scholarly journals Distance Learning of Indonesian Early Childhood Education (PAUD) during the Covid-19 Pandemic

2020 ◽  
Vol 2 (2) ◽  
pp. 105-115
Author(s):  
Heny Solekhah
Keyword(s):  
Early Childhood ◽  
Distance Learning ◽  
Early Childhood Education ◽  
Lesson Plan ◽  
School Closures ◽  
Positive Communication ◽  
Childhood Education ◽  
Learning At Home ◽  
The Government ◽  
Teachers And Parents

The outbreaks of Covid-19 influence the Indonesian education nationally, including early childhood education (PAUD). Since the school closures in March, the teachers have attempted to implement the distance learning. This study is conducted in a school in Kendal. The teacher shared her experiences in conducting the learning based on the emergency curriculum. It is found that the government has given the support by publishing the twelve books for the learning at home policy and providing the internet data. Most of the books are about playing with children and positive communication. Parents’ roles in distance learning have greater proportion than the teachers. Parents in this situation have the duties to supervise the learning, to conduct the learning, and to assist teachers in assessment. The teachers construct the weekly lesson plan, communicate the steps of learning process, and evaluate the students’ progress. However, both teachers and parents experience barriers due to the lack of skills in using technology and inability to provide learning materials to support six aspects of child development. 

scholarly journals Optimizing the Cooperation Between Teacher and Parents in the Implementation of Studying From Home for Early Childhood

2021 ◽  
Vol 13 (3) ◽  
pp. 2391-2398
Author(s):  
Nini Aryani ◽  
Nopa Wilyanita
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Positive Attitude ◽  
Qualitative Approach ◽  
Teaching Materials ◽  
Childhood Education ◽  
Learning At Home ◽  
Method Of Instruction ◽  
Teachers And Parents ◽  
At Home

Early childhood education is being conducted at home in the event of a Covid-19 pandemic. Parents in the WhatsApp Group receive teaching materials from the teacher via this method of instruction. As a result, teachers and parents must work together to ensure that children at home are still receiving an education that is tailored to their individual needs. This study used a qualitative approach based on interviews with teachers and parents from five Aisyiyah Bustanul Athfal Kindergartens located in Pekanbaru City. In the study, teachers and parents found that a positive attitude in communication patterns between them. They can lead to good patterns of cooperation, with parents being able to guide and motivate their children while implementing learning at home and being directly involved in learning with children by accompanying their children while studying.

scholarly journals STRATEGI ORANG TUA DALAM MENDAMPINGI ANAK USIA DINI BELAJAR DARING DI RUMAH

2021 ◽  
Vol 6 (1) ◽  
pp. 86
Author(s):  
Ida Bagus Alit Arta Wiguna ◽  
Ni Luh Drajati Ekaningtyas
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Early Childhood Education ◽  
Analysis Data ◽  
Shared Responsibility ◽  
Childhood Education ◽  
Offline Learning ◽  
Learning At Home ◽  
The Government ◽  
At Home

<p align="center"><strong><em>Abstract</em></strong></p><p><em>            Early childhood education is a shared responsibility of various parties; not only the government, but also schools, teachers and families (parents). During online learning, learning activities at home are part of the responsibiliy of the parents. This study aims to determine the strategies used by parents in accompanying their children during online learning at home. This research uses descriptive exploration techniques with qualitative analysis. Data collection was carried out in three different early childhood education institutions (PAUD). The results of the data analysis shows that TK A carries out full online learning and uses mentoring strategies by parents including preparing learning equipments, monitoring children during learning, and explaining subjects that are not understood by the children. PAUD B applies semi-online learning using a strategy: parents take and collect children’s homework every Monday. Meanwhile, PAUD C implements offline learning with a mentoring strategy in which the teacher conducts home visits. Parents in PAUD C have a role to supervise their children in learning, where parents come home from work and take the time to accompany their children, then advise the teachers to visit their homes. In general, it can be concluded that basically parents have no reason to not provide assistance to their children while learning from home during the COVID-19 pandemic. The synergyy between teachers and parents is the essence of a good early childhood education.  </em><em></em></p>

scholarly journals Distance Learning at Future Stars Kindergarten

2020 ◽  
Vol 4 (1) ◽  
pp. 27-29
Author(s):  
Witarsjah Stephanus
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Distance Learning ◽  
Early Childhood Education ◽  
Online Classes ◽  
Childhood Education ◽  
Work From Home ◽  
The Government ◽  
Technology Assistance ◽  
At Home

The Covid-19 pandemic, which began to spread in Indonesia since March 2020, has made many activities to take place at home. The government asks all Indonesians to work from home, worship from home, and learn from home. This is done so that the virus does not spread and cause even greater casualties. Learning from home is one way to prevent students from the dangers of the Covid-19 virus. Starting from the level of early childhood education to higher education are required to carry out distance learning using technology assistance such as video calls with Hangouts, Zoom, Skype, and Webex. Future Stars Preschool also has to do distance learning using the video call method and each parent is asked to prepare their child at home so they can take online classes with written material that has been prepared in advance. Parents are also asked to take photos of their children doing homework to be emailed and the materials that have been done are sent to school at the end of the period. Schools must determine what video call application to use so that each child can take part in distance learning, as well as the method of delivering material to each child. The applications used should be easy and not burdensome for parents, and also the delivery or processing of materials can be easier for early childhood children.

(In)visible perceptions of objects (‘things’) during early transitions: Intertwining subjectivities in ECEC

2021 ◽  
pp. 146394912110279
Author(s):  
E Jayne White ◽  
Fiona Westbrook ◽  
Kathryn Hawkes ◽  
Waveney Lord ◽  
Bridgette Redder
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Vital Role ◽  
New Materialism ◽  
Object A ◽  
Childhood Education ◽  
Mediating Tools ◽  
Teachers And Parents ◽  
To Receive

Objects in early childhood education (ECEC) experiences have begun to receive a great deal more attention than ever before. Although much of this attention has emerged recently from new materialism, in this paper we turn to Merleau-Ponty’s phenomenological concern with the (in)visibility of ‘things’ to illuminate the presence of objects within infant transitions. Drawing on notions of écart and reversibility, we explore the relational perceptions objects are bestowed with on the lead up to, and first day of, infant transitions. Recognizing the intertwining subjectivities that perceive the object, a series of videos and interviews with teachers and parents across three ECEC sites in Australia and New Zealand provided a rich source of phenomenological insight. Our analysis reveals objects as deeply imbued anchoring links that enable relational possibilities for transitions between home and ECEC service. Visible and yet invisible to adults (parents and/or teachers) who readily engage with objects during earliest transitions, the significance of things facilitates opportunities to forge new relationships, create boundaries and facilitate connections. As such, our paper concludes that objects are far more than mediating tools, or conceptual agents; they provide an explicit route to understanding with potential to play a vital role in supporting effective early transitions when granted visibility within this important phenomenon.

Where is the joined-up thinking?

2021 ◽  
Vol 23 (2) ◽  
pp. 10-11
Author(s):  
Sue Allingham
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
The Government

It is vital to reflect on our practice and provision and adapt appropriately, but this also requires the government to do the same. Dr Sue Allingham questions why there isn't joined-up thinking about what is important across the sector, including how early childhood education should work.

KONSEP DAN KEBIJAKAN PENDIDIKAN ANAK USIA DINI DI KABUPATEN BANDUNG

2020 ◽  
Vol 2 (2) ◽  
pp. 81-87
Author(s):  
Asep Hidayat
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rural Areas ◽  
Urban Areas ◽  
Early Age ◽  
Education Policies ◽  
Childhood Education ◽  
The Government ◽  
Level Of Understanding ◽  
The Brain

AbstractEducation obtained at an early age greatly affects the development of children both psychomotordevelopment of the brain, and child behavior and achievement when entering adulthood, especially thereach the future of the nation as the next generation must be equipped with education and cultivation ofhumanity values and personality and karaktek. Equity of early childhood education in various regions isnot evenly distributed there are only a few places for rural areas this is caused by the level of knowledgeand insight parents who do not understand and the environment that affect. While for urban areas,especially people, the importance of early education because the level of understanding and intellectual isso high, it is a motivation for the government to commit to early childhood education so important tomeet the needs of the community for education, policies that support this education has been issued basiclaw for the organizer, among others, the Decree of the Minister of Education, the Law on Education andthe regional level by the Decree of the Head of Region. Government dalah this course can facilitate bothbuilding facilities and play facilities for children's games in the room and outdoor games.AbstrakPendidikan yang diperoleh pada usia dini sangat mempengaruhi perkembangan anak baik psikomotorikperkembangan otak, dan perilaku anak serta prestasi anak ketika memasuki usia dewasa terutamajangkauan ke depan bangsa sebagai generasi penerus. Hal ini tentunya harus dibekali dengan pendidikandan penanaman nilai-nilai kemanusian serta kepribadian dan karaktek. Pemerataan pendidikan anak usiadini di berbagai daerah memang belum merata hanya ada beberapa tempat saja untuk daerah pedesaan halini diakibatkan oleh tingkat pengetahuan dan wawasan orangtua yang kurang paham dan lingkungan yangmempengaruhi. Sementara untuk daerah perkotaan khususnya masyarakat merasakan pentingnyapendidikan usia dini karena tingkat pemahaman dan intelektual sudah begitu tinggi. Hal ini merupakanmotivasi bagi pemerintah untuk berkomitmen terhadap pendidikan usia dini begitu penting untukmemenuhi kebutuhan masyarakat akan pendidikan, kebijakan yang mendukung terhadap pendidikan initelah dikeluarkan dasar hukum bagi penyelenggaraanya antara lain keputusan Menteri pendidikan,Undang-undang tentang pendidikan dan tingkat daerah dengan Surat Keputusan Kepala Daerah.Pemerintah dalam hal ini tentunya dapat memfasilitasi baik sarana bangunan maupun sarana bermain bagiana, alat permainan dalam ruangan maupun alat permainan diluar ruangan.Kata kunci: Kebijakan, pendidikan, anak usia dini

Computer Technology in Taiwan Kindergartens

2010 ◽  
pp. 20-48 ◽  
Author(s):  
Yu-Yuan Lee
Keyword(s):  
Early Childhood ◽  
Academic Success ◽  
Early Childhood Education ◽  
Chinese Culture ◽  
Early Years ◽  
High Tech ◽  
Childhood Education ◽  
Use Of Technology ◽  
The Government ◽  
Teachers Professional Development

Taiwan has become a global high-tech center. The success of becoming the leading country of high-tech and information technology is accredited to the efforts of the government and of all citizens. In addition, Chinese highly value in academic success, and this has contributed to the success of Taiwan. Parents believe the success of life is rooted in a good education, especially in the early years. This chapter presents an overview of early childhood education in Taiwan and explores how Chinese culture had influenced the value of parents’ expectation in education, as well as how children learn through the use of technology. The last part of the chapter discusses the discrepancy between current early childhood education situations and teachers’ professional development.

scholarly journals Persepsi Mahasiswa PG-PAUD Universitas Muhammadiyah Ponorogo terhadap PAUD di Kabupaten Ponorogo,

2018 ◽  
Vol 2 (1) ◽  
pp. 117
Author(s):  
Mohammad Fadlillah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Data Collection ◽  
Student Perception ◽  
Early Childhood Teachers ◽  
National Standards ◽  
Childhood Education ◽  
Interview Technique ◽  
Qualitative Descriptive ◽  
The Government

The purpose of this study were (1) to know the perception of PGPAUD students toward early childhood education in Ponorogo District. (2) to know the obstacles of early childhood education in Ponorogo Regency based on perception of PG-PAUD students Muhammadiyah University of Ponorogo. The method used in this research is qualitative descriptive involving 30 students. Data collection was done by interview technique. The interview was conducted directly to the students of PGPAUD Muhammadiyah University of Ponorogo. The results of this study are 1) PGPAUD student perception on the implementation of early childhood education in Ponorogo regency in general has not run well according to national standards of early childhood education. 2) the obstacles of early childhood education in Ponorogo District are a) there are some teachers of PAUD who have not S1 PGPAUD, the welfare of early childhood teachers are still low, facilities and infrastructure is not adequate, and mininya assistance from the government, both central and local.

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