scholarly journals PENERAPAN TEORI-TEORI PENDIDIKAN UNTUK ANAK USIA DINI TERKAIT DALAM PENGEMBANGKAN KETERAMPILAN MOTORIK ANAK

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Yudha Febrianta
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Motor Development ◽  
Early Age ◽  
Childhood Education ◽  
Adequate Knowledge ◽  
Theory Of Education ◽  
The Family ◽  
Children’S Physical Activity

Originally early childhood education to be held without programmed, especially in the family, and not based now increasingly required adequate knowledge about how children grow, develop and learn. The situation was still happening on the implementation of early childhood education in our country, even though research has shown how important provision since early childhood stimulation to optimize its development as an adult. Theories on Early Childhood Education will contribute a teacher in addressing the development of the child. In addition, teachers will know and understand how to give treatment at an Early Age Anaka. Then, with the understanding that all of it, especially in the field of how the teacher will provide activities in lanpangan melihan how the course will teach all the educational theory. Activities in the field is a series of activities to develop children's physical activity, especially motor skills.Keywords : theory of education , early childhood motor development

Shade coverage, ultraviolet radiation and children’s physical activity in early childhood education and care

2019 ◽  
Vol 64 (9) ◽  
pp. 1325-1333
Author(s):  
Hayley Christian ◽  
Leanne Lester ◽  
Stewart G. Trost ◽  
Georgina Trapp ◽  
Jasper Schipperijn ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Ultraviolet Radiation ◽  
Childhood Education ◽  
Education And Care ◽  
Children’S Physical Activity

scholarly journals PENTINGNYA PENDIDIKAN ANAK USIA DINI AGAR DAPAT TUMBUH DAN BERKEMBANG SEBAGAI GENERASI BANGSA HARAPAN DI MASA DEPAN

2019 ◽  
Vol 2 (2) ◽  
pp. 19
Author(s):  
I KETUT TANU
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Process ◽  
Education Law ◽  
School Age Children ◽  
Early Age ◽  
School Age ◽  
Childhood Education ◽  
The Family

<p><em>Early childhood education for children of pre-school age (3-6 years) is important, because at this age is a period of forming the foundations of the human personality, the ability to think, intelligence, skills and self-reliance and social skills in accordance with the mandate education law.</em></p><p><em>               Basically the child's world is a world of fundamental human progress toward a more perfect human adult. It has been realized that the generation is the next generation that needs to be nurtured from an early age, thus fostering early is the responsibility of families, neighborhoods and communities. Thus fostering pre-school age children, especially the role of the family is crucial development.</em></p><p><em>               Early childhood is the golden period (golden age) for the development of the child to the educational process. This period is the years of valuable for a child to recognize different kinds of facts on the environment as a stimulus to the development of personality, psychomotor, cognitive and sosialnya.Untuk it for early childhood education in the form of stimuli (stimulation) from the immediate environment is indispensable for optimizing the child's ability.</em></p>

scholarly journals The Influence of the Early Childhood Education and Care Environment on Young Children’s Physical Activity: Development and Reliability of the PLAYCE Study Environmental Audit and Educator Survey

2020 ◽  
Vol 17 (7) ◽  
pp. 2497
Author(s):  
Clover Maitland ◽  
Leanne Lester ◽  
Stewart G. Trost ◽  
Michael Rosenberg ◽  
Jasper Schipperijn ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Audit ◽  
Rater Reliability ◽  
Retest Reliability ◽  
Childhood Education ◽  
Education And Care ◽  
Test Retest Reliability ◽  
Children’S Physical Activity

(1) Background: Participation in physical activity is crucial for the healthy growth and development of young children. More robust measurement of environmental influences on children’s physical activity in early childhood education and care (ECEC) settings may help resolve inconsistencies in the literature. This study evaluated the reliability of an environmental audit and educator practice survey for assessing ECEC physical, policy, and social environments related to young children’s physical activity. (2) Methods: A convenience sample of 20 ECEC centres participated in this PLAYCE (Play Spaces and Environments for Children’s Physical Activity) sub-study. Trained auditors conducted audits and educators completed surveys, two weeks apart. Test-retest reliability of the survey (n = 32), inter-rater (n = 20 pairs) and intra-rater reliability (n = 38) of the audit was assessed using intra-class correlation coefficients (ICCs), Kappa statistics and percent agreement. (3) Results: Intra-rater and inter-rater reliability ICCs for outdoor equipment, spaces and features were good to excellent (ICC = 0.70–0.94), while ratings for indoor equipment, media and spaces varied from fair to excellent (ICC = 0.46–0.78). The majority of items were rated by Kappa as moderate or above for intra-rater, inter-rater and survey test-retest reliability. (4) Conclusions: The PLAYCE Study instruments provide reliable measures of ECEC physical activity environments which can help to better understand influences on young children’s physical activity.

scholarly journals Early Childhood Anti-Violence Education in The Perspective of Psychology

2016 ◽  
Vol 1 (1) ◽  
pp. 91-100
Author(s):  
Eni Rosda Syarbaini
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Problem ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Early Age ◽  
Learning Approach ◽  
Childhood Education ◽  
The Family ◽  
Teachers And Parents

Early age children is nation next generation. Government gives serious attention toward early childhood education which is pointed out by PP No. 60 th. 2013 about the integrative and holistic service of early childhood development. Children violence might be occurred everywhere, it could be in the family, on the street and children trafficking. Children violence is a social problem that has a big impact toward psychological, physical, mental, and the growth of children. To prevent this violence, government, society, teachers and parents must involve intensively. Government has issued the law no. 35 th. 2014 about children care. Early childhood must be protected from any kinds of violence. Education for early childhood must be done using learning approach through play games, interactive, children centered, and in joyful atmosphere. Keywords: fun education for early childhood, anti violence, psychology. Anak usia dini adalah generasi penerus bangsa. Pemerintah memberikan perhatian yang serius terhadap pendidikan anak usia dini yang ditunjukkan dengan Peraturan Presiden Nomor 60 tahun 2013 tentang Pelayanan Pengembangan Anak Usia Dini Holistik Integratif. Kekerasan terhadap Anak dapat terjadi dimana-mana, seperti dalam lingkungan keluarga, di jalanan, dan perdaganagan anak. Kekerasan terhadap anak merupakan masalah sosial memiliki dampak besar terhadap psikologis, fisik, mental, dan tumbuh kembang anak. Untuk pencegahan kekerasan terhadap anak, dituntut peran aktif orang tua, pendidik, masyarakat, dan Pemerintah. Pemerintah menerbitkan Undang-Undang Nomor 35 Tahun 2014 tentang Perlindungan Anak. Anak usia dini harus dilindungi dari segala bentuk kekerasan. Pendidikan Anak Usia Dini dilakukan dengan pendekatan belajar melalui bermain, interaktif, berpusat pada anak, dan dalam suasana yang menyenangkan. Kata Kunci: PAUD Menyenangkan, Anti Kekerasan, Psikologi.

scholarly journals Environmental Influences on Children’s Physical Activity in Early Childhood Education and Care

2020 ◽  
Vol 17 (4) ◽  
pp. 423-428
Author(s):  
Karen Tonge ◽  
Rachel A. Jones ◽  
Anthony D. Okely
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Sedentary Time ◽  
Outdoor Environment ◽  
Cross Sectional ◽  
Childhood Education ◽  
Outdoor Environments ◽  
Education And Care ◽  
Children’S Physical Activity

Background: To examine the relationship between attributes of early childhood education and care (ECEC) settings and children’s physical activity and sedentary behavior. Methods: Cross-sectional study involving 490 children aged 2–5 years from 11 ECECs. The ECEC routine, size of the outdoor environment, and time spent in the outdoor environment were calculated for each center. Children’s physical activity and sedentary time were measured using accelerometers. Multivariate linear regressions were used to examine associations of the attributes of ECEC centers with the outcome variables, adjusting for the effects of center clustering and gender. Results: Children in ECECs that offered free routines (where children can move freely between indoor and outdoor environments) had lower levels of sedentary time (28.27 min/h vs 33.15 min/h; P = .001) and spent more time in total physical activity (7.99 min/h vs 6.57 min/h; P = .008) and moderate- to vigorous-intensity physical activity (9.49 min/h vs 7.31 min/h; P = .008). Children in ECECs with an outdoor environment >400 m2 had less sedentary time (28.94 min/h vs 32.42 min/h; P = .012) than those with areas <400 m2. Conclusion: Modifiable practices such as offering a free routine and increasing time spent in outdoor environments could potentially offer an easy and sustainable way for ECEC centers to promote physical activity and reduce sedentary time among children.

The Associations Between Environmental Characteristics of Early Childhood Education and Care Centers and 1-Year Change in Toddlers’ Physical Activity and Sedentary Behavior

2019 ◽  
Vol 16 (11) ◽  
pp. 1000-1006
Author(s):  
Zhiguang Zhang ◽  
Eduarda Sousa-Sá ◽  
João R. Pereira ◽  
Anthony D. Okely ◽  
Xiaoqi Feng ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Sedentary Behavior ◽  
Program Structure ◽  
Environmental Characteristics ◽  
Childhood Education ◽  
Education And Care ◽  
Children’S Physical Activity

Background: This study examined the associations between environmental characteristics of early childhood education and care (ECEC) centers and 1-year change in toddlers’ physical activity and sedentary behavior while at the centers. Methods: Data from 292 toddlers from the GET-UP! study were analyzed. Environmental characteristics of ECEC centers were rated using the Infant/Toddler Environment Rating Scale-revised edition at baseline. Children’s physical activity and sedentary behavior in the centers were assessed using activPAL devices, at baseline and at 1-year follow-up. Linear mixed models were performed to examine the associations between the environmental characteristics and change in the proportion of time spent in physical activity and sedentary behavior. Results: Compared with baseline, children spent a higher proportion of time in sedentary behavior (sitting) but a lower proportion of time in standing and physical activity (stepping) while at ECEC centers, at 1-year follow-up. The environmental characteristics “interaction” (B = −1.39; P = .01) and “program structure” (B = −1.15; P = .04) were negatively associated with change in the proportion of time spent in physical activity. Conclusion: Better “interaction” and “program structure” may preclude children’s physical activity from declining over time and may be considered important features to target in future interventions in ECEC centers aiming at promoting active lifestyles.

IMPLEMENTATION OF STEAM (Science Technology Engineering Art Mathematics) - BASED EARLY CHILDHOOD EDUCATION LEARNING IN SEMARANG CITY

2019 ◽  
Vol 2 (5) ◽  
pp. 276 ◽  
Author(s):  
Muniroh Munawar ◽  
Fenny Roshayanti ◽  
Sugiyanti Sugiyanti
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Age ◽  
Research Subjects ◽  
Research Focus ◽  
Fully Integrated ◽  
Childhood Education ◽  
Science Technology ◽  
Innovation And Invention ◽  
Data Collection Technique

Learning in Early Childhood Education (ECE) today should adjust the 21st century competency framework. In this case, learning innovation is needed to actualize a generation that is creative, innovative, critical thinking, able to communicate and collaborate. STEAM (Science Technology Engineering Art Mathematics) - based ECE learning is currently seen as an approach that aims to stimulate creativity and  prepare children in a world of work that is full of innovation and invention. Research shows that there is a positive relationship between STEAM experience at early age and school success in the future. The purpose of this study is to describe the implementation of STEAM-based ECE learning in Semarang City. Three ECE schools that have implemented STEAM-based learning in Semarang City were included as research subjects. The research methods used were qualitative with observation, interview and documentation as a data collection technique. The research focus of the research results include: 1) Story times in STEAM class, 2) STEAM Processes in learning, 3) STEAM activities in class. Data analysis results show that the implementation of STEAM-based learning is not fully integrated, so assistance by expert teams is needed and there is no  comprehensive learning media tool.Pembelajaran di PAUD sekarang ini hendaknya menyesuaikan kerangka kompetensi abad 21, dimana inovasi pembelajaran sangat dibutuhkan untuk mewujudkan generasi yang kreatif, inovatif, berpikir kritis, mampu berkomunikasi dan berkolaborasi. Akhir-akhir ini STEAM (Science Technology Engineering Art Mathematics) dipandang sebagai sebuah pendekatan untuk menyiapkan generasi abad 21, yang bertujuan untuk menstimulasi kreativitas, menyiapkan anak-anak dalam dunia kerja yang penuh inovasi dan invensi. Riset menunjukkan bahwa ada hubungan positif antara pengalaman STEAM di awal usia dengan kesuksesan sekolah di masa mendatang. Adapun tujuan penelitian ini adalah untuk mendeskripsikan pelaksanaan pembelajaran STEAM di PAUD. Metode penelitian yang digunakan adalah kualitatif, pengumpulan data dilakukan melalui observasi, wawawancara dan dokumentasi. Sedangkan hasil penelitian ini mendeskripsikan: 1) Storytimes dalam kelas STEAM, 2) STEAM Process dalam pembelajaran, 3) Aktivitas STEAM di kelas. Hasil analisis data menunjukkan bahwa implementasi pembelajaran berbasis STEAM tidak sepenuhnya terintegrasi, sehingga diperlukan bantuan oleh tim ahli dan tidak ada alat media pembelajaran yang komprehensif.

Sign in / Sign up

Export Citation Format

Share Document