scholarly journals Mengoptimalkan Kemampuan Fisik Motorik Anak Usia 3-4 Tahun Melalui Kegiatan Bermain Lempar Tangkap Bola

2018 ◽  
Vol 1 (1) ◽  
pp. 68-74
Author(s):  
Sumiyati Sumiyati
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Motor Skills ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Physical Ability ◽  
Childhood Education ◽  
Fundamental Part ◽  
The Right

The development of motor functions is one of the dimensions of early childhood development that is important to note among other development dimensions. This is a fundamental part of the child's need to develop muscle, brain, and nerves, which is one of the basic developments at a later stage. Therefore, this dimension needs to get appropriate stimulation in accordance with the stages of child development, so that stimulation is given with the right portion. One of the most effective ways to develop children motor skills is through their favorite activities, such as fun and play activities. This paper tries to explain one of the fun activity alternatives that could be used to optimize the motor physical ability of children aged 3-4 years, ie through, among others, throwing ball games. It is hoped that this paper is useful for early childhood education practitioners, as well as parents in developing ways to stimulate the development of motor skills of early childhood through fun activities.

KREATIVITAS DAN PENERAPAN PERMAINAN TRADISIONAL

2018 ◽  
Vol 5 (1) ◽  
pp. 95-100
Author(s):  
Dwi Istati Rahayu
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Early Childhood Education ◽  
Child Development ◽  
Early Childhood Development ◽  
Action Observation ◽  
Childhood Development ◽  
Childhood Education ◽  
Faculty Of Education ◽  
Traditional Game

his study aims to improve the creativity of children 5-6 years through traditional games, because the children's creativity is low. The use of traditional games as a solution because it is an existing cultural potential and has not been used well for the stimulation process in PAUD. The study was conducted in the Mutiara Hati Mataram PA B group in 2016, with 16 children. Action research is carried out through three cycles, consisting of four stages, namely planning, action, observation, and reflection. The data collection process is carried out through interview techniques, observation, and document analysis, and analyzed qualitatively. The traditional game that was applied in this study was a traditional game of sasak pucia-cia, kemantenan, lung-lung se, and meow. The results show that the application of traditional games can develop creativity. Creativity that develops for each game characteristic varies according to the game. The game is a fine motoric dominant, small groups can develop creativity in the process and product something. While the game is motorically dominant, large groups show creativity in developing a winning game strategy. Besides creativity, this traditional game can gradually improve children's emotional social skills, especially to manage emotions, empathy, foster relationships, and cooperation. It is recommended for teachers to be able to choose traditional games that are in accordance with the learning objectives.   Keyword : creativity, social emotional, traditional games, children aged 5-6 years   Abstrak   Penelitian ini bertujuan untuk meningkatkan kreativitas anak 5-6 tahun melalui permainan tradisional, karena kemampuan kreativitas anak rendah. Penggunaan permainan tradisional sebagai solusi karena merupakan potensi budaya yang ada dan belum dimanfaatkan dengan baik untuk proses stimulasi di PAUD. Penelitian dilaksanakan di kelompok B PAUD Mutiara Hati Mataram pada tahun 2016, dengan jumlah anak 16 orang. Action research dilakukan melalui tiga siklus, yang terdiri dari empat tahapan, yaitu perencanaan, tindakan, observasi, dan refleksi. Proses pengumpulan data dilakukan melalui teknik wawancara, observasi, dan analisis dokumen, dan dianalisis secara kualitatif.  Permainan tradisional yang diterapkan dalam penelitian ini adalah permainan tradisional sasak pucia-cia, kemantenan, lung-lung se, dan meong begang. Hasil penelitian menunjukkan bahwa penerapan permainan tradisional dapat mengembangkan kreativitas. Kreativitas yang berkembang untuk setiap karakteristik permainan berbeda-beda sesuai permainannya. Permainan yang dominan motoric halus, kelompok kecil dapat mengembangkan kreativitas dalam proses dan produk sesuatu, Sedangkan permainan yang dominan motoric kasar, kelompok besar menunjukkan kreativitas dalam menyusun strategi pemenangan permainan. Selain kreativitas, permainan tradisional ini secara bertahap dapat meningkatkan kemampuan social emosional anak, terutama untuk mengelola emosi, empati, membina hubungan, dan kerjasama.  Disarankan kepada guru untuk dapat memilih permainan tradisional yang sesuai dengan tujuan pembelajarannya.   Kata kunci : kreativitas, sosial emosional, permainan tradisional, anak usia 5-6 tahun     References Achroni, Keen, Mengoptimalkan Tumbuh Kembang Anak melalui Permainan Tradisional, Yogjakarta, Javalitera, 2012 Dwi Istati Rahayu, Peningkatan Kemampuan Sosial Emosional melalui Penerapan Permainan Tradisional (Penelitian Tindakan di Kelompok B PAUD Mutiara Hati Mataram pada tahun 2015), (Disertasi), Universitas Negeri Jakarta, Jakarta, 2015 Hughes, F. Fergus, Children, Play, and Development, 4nd ed., Sage Publications Inc, USA, 2010 Hurlock, B. Elizabeth,  Child Development 6thEd. (terjemahan Perkembangan Anak oleh Meitasari Tjandrasa, dkk) Penerbit Erlangga, Jakarta, 1997 Mutiah, Diana, Psikologi BermainAnak Usia Dini,  Kencana Prenada Media Grup, Jakarta, 2010  Santrock, W. John, Child Development, 11th ed., (terjemahan Perkembangan Anak, jilid 2, oleh Mila Rachmawati), Penerbit Erlangga, Jakarta, 2007 Seefeldt, Carol;  Barbour, Nita, Early Childhood Education: an introduction, 3rd ed. Ontario, Maxwell Macmillan Canada Inc, 1993 Suarta, Nyoman; Rahayu, DI; Zain Irawan, The Development of Traditional Game into Educative Game for Stimulating the Early Childhood Development in West Nusa Tenggara,  Proceeding, the 3rd International Conference of Early Childhood Education (ICECE) 2015, Early Childhood Holistic and Integrative, Faculty of Education, State University of Padang, 2015 Taggart, Mc. Robbin; Kemmis, Stephen, The Action Research Planner, Australia, Deakin University LDS, 1990

Early childhood education and early childhood development: Do the differences matter?

2018 ◽  
Vol 10 (3) ◽  
pp. 275-287
Author(s):  
Margaret Sims ◽  
Karl Brettig
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Service Delivery ◽  
Early Childhood Development ◽  
Holistic Approach ◽  
Childhood Development ◽  
Childhood Education ◽  
Global North ◽  
The Right ◽  
Education Discourse

In many Western nations (an area of the world identified by Connell as the Global North), the early childhood sector has positioned itself within the education discourse. This positioning brings along with it the neo-liberal agenda in relation to education – i.e. that education’s key aim is the preparation of employable future employees (children as human capital). Along with this is the increasing imposition of employer-identified skills and knowledges on the curriculum in order to shape children, through education, into the ‘right’ attitudes, dispositions and knowledges. Thus, early childhood education has become increasingly subject to external accreditation, whereby services are evaluated based on their adherence to predetermined standards. Early childhood educators’ work has increasingly required the operation of a panoptic view of children, whose every behaviour is observed, recorded and judged. The authors argue that such standards, in some contexts, act as barriers to effective service delivery and present examples of work from the Global South, demonstrating how an early childhood development focus facilitates a holistic approach to early childhood service delivery. The authors demonstrate how that development focus can be operationalised in the Global North and suggest that, as the sector proceeds towards professionalisation, it needs to consider its direction.

scholarly journals Pengaruh Pendidikan Paud Terhadap Tingkat Perkembangan Anak Usia Toodler Di Paud Diponegoro Dsn. Pucanganom Ds. Sukorejo Kec. Gurah Kab. Kediri

1970 ◽  
Vol 5 (1) ◽  
pp. 128
Author(s):  
Susi Erna Wati ◽  
Siti Aizah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Early Childhood Development ◽  
The Body ◽  
Childhood Development ◽  
Or Education ◽  
Cross Sectional ◽  
Childhood Education ◽  
Community Activities

Child development is the increased ability of the structure and function of the body is more complex. 48% of Indonesian children experiencing delays in development. The quality of child development is influenced by several factors, one of which is a stimulation or education. The method used is comparative analytic with cross sectional approach. The population is all children age (1-3 years) .In RW 05 Dsn. Pucanganom Ds. Sukorejo by 41 children. The sample was selected at the time the respondent was at the time of the study a number of 26 children Collecting data using KPSP sheet. Data were analyzed using Mann Whitney U-Test. The results showed that almost all (80%) of children who attend early childhood development that are tailored and most (62.5%) of children who do not follow early childhood development that are dubious. After doing the calculation using the Mann Whitney U-Test values ​​obtained significant asymetri 0,017. So we can conclude there is a difference between the development of children who attend early childhood education and do not follow the Early Childhood Education. Recommendations from this study is expected to hold a health officer introduction of the Early Childhood Education program for the improvement of child development at the Posyandu, polindes and other community activities.;Keywords: early childhood education, child development

scholarly journals PEMBELAJARAN BAHASA DAERAH GORONTALO PADA ANAK USIA DINI

2017 ◽  
Vol 12 (1) ◽  
pp. 81-88
Author(s):  
Wenny Hulukati, Maryam Rahim, Yusuf Djafar
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Urban Areas ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Local Language ◽  
Childhood Education ◽  
Learning Programs ◽  
Learning Language ◽  
Local Languages

Local language is one of the characteristics as well as a cultural richness of an area that needsto be preserved existence. In Gorontalo, some teenagers are not confident in their local languages, andchildren who are unable to communicate with Gorontalo language even in very simple contexts, especiallypeople in urban areas. Learning local languages of Gorontalo at the level of Early Childhood Education isconsidered to be one solution, considering the early age is a potential moment to develop various potentials,including the potential for language. Conditions encountered in early childhood education institutions showthat learning / language activities in Gorontalo are not structured, resulting in the development of Gorontalolanguage ability in children is very low. For that reason, learning language of Gorontalo in early childhoodneeds to be organized in a systematic and structured based on clear guidelines. These guidelines include:(a) learning programs that are appropriate to the characteristics of early childhood development, (b) learningmaterials appropriate to the characteristics of early childhood development, and (c) evaluation guidelinesthat can clearly measure the development of local language skills in children aged early. Keywords: learning, local language of Gorontalo, early childhood

scholarly journals Muslim Women’s Roles in Early Childhood Education

2019 ◽  
Vol 13 (2) ◽  
pp. 264-280
Author(s):  
Munirah Munirah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Development ◽  
Muslim Women ◽  
Childhood Development ◽  
Future Research ◽  
Dual Function ◽  
Childhood Education ◽  
Role Of Women

The role of Muslim women in early childhood education is very urgent in education because women are the first source of knowledge for children. There are many supporting and inhibiting factors for the role of Muslim women executors. This study aims to find the role of female educators in Islam as a dual function that functions as a teacher, parent, and community member. The research method uses qualitative with a phenomenological approach. The findings show the role of Muslim women is not ideal, including the role of women as educators in schools, parents, and education experts. Women's awareness of  early childhood education is still very low. Suggestions for future research to dig deeper into the causes of the role of women is still low, and influence government policy in increasing the role of Muslim women or non-Muslim women. Keywords: Role of Muslim Women, Early Childhood Education References: Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … Bhutta, Z. A. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3 Edy, E., Ch, M., Sumantri, M. S., & Yetti, E. (2018). Pengaruh keterlibatan orang-tua dan pola asuh terhadap disiplin anak. Jurnal Pendidikan Usia Dini, 12(1). https://doi.org///doi.org/10.21009/jpud.122.03 Fauzia, S. N. (2017). Perilaku keagamaan Islam pada anak usia dini. Jurnal Pendidikan Usia Dini, 11(2). https://doi.org/://doi.org/10.21009/jpud.092.07 Frejka, T., Goldscheider, F., & Lappegård, T. (2018). The two-part gender revolution, women’s second shift and changing cohort fertility. Comparative Population Studies, 43, 99–130. https://doi.org/10.12765/CPoS-2018-09en Islamiyati, I. (2018). Hubungan kerjasama orang tua dengan perkembangan anak usia dini di kelompok bermain. Jurnal Pendidikan Usia Dini, 12(1). https://doi.org/://doi.org/10.21009//jpud.121.06 Jamhari, I. R. (2003). Citra Perempuan dalam Islam. Jakarta: Gramedia Pustaka Utama. Jum’ah, A. (2006). ). Sayyidinā Muhammad Rasulillah ila al-‘Alamin. Cairo: Dār al-Farouk. Kementrian Pendidikan dan Kebudayaan. (2013). Petunjuk Teknis Penyelenggaraan Pendidikan Anak Usia Dini. Jakarta: Direktorat Pembinaan Pendidikan Anak Usia Dini. Khan, M. Z. (2003). Woman in Islam and Her Role in Human Development. In The Muslim World. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1478-1913.1914.tb01384.x/abstract Kohli, R., Lin, Y. C., Ha, N., Jose, A., & Shini, C. (2019). A way of being: Women of color educators and their ongoing commitments to critical consciousness. Teaching and Teacher Education, 82, 24–32. https://doi.org/10.1016/j.tate.2019.03.005 Mansur. (2009). Pendidikan Anak Usia Dini dalam Islam. Jakarta: Pustaka Pelajar. Masnipal. (2013). Siap Menjadi Guru dan Pengelola PAUD Professional. Jakarta: PT Elex Media Komputindo. Megawangi, R. (1996). Perkembangan Teori Feminisme Masa Kini dan Mendatang serta Kaitannya dengan Pemikiran Keislaman, dalam Man-sur Fakih, et. al. Membincang Feminisme: Diskur-sus Gender Persfektif Islam. Jakarta: Risalah Gusti. Miles, M. B., & Huberman, A. M. (1984). Qualitative Data Analysis. London: Sage Publication. Moeslichatoen. (2004). Metode Pengajaran di Taman Kanak-kanak. Jakarta: PT Rineka Cipta. Shihab, M. Q. (2001). Tafsîr al-Mishbâh. Jakarta: Lentera Hati. Siregar, N. M. (2018). Peningkatan kecerdasan interpersonal melalui aktivitas fisik anak usia 4-5 tahun. Jurnal Pendidikan Usia Dini, 12(2). https://doi.org/://doi.org/10.21009/jpud.122.10 Sujiono, Y. N. (2012). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: PT Indeks. Sumantri, M., & Syaodih, N. (2006). Perkembangan Peserta Didik. Jakarta: Universitas Terbuka. Suryana, D. (2014). Dasar-dasar Pendidikan TK. Jakarta: Universitas Terbuka. Suyadi. (2011). Pegangan Bimbingan Konseling untuk PAUD. Yogyakarta: Diva Press. Tafsir, A. (n.d.). Pendidikan Agama dalam Keluarga. Bandung: PT Remaja Rosdakarya. Yamin, M., & Sanan, J. S. (2010). Panduan Pendidikan Anak Usia Dini (PAUD). Jakarta: Gaung Persada (GP) Press. Yusmawati, & Lubis, J. (2019). The Implementation of Curriculum by Using Motion Pattern. Jurnal Pendidikan Usia Dini. https://doi.org/DOI:https://doi.org/10.21009/10.21009/JPUD.131.14

scholarly journals PERKEMBANGAN BALITA USIA 6-60 BULAN BERDASARKAN KEJADIAN ANEMIA DAN PEMBERIAN STIMULASI MELALUI PENDIDIKAN ANAK USIA DINI

2019 ◽  
Vol 5 (2) ◽  
pp. 133-137
Author(s):  
Endah Puji Astuti
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Maternal Nutrition ◽  
Early Childhood Development ◽  
Normal Development ◽  
Infant Nutrition ◽  
Childhood Development ◽  
Severe Anemia ◽  
Childhood Education ◽  
Mild Anemia

Background: Children development is measured by four aspects; motoric skills, language, behavior, and mental development. Early childhood development was influenced by maternal nutrition during pregnancy, infant nutrition, stimulation, and parents’ knowledge. Objective: This study aimed to describe the development of children aged 6-60 months subject to anemia and stimulation through early childhood education. Method: The study was quantitative descriptive with 158 toddlers involved as respondents. Tools and materials used in this study were digital haemometer and DDST sheets. Result: Toddlers with normal development and suspect were majority experienced mild anemia (34.81%, 14,56%, respectively). While toddlers who followed early childhood education, majority had normal development (45.57%). Non-participating early childhood education tended to have developmental suspect (23.4%). Three toddlers with severe anemia (Hb 7.2 to 7.9 g%) had normal development, presumably due to early childhood education and one toddler with severe anemia (Hb 6 gr%) and not attending early education had suspected development. Conclusion: Toddlers with or without anemia had equal development, while toddlers who were given stimulation through early childhood education tended to have normal development. Key Word: Early childhood development, anemia, stimulation of early childhood education

scholarly journals MENCERDASKAN ANAK BANGSA MELALUI PENDEKATAN PEMBELAJARAN PENDIDIKAN ANAK USIA DINI

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Siti Zaenab ◽  
I Nyoman Sueca
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rural Communities ◽  
Rural Areas ◽  
Cognitive Theory ◽  
Early Childhood Development ◽  
Central Government ◽  
Childhood Development ◽  
Childhood Education ◽  
Early Childhood Learning

<p>Abstract<br />Government policy in a program with education care, and early childhood development (PAUD) as a concrete manifestation of the government’s commitment is in the document “National Program for Indonesian Children (PNBAI). The important value of early childhood (early childhood) period for the growth and development ofchildren in the future, is increasingly realized by parents. This growing awareness raises an escalation of interest for quality early childhood education that can meet their expectations. The intelligence that occurs in children, cognitive theory and psychoanalytic theory is very important in supporting children play a reference in determining the stage of child development in terms of cognitive, afktif, psikomotorik, language, and social emotional. Early childhood learning approach as the main arena in instilling knowledge of Indonesian children aged 4-5 years is done with various setrategi as a skill in mengartur appropriate learning, in order to achieve maximum results which is the hope of society. In some rural communities, many still do not take advantage of their early childhood education opportunities, many factors affect the economy, parents, and the distance to school. During this education from tingkan PAUD to kindergarten in rural areas almost mostly built by the party suwasta in the form of the foundation. This is something that needs to get the attention of the central government to the district level.<br /> <br />Keywords: To hatch the nation’s children<br />Abstrak<br />Kebijakan pemerintah dalam sebuah program dengan pengasuhan pendidikan, dan pengembangan anak usia dini (PAUD) sebagai wujud nyata komitmen pemerintah adalah yang temuat dalam dokumen berupa “Program Nasional Bagi Anak Indonesia (PNBAI). Nilai penting periode anak usia dini (PAUD) bagi pertumbuhan dan perkembangan anak dimasa yang akan datang, semakin disadari oleh orang tua. Kesadaran yang terus tumbuh tersebut menimbulkan eskalasi/pertambahan minat terhadap pendidikan anak usia dini yang berkualitas yang bisa memenuhi harapan mereka. Kecerdasan yang terjadi pada anak-anak, teori kognitif dan teori psikoanalitis sangat penting dalam menunjang main anak menjadi acuan dalam menentukan tahap perkembangan anak baik dari segi kognitif, afktif, fisikomotorik, bahasa, maupun sosial emosional. Pendekatan pembelajaran anak usia dini sebagai ajang utama dalam penanamkan pengetahuan terhadap anak Indonesia yang berumur 4-5 tahun dilakukan dengan berbagai setrategi sebagai sebuah ketrampilan dalam mengartur pembelajaran yang sesuai, agar mencapai hasil maksimal yang merupakan harapan masyarakat. Di beberapa masyarakat daerah pedesaan masih banyak belum memanfaatkan kesempatannya untuk membeikan pendidikan usia dini terhadap anak-anak mereka, hal ini banyak faktor yang mempengaruhi misalkan, ekonomi, kesibukan orang tua maupun jarak</p>

scholarly journals Tablet Nuff but Life Still Rough: Technology for Early Childhood Sustainable Development in Jamaica

2017 ◽  
Vol 8 (1) ◽  
pp. 5-18
Author(s):  
Suzette Kelly-Williams ◽  
Ilene R. Berson ◽  
Michael J. Berson
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Childhood Education ◽  
Technology Innovations ◽  
Use Of Technology ◽  
Development Agenda ◽  
Infant School ◽  
Teacher Professional

Abstract Early childhood education has a role to play in constructing a sustainable society. In particular, increasing global attention has focused on how early childhood may help alleviate poverty among children and their families and promote economic growth. Part of this discourse involves the use of technology as a means to improve the quality of early childhood education and optimize the potential for information and communication technology (ICT) to serve as an agent of development. Jamaica’s appropriation of technology as part of the early childhood development agenda has emulated Western notions of success. However, the introduction of technology innovations has cultural implications. This study describes and explains perceptions, beliefs and practices about technology among four early childhood teachers in a Jamaican infant school. The findings consider issues for capacity building, including teacher professional development in Jamaica.

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