissioned from Wellington College of Education. The project which this study is based on, was grounded in an action research approach to professional support. Its core focus was the use of video feedback as a tool for critical pedagogy. It involved five case study centres: a playcentre, a kindergarten, a Montessori centre, an owner-operator childcare centre and an employee childcare facility. The project comprised a minimum of twenty one 'face to face' hours per centre, made up of eight sessions, spread over an nine month period. Video observations of each centre's curriculum 'in action', which constituted two of the sessions, were examined by the practitioners of the centre concerned, and considered in relation to Te Whaariki. Data involved interviews, journals and observations, including video. The study found that using video as feedback for the purposes of curriculum and professional development, within the context of action research, was an essentially useful, albeit complex, and quite highly contextualised undertaking. Many participants did use video feedback to help them engage with Te Whaahki, although in a number of cases the complexity of the curriculum model proved problematic. Participants used the video feedback in a range of ways to resource the development of curriculum within their centres. For a number of participants video feedback was instrumental in them taking a more reflective and critical stance toward their worplace practices. Key themes to emerge included the potential affective impact of using video feedback in examining one's own workplace practices, and the importance and complexities of the dynamics of power, both within the workplace and within the research project itself. Finally, the study raised a number of ethical issues related to the use of video in professional and curriculum development.</p>

scholarly journals Implementing Google Earth to Enhance Student’s Engagement and Learning Outcome in Geography Learning

2020 ◽  
Vol 5 (1) ◽  
pp. 147
Author(s):  
Ebid Rocky Alfatikh ◽  
Elizabeth Titiek Winanti ◽  
Sukma Perdana Prasetya ◽  
Eko Budiyanto
Keyword(s):  
Learning Outcomes ◽  
Learning Outcome ◽  
Google Earth ◽  
Geography Education ◽  
Dynamic Learning ◽  
Learning Methods ◽  
Creative Commons ◽  
Innovative Learning ◽  
The One

This study aims to examine the effects of Google Earth on students’ engagement in learning and their learning outcome. This study employed pre-experimental design with the One-Shot Case Study design. From the exploration directed crosswise over various areas of evaluation of 12 students in the school, it is demonstrated that dynamic learning of students in was high since it was above 75% and learning outcomes reached an average of 80. This is good considering that the passing grades set in the school was 70. The application of experiential learning methods can produce satisfactory output when viewed from student participation. By looking at the characteristics of schools where students number was less than 20, the teacher is required to develop innovative learning methods. If implemented, this may yield in the improving circumstance of the currently marginalised Geography. Keywords: Google Earth; Student`s activities; Geography learning. Copyright (c) 2020 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

scholarly journals Sighting, Citing and Siting Te Whaariki: Exploring the Use of Video Feedback as a Tool for Critical Pedagogy

2021 ◽  
Author(s):  
◽  
Margaret Ann Haggerty
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Critical Pedagogy ◽  
Curriculum Development ◽  
Video Feedback ◽  
Professional Support ◽  
Research Approach ◽  
Ministry Of Education ◽  
Action Research Approach ◽  
Curriculum Guidelines

<p>The official draft of the first national curriculum guidelines for early childhood services in Aotearoa/New Zealand : Te Whaariki: Draft Guidelines for Developmentally Appropriate Programmes in Early Childhood Services: He Whaariki Matauranga mo nga Mokopuna o Aotearoa, was released at the end of October 1993. This document was the culmination of a curriculum development project that commenced in 1990, when the Ministry of Education sought contract proposals for the development of the first ever national early childhood curriculum guidelines. In 1995 the Ministry of Education trialled nine different curriculum professional support projects, aimed at assisting early childhood centres to use the newly developed draft guidelines. This study reports on one of the curriculum professional support projects, which the Ministry of Education commissioned from Wellington College of Education. The project which this study is based on, was grounded in an action research approach to professional support. Its core focus was the use of video feedback as a tool for critical pedagogy. It involved five case study centres: a playcentre, a kindergarten, a Montessori centre, an owner-operator childcare centre and an employee childcare facility. The project comprised a minimum of twenty one 'face to face' hours per centre, made up of eight sessions, spread over an nine month period. Video observations of each centre's curriculum 'in action', which constituted two of the sessions, were examined by the practitioners of the centre concerned, and considered in relation to Te Whaariki. Data involved interviews, journals and observations, including video. The study found that using video as feedback for the purposes of curriculum and professional development, within the context of action research, was an essentially useful, albeit complex, and quite highly contextualised undertaking. Many participants did use video feedback to help them engage with Te Whaahki, although in a number of cases the complexity of the curriculum model proved problematic. Participants used the video feedback in a range of ways to resource the development of curriculum within their centres. For a number of participants video feedback was instrumental in them taking a more reflective and critical stance toward their worplace practices. Key themes to emerge included the potential affective impact of using video feedback in examining one's own workplace practices, and the importance and complexities of the dynamics of power, both within the workplace and within the research project itself. Finally, the study raised a number of ethical issues related to the use of video in professional and curriculum development.</p>

scholarly journals When are we going to have the real school? A case study of early childhood education and care teachers’ experiences surrounding education during the COVID-19 pandemic

2020 ◽  
Vol 45 (4) ◽  
pp. 336-347
Author(s):  
Hem Chand Dayal ◽  
Lavinia Tiko
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Small Island ◽  
Research Approach ◽  
Childhood Education ◽  
Education And Care

In this study, we set out to explore how two private, early childhood education and care centres in a small island developing state in the Pacific are coping with schooling during the COVID-19 lockdown period. In particular, we used a case-study research approach to explore teachers’ feelings about the situation and what actions or strategies the centres have devised to continue to support education of young children. We also report on the challenges and opportunities that teachers have experienced in teaching remotely. The case studies suggest that teachers feel worried not only about their personal lives, but also about their professional lives as teachers. The findings also reveal how the two early childhood education and care centres innovate in delivering education in a time of severe crisis. Glimpses of success are visible in terms of making teaching and learning possible and meaningful even with very young children. These findings provide useful insights into teaching and learning during a pandemic.

Child-identified problems and their robotic solutions

2019 ◽  
Vol 17 (4) ◽  
pp. 347-360 ◽  
Author(s):  
Shara Cherniak ◽  
Kyunghwa Lee ◽  
Eunji Cho ◽  
Sung Eun Jung
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Project Based Learning ◽  
Stem Learning ◽  
Robotics Education ◽  
Science Technology ◽  
Inquiry Approach ◽  
Diverse Backgrounds ◽  
And Mathematics

Research on early childhood robotics education often focuses narrowly on teaching young children STEM (science, technology, engineering, and mathematics) concepts and skills. In this qualitative case study, our research team examined what happened when we worked with young children (age 7) and combined the technologies of robotics education with an inquiry approach, that is, an opportunity for students to collaboratively identify a problem arising from their own lived experiences and build a robot to solve it. We found that the process of children’s problem identification was dialogic, not only with peers and teachers but also with materials, as they defined and refined problems based on interactions with peers and objects. As this study was conducted at an economically disadvantaged public school in the Southern United States, we argue that early childhood robotics education has a great potential to engage young children in STEM learning in a personally meaningful manner and that an instructional approach fostering children’s inquiry and project-based learning through their problem finding and problem posing is effective in making STEM accessible to students from diverse backgrounds.

scholarly journals THE ROLE OF EDUCATION OUT OF SCHOOL IN HUMAN RESOURCES DEVELOPMENT

2021 ◽  
Vol 4 (2) ◽  
pp. 486
Author(s):  
Ninik Sudarwati
Keyword(s):  
Human Resources ◽  
Human Resource Development ◽  
Formal Education ◽  
School Education ◽  
Research Approach ◽  
Descriptive Research ◽  
The Government ◽  
Out Of School

<p>The Indonesian government is currently working on improving the quality of human resources so that our country is not far behind overseas and can compete in any field. One of the important factors in improving the quality of human resources is through education. The low quality of human resources can be caused by economic factors. The government moves the Non-School Education program to provide skills for citizens of productive age. The research method used is a qualitative research approach and descriptive research type, the data collection techniques used are literature / literature review, articles. Human resource development is influenced by education, one of which is out-of-school education. Outside school education that is designed to teach citizens to learn to have the types of skills and / or knowledge and experience that are carried out outside the formal education pathway. Efforts to improve human resources require cooperation from parties, especially the provision of education and expertise in accordance with standards set by the government. Quality human resources, targets in Indonesia's development will be easier to achieve.</p>

scholarly journals Using self-made automata to teach STEM in early childhood teacher education

2020 ◽  
Author(s):  
Oliver Thiel ◽  
Rolv Lundheim ◽  
Signe Hanssen ◽  
Jørgen Moe ◽  
Piedade Vaz Rebelo
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Early Childhood Teacher ◽  
Integrated Science ◽  
Childhood Education ◽  
Science Technology ◽  
Education And Care ◽  
And Mathematics

In recent decades, an increasing number of countries have integrated science, technology, engineering, and mathematics (STEM) into their curricula for early childhood education and care (ECEC). In contrast to this trend, many ECEC professionals are still reluctant about the idea of teaching STEM to young children. A reason for this might be too little experience with and knowledge about STEM. One way to tackle this problem is to address STEM in ECEC teacher education in a way that is engaging, motivating, and practical, and shows ECEC student teachers appropriate ideas for how to teach STEM in a playful and child-centred way. This case study aims to present and analyse an innovative approach to ECEC teacher training. We let the student teachers build their own automata (toys that have mechanical moving parts) to promote a better understanding of STEM. The students were highly motivated, assessed the approach as exciting and relevant, and consequently could successfully reflect on STEM content and pedagogy.

scholarly journals The Analysis of Learning Plan conditions for General Courses (MKU) at Tidar University Based on E-Learning

2021 ◽  
Vol 6 (2) ◽  
pp. 175
Author(s):  
Hari Wahyono ◽  
Dzikrina Dian Cahyani ◽  
Delfiyan Widiyanto
Keyword(s):  
Learning Outcomes ◽  
Time Allocation ◽  
Industrial Revolution ◽  
Evaluation Research ◽  
Research Approach ◽  
Problem Base Learning ◽  
Learning Methods ◽  
Systematic Analysis ◽  
E Learning

This study aimed to review the condition of e-learning-based general course (MKU) learning planning at Tidar University and its conformity with the vision and mission of Tidar University. Learning planning is an important aspect as a reference for implementation and reflection of learning. The type of this research is evaluation. Evaluation research is a research with systematic analysis using a five-step discrepancy model. A qualitative research approach was applied to analyze the data. Data were collected through interviews, observation, and documentation. The research subject is a lecturer at MKU at Tidar University, while the object of research is RPS MKU. The research took place at Tidar University from January 2021-December 2021. The results showed that the e-learning-based general course learning planning at Tidar University had been prepared by the majority of course lecturers where the percentage of lecturers who compiled RPS was 97%, and the rest by 3% no. In general, the preparation of learning plans has been categorized as good, namely the preparation of lecture materials, preparation of final skills, study materials for each meeting, learning methods, time allocation, student learning experiences, and the use of case study learning methods and team problem base learning. Weaknesses in learning planning were found at the stage of compiling graduate learning outcomes and subject learning outcomes that did not refer to the higher education curriculum in the era of the industrial revolution 4.0 and the standard of the Tidar University learning process. In addition, another drawback is that the preparation of the final capabilities of each meeting has not been formulated in accordance with the provisions. The preparation of assessment criteria and assessment indicators has not been systematically arranged where case study learning and team problem base learning have not been fully measured

scholarly journals The Implementation of traditional games based on nature in RA (Raudatul Athfal) in Bangkalan Madura

2020 ◽  
Vol 4 (02) ◽  
Author(s):  
Dwi Nurhayati Adhani ◽  
Fikri Nazarullail
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Data Analysis ◽  
Communication Skills ◽  
Research Approach ◽  
Natural Materials ◽  
Childhood Education ◽  
Collection Methods ◽  
Simple Materials

This research is located at the Early Childhood Education Unit (Roudlotul Athfal) in Bangkalan Regency by examining traditional games that use natural ingredients. Traditional games are games that use traditional tools and are characteristic of certain regions or have become a distinctive feature in Indonesia. Traditional games use simple tools derived from simple materials and natural materials available in the environment. The purpose of this study was to describe traditional games using natural materials in Bangkalan. Researchers used a qualitative research approach with a type of case study. The data collection methods used by researchers were interviews and observations and the stages of data analysis used an interactive model. The results of this study indicate that the tools used to play traditional games are very dependent on the area where they are played, namely when playing traditional games in coastal areas, the tools used come from the sea such as shells, small corals, tamarind seeds that grow near the beach , and if you play traditional games located near rice fields and plantations, the game tools used use leaves and bamboo trees. Traditional games using natural materials can optimize children's development, such as communication skills, creativity, fine and gross motives.

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