scholarly journals Online System on Monitoring and Feedback for Education

2021 ◽  
Vol 4 (1) ◽  
pp. 73-79
Author(s):  
Sudirman Sudirman ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Real Time ◽  
Child Growth ◽  
Mobile App ◽  
Mobile Phone Data ◽  
Time Data ◽  
Childhood Education ◽  
Child Education ◽  
Real Time Data

This study reported the staging of process on developing a mobile application for real-time data management information system on monitoring and feedback in early childhood education, it can help tracking child care and education and assist teacher in monitoring and feedback on child services. A study was carried out to gather necessary information through data mapping, in-depth interviews with key stakeholders, document reviews, application development, direct entry in the field using mobile development, application testing and analysis that was conducted on for 253 respondents. To obtain a full picture on early childhood education, data on child growth and education shall be mapped and linked in one application. We introduce a mobile app to systematically compile the individual as well as group data across different aspects of child life, ranging from child education. Using a tablet PC or mobile phone, data could be easily entered at any time by the person. Due to still poor infrastructure at the grass root level, the system also allows a safety store offline that could automatically link to server when network connection is available. The immediate data entry will provide real-time data report that could be accessed by any relevant stakeholders at any levels to response accordingly. However, to avoid misuse of data, the access will also be restricted with a secured login system. Based on the study, this application is easily applicable for real-time monitoring and evaluation on early child education.

scholarly journals KONFERENCIJOS „PASAULIS VAIKUI: UGDYMO REALIJOS IR PERSPEKTYVOS“ TIKSLAS IR NAGRINĖTŲ KLAUSIMŲ ĮVAIROVĖ [THE GOALS OF THE CONFERENCE “WORLD FOR A CHILD: EDUCATION REALITIES AND PERSPECTIVES“ AND THE VARIETY OF ANALYSED ISSUES]

2015 ◽  
Vol 7 (2) ◽  
pp. 83-90
Author(s):  
Rita Makarskaitė-Petkevičienė
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Good Practice ◽  
Scientific Conference ◽  
Educational Activities ◽  
Childhood Education ◽  
Perfect Form ◽  
Child Education ◽  
The Impact

The 6th scientific-practical conference “World for a Child: Education Realities and Perspectives“, which was held in Lithuanian University of Educational Sciences on 17-18 September 2015, targeted at debates and fruitful discussions of relevant issues related to early childhood and primary education. The goal of the conference is to present the newest results of research on early childhood and primary education, to enable teachers-practitioners to exchange their accumulated experience, to reflect results of educational activities and to disseminate the good experience. The conference is the space, where actual prerequisites for change in evidence-based early childhood and primary education are created. Moreover, it is a perfect form of professional development. It should be pointed out that different insights acquired during scientific research and diverse experience of teachers-practitioners enabled an in-depth and comprehensive analysis of relevant issues of early childhood and primary education in the conference. For example, the researchers, who analyse the phenomenon of child’s play in the Play Research Laboratory at LEU, presented the trends in the analysed early childhood education through play and put forward practical recommendations about the impact of play on child’s self-regulation; particularly relevant problems of assessment of teaching/learning outcomes, the results of research on learners’ achievements and experience of application of standardised tests were analysed. The expectations for quality of research-based early childhood and primary education were expressed by all the participants in education. The work of the conference was organised in four sections: Integration of education curriculum; Didactic innovations and good practice of early childhood education; Didactic innovations and good practice of primary; Sociocultural contexts of child’s education. Key words: educational activities, early childhood education, primary education, scientific conference.

scholarly journals EDUCAÇÃO INFANTIL: o papel do gestor escolar para a promoção da educação integral da criança

2016 ◽  
Vol 23 (3) ◽  
pp. 44
Author(s):  
Francinara Silva Ferreira ◽  
Clênya Ruth Alves Vasconcelos ◽  
Adriana Oliveira Dos Santos Siqueira ◽  
Maria Lília Imbiriba Sousa Colares
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Institution ◽  
School Management ◽  
Dominant Factor ◽  
Childhood Education ◽  
Child Education ◽  
Comprehensive Development ◽  
Integral Education ◽  
School Manager

Este texto traz uma reflexão acerca da educação infantil e do papel do gestor escolar para promover a educação integral da criança. Fundamenta-se em análise bibliográfica, da qual destacam-se os autores Sarmento (2015), Campos (2015), Paro (2015), Palmen (2015), Hora (2010), Valverde (2009) e Pimentel (2007). Depreende-se, por meio das reflexões tecidas acerca das temáticas educação infantil, educação integral e gestão escolar, que a primeira requer um ressignificar, tendo em vista que, as crianças necessitam de condições adequadas para o seu desenvolvimento integral, questão que tem recebido destaque na legislação brasileira, que busca orientar ações no âmbito educacional que primem pela promoção da educação integral. Nesse cenário, a figura do gestor da instituição de educação infantil surge como fator preponderante para a eficácia dessas ações. Assim sendo, o gestor juntamente com a equipe escolar precisam ser os facilitadores da educação integral da criança.Palavras-chave: Educação infantil. Gestão escolar. Educação integral. EARLY CHILDHOOD EDUCATION: the role of school manager for the promotion of integral education of the childAbstract: This text brings a reflection about early childhood education and school manager's role to promote the integral education of the child. It rests on bibliographical analysis, which include the authors Sarmento (2015), Campos (2015), Paro (2015), Palmen (2015), Hora (2010), Valverde (2009) and Pimentel (2007). It appears through the reflections about the themes woven child education, integral education and school management, which first requires a resign in order that children need adequate conditions for their comprehensive development, an issue that has received prominence in brazilian legislation, which seeks to guide actions under educational press against the promotion of integral education. In this scenario, the figure of the child education institution manager emerges as dominant factor to the effectiveness of these actions. Therefore, the manager along with the school staff need to be facilitators of the integral education of the child.Keywords: Early childhood education. School management. Integral education. EDUCACIÓN INFANTIL: el papel del director de la escuela responsable de la promoción de la educación integral del niñoResumen: Este texto aporta una reflexión sobre la educación infantil y el papel del director de la escuela para promover la educación integral del niño. Se basa en el análisis bibliográfico, que incluyen los autores Sarmento (2015), Campos (2015), Paro (2015), Palmen (2015), Hora (2010), Valverde (2009) y Pimentel (2007). Aparece a través de las reflexiones sobre los temas tejido educación infantil, educación integral y gestión de la escuela, que requiere primero un renunciar a fin de que los niños necesitan condiciones adecuadas para su desarrollo integral, un tema que ha recibido la prominencia en la legislación brasileña, que pretende orientar acciones en prensa educativa contra la promoción de la educación integral. En este escenario, la figura del director de la institución de la educación infantil emerge como factor dominante a la eficacia de estas acciones. Por lo tanto, el director junto con el personal de la escuela deben ser facilitadores de la formación integral del niño.Palabras clave: Educación infantil. Gestión de la escuela. Educación integral.

scholarly journals Play in child education: problematizing gender relations in school

2019 ◽  
Vol 44 ◽  
pp. 20
Author(s):  
Juliana Nascimento de Alcântara ◽  
Alfrancio Ferreira Dias ◽  
Rosana Carla Do Nascimento Givigi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Gender Relations ◽  
Gender Issues ◽  
Collective Unconscious ◽  
School Life ◽  
The Public ◽  
Childhood Education ◽  
Child Education ◽  
Made In

The purpose of this article is to discuss gender relations in early childhood education. This was a qualitative research, with observations made in classes with children between 5 and 6 years old in the public and collective environment of a Municipal School of Early Childhood Education of Aracaju, SE. The research took place between March and June 2018. The choices and ways in which the children put themselves in the games pointed to questions concerning educational practices in early childhood education, which establish the norms of the polarity of sexism in everyday school life. Finally, there is an urgent need to problematize gender issues from the earliest years of schooling. Implanted meanings in the collective unconscious need to be deconstructed and re-signified.

scholarly journals Developing Inquiry-Based Science Activities in Early Childhood Education: An Action Research

2021 ◽  
pp. 785-804
Author(s):  
İnanç Eti ◽  
Ayperi Sığırtmaç
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Early Childhood Education ◽  
Collaborative Action Research ◽  
Time Data ◽  
Inquiry Skills ◽  
Childhood Education ◽  
Supportive Behaviors ◽  
Inductive Thematic Analysis ◽  
Science Activities

This study was carried out as collaborative action research aims to develop inquiry-based science activities in early childhood education. One volunteer teacher (T2) who desired to develop inquiry-based science activities, 14 of her students and the researcher participated in action research. The action phase consisted of six action cycles that reflect the progress over time. Data were collected through interviews and observations. Inductive thematic analysis was performed on the obtained qualitative data. Results showed that during the development of inquiry-based science activities, the teacher had supportive behaviors and utterances. At first, the teacher was planning and implementing at the confirmatory and structured inquiry level but afterwards, she could practice the guided inquiry and also achieved to activate all the inquiry skills during the fifth and sixth cycles. However, some difficulties originated from the teacher, school culture and parental involvement in the process. As a result, the teacher made significant progress in planning, implementing and evaluating inquiry-based science activities in her classroom for preschoolers. Finally, we conclude that inquiry-based science activities can be practicing at various inquiry levels in early childhood education.

scholarly journals Abdullah Nashih ‘Ulwan’s Technological Contribution toward the Development of Islamic Early Childhood Education

2018 ◽  
Vol 7 (1) ◽  
pp. 47-77
Author(s):  
Sigit Purnama
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Human Resources ◽  
Early Age ◽  
Technology In Education ◽  
Childhood Education ◽  
Use Of Technology ◽  
Child Education ◽  
Good And Evil

The development of science and technology has an impact on the use of technology in education. The application of educational technology in learning is aimed at creating more effective, efficient, and meaningful learning for children. Meanwhile, Islam, which is revealed as a paradigm, explains that education is the best way in developing human nature as well as human resources towards the formation of ‘Insan Kamil’. One of the notable Moslem thinkers worthen to be discussed in this case study is Abdullah Nashih 'Ulwan who has written a monumental work in education entitled ‘Tarbiyatul Aulad fil Islam’. This study sought answers to Ulwan's contributions in the development of early childhood education. The results of this study show that Ulwan's thought cannot be separated from a particular movement namely ‘Ikhwanul Muslimin’. The critical foundation of Ulwan's thinking on child education is essentially derived from his thinking about fitrah. Fitrah, according to ‘Ulwan, is a nature in which humans have a tendency of innate good and evil. Therefore, children at their early age require particular forms of conditioning to develop learners’ type of personality through three approaches namely: the formulation of appropriate child education methods, the establishment of educator readiness and attachment to children, and the conditioning of early childhood education environments.

scholarly journals Políticas de educação infantil e relações de gênero: implicações para a formação docente na perspectiva da diversidade e da diferença / Child education policies and gender relations...

2019 ◽  
Vol 9 (1) ◽  
pp. 34
Author(s):  
Cleriston Izidro dos Anjos ◽  
Djenane Martins Oliveira ◽  
Marcia Aparecida Gobbi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Gender Relations ◽  
Gender Issues ◽  
Education Policies ◽  
Childhood Education ◽  
Methodological Choices ◽  
Academic Production ◽  
Child Education ◽  
And Gender

Neste artigo, procuramos problematizar os modos pelos quais as discussões concernentes às relações de gênero tem sido ou não consideradas nas políticas de educação infantil e, a partir disso, procuramos tecer algumas possíveis implicações para a formação docente na perspectiva da diversidade e da diferença. Embora haja produção acadêmica significativa referente à formação de docentes para a educação infantil, são escassos os trabalhos que tem discutido as questões de gênero nas políticas de educação de crianças pequenas e na formação de educadores/as para as infâncias. Ao considerar a categoria gênero nas discussões concernentes às infâncias, é possível colocar em causa as tradicionais assertivas sobre o que é “natural”, no sentido do que é inato e instintivo para cada um dos sexos, como contribuição para a necessária desnaturalização das diferenças entre homens e mulheres, entre meninas e meninos, considerando as diferenças. Torna-se necessário reconhecer que a escola não é neutra e, portanto, as escolhas curriculares e/ou metodológicas, seja nas instituições ou nas políticas públicas, revelam os aspectos na construção da percepção de gênero que são reforçados, interditados ou rechaçados.Palavras-chave: Educação infantil; Gênero; Políticas; Formação docente. ABSTRACT: In this article, we seek to problematize the ways in which discussions concerning gender relations have been considered in child education policies and, from this, we try to weave some possible implications for teacher education in the perspective of diversity and difference. Although there is significant academic production related to the training of teachers for early childhood education, there are few studies that have discussed gender issues in policies for the education of young children and the training of educators for children. In considering the gender category in discussions concerning childhood, it is possible to call into question the traditional assertions about what is "natural" in the sense of what is innate and instinctive for each of the sexes, as a contribution to the necessary denaturalization of the differences between men and women, between girls and boys, considering the differences. It is necessary to recognize that the school is not neutral and therefore the curricular and / or methodological choices, whether in institutions or public policies, reveal the aspects in the construction of the perception of gender that are reinforced, interdicted or rejected.Keywords: Early childhood education; Genre; Policies; Teacher training.

scholarly journals Densitas Gizi dan Morbiditas serta Hubungannya dengan Status Gizi Anak Usia Prasekolah Pedesaan

2018 ◽  
Vol 14 (3) ◽  
pp. 251
Author(s):  
Sarah Melati Davidson ◽  
Cesilia Meti Dwiriani ◽  
Ali Khomsan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rural Areas ◽  
Psychosocial Intervention ◽  
Growth And Development ◽  
Cross Sectional Study ◽  
Child Growth ◽  
Sectional Study ◽  
Cross Sectional ◽  
Childhood Education

Usia prasekolah merupakan periode golden age yang rentan terhadap penyakit infeksi sehingga harus diperhatikan pemenuhan gizinya agar dapat tumbuh kembang secara optimal. Tujuan penelitian ini adalah untuk mengkaji densitas zat gizi dan energi pangan, densitas asupan zat gizi dan energi, morbiditas, serta hubungannya dengan status gizi BB/U, TB/U, dan BB/TB pada anak usia prasekolah di daerah pedesaan. Penelitian ini menggunakan data Improving Child Growth and Development through Nutrition and Psychosocial Intervention in Early Childhood Education (PAUD) Setting in Rural Areas berkerja sama dengan Nestle Foundation (NF) Switzerland. Desain penelitian ini adalah cross-sectional study melibatkan 120 anak usia prasekolah usia 4-6 tahun. Lokasi dan subjek dipilih secara purposive dilakukan di Kecamatan Tamansari dan Kecamatan Dramaga, Kabupaten Bogor. Studi ini menemukan bahwa sebagian besar subjek memiliki status gizi yang baik. Densitas gizi pangan anak usia prasekolah pedesaan rendah kualitas zat gizinya. Densitas asupan zat gizi mikro ditemukan rendah tetapi tinggi densitas asupan energi. Lebih dari setengah subjek dengan tingkat morbiditas tinggi. Densitas asupan energi signifikan berhubungan dengan status gizi BB/U dan BB/TB (p<0.05). Densitas asupan protein signifikan berhubungan dengan status gizi BB/U dan TB/U (p<0.05). Morbiditas tidak signifikan berhubungan dengan status gizi.

A relação entre os princípios da integração sensorial e dificuldades de aprendizagem na visão dos professores de educação infantil na cidade de Lagarto/SE/ The relation between the principles of sensorial integration and learning difficulties by the view of teachers from child education in the city of Lagarto/SE

2020 ◽  
Vol 4 (6) ◽  
pp. 891-910
Author(s):  
Hédila De Almeida Matos ◽  
Maria Natália Santos Calheiros ◽  
Jessyca Gabrielle Albuquerque Virgolino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sensory Processing ◽  
Learning Difficulties ◽  
Structured Interview ◽  
Childhood Education ◽  
Child Education ◽  
Relationship Of ◽  
The Relationship ◽  
The City

O presente estudo tem como objetivo entender a percepção dos professores de educação infantil sobre os princípios da Integração Sensorial (IS), assim como a identificação dos sinais sugestivos de Disfunção de Processamento Sensorial (DPS) e as atribuições ao processo de aprendizagem. A amostra foi constituída de 13 professores vinculados a 3 escolas de educação infantil do município, com os quais aplicou-se um questionário e uma entrevista semiestruturada. Através desta coleta, foi possível encontrar uma dificuldade no reconhecimento dos princípios de IS, assim como na relação dos comportamentos das crianças que apresentam dificuldades de aprendizagem com sinais de DPS ocorrendo uma atribuição desses acontecimentos a fatores familiares e da idade infantil. Contudo, conclui-se que os professores não possuem preparação para lidar com crianças que apresentem demandas relacionadas a DPS e que eles não conseguem compreender a importância de uma melhor investigação e avaliação dessas crianças por um profissional habilitado como o terapeuta ocupacional.Palavras-chave: processamento sensorial, aprendizagem, professores, crianças.AbstractThe present study aims to understand the perception of early childhood education teachers about the principles of Sensory Integration (IS), as well as the identification of signs suggestive of Sensory Processing Dysfunction (DPS) and attributions to the learning process. The sample consisted of 3 early childhood education schools that together present a total of 49 teachers, of which only 13 agreed to participate in the research, where a questionnaire was applied and a semi-structured interview was conducted with the objective of profiling these teachers. Through this collection it was possible to find a difficulty in recognizing the principles of S, as well as in the relationship of the behaviors of children who present learning difficulties with signs of SD, with an attribution of these events to family factors and child age. However, it is concluded that teachers are not prepared to deal with children who present demands related to Sensory Processing Dysfunction, and that they cannot understand the importance of better investigation and evaluation of these children, by a qualified professional such as the Occupational Therapist.Keywords: sesorial processing, learning, teaching, children.ResumenEl presente estudio tiene como objetivo comprender la percepción de los maestros de educación en la primera infancia sobre los principios de la Integración Sensorial (IS), así como la identificación de signos sugestivos de la Disfunción del Procesamiento Sensorial (DPS) y las atribuciones al proceso de aprendizaje. La muestra consistió en 3 escuelas de educación infantil que en conjunto presentan un total de 49 profesores, de los cuales sólo 13 acordaron participar en la investigación, donde se aplicó un cuestionario y se realizó una entrevista semiestructurada con el objetivo de perfilar a estos profesores. A través de esta colección fue posible encontrar una dificultad para reconocer los principios de S, así como en la relación de los comportamientos de los niños que presentan dificultades de aprendizaje con signos de SD, con una atribución de estos eventos a factores familiares y edad infantil. Sin embargo, se concluye que los maestros no están preparados para tratar con niños que presentan demandas relacionadas con la Disfunción del Procesamiento Sensorial, y que no pueden entender la importancia de una mejor investigación y evaluación de estos niños, por un profesional calificado como el terapeuta ocupacional.Palabras clave: procesamiento sensorial, aprendizaje, profesores, niños.

Spatial Temporal Tracking of Landslide Events: A Crowdsourced Mobile App

2021 ◽  
Author(s):  
Maneesha Vinodini Ramesh ◽  
Ramesh Guntha ◽  
Christian Arnhardt ◽  
Gargi Singh ◽  
Viswanathan Kr ◽  
...  
Keyword(s):  
Data Collection ◽  
Real Time ◽  
Disaster Management ◽  
Mobile Application ◽  
Mobile App ◽  
Event Data ◽  
Time Data ◽  
Landslide Event ◽  
Real Time Data ◽  
Landslide Data

&lt;p&gt;Monsoons are characterised by the widespread occurrence of&amp;#160; landslides. Tracking each landslide event, developing early warning thresholds, understanding triggers, and initiating disaster rescue and relief efforts are complex for researchers and administration. The ever increasing landslides demand real-time data collection of events to enhance disaster management. In this work we designed and developed a dedicated crowd sourced mobile application, for systematic way of collection, validation, summarization, and dissemination of landslide data in real-time. This unique design of mobile app uses a scalable real-time data collection methodology for tracking landslide events through citizen science, and is available on Google Play Store for free, and at http://landslides.amrita.edu, with software conceived and developed by Amrita University in the context of the UK NERC/FCDO funded LANDSLIP research project (http://www.landslip.org/). This work implemented a structured database that integrates heterogeneous data such as text, numerical, GPS location, landmarks, and images. This methodology enables real-time tracking of landslides utilizing the details such as GPS location, date &amp; time of occurrence, images, type, material, size, impact, area, geology, geomorphology, and comments in real-time. The mobile application has been uniquely designed to avoid missing landslide events and to handle the tradeoff between real-time spatial data collection without compromising the reliability of the data.&amp;#160; To achieve this a multi level user account was created based on their expert levels such as Tracker, Investigator, Expert.&amp;#160; A basic tracking form is presented for the Tracker level, and an extensive form is presented to the Expert level. The reliability of landslide data enhances as the user level increases from Tracker to Expert. Unique UI designs have been utilized to capture, and track the events. The tracking interface is divided into multiple screens; the main screen captures the landslide location through GPS enabled map interface and captures the date/time of the occurrence. Three additional screens capture images, additional details and comments. The 40 questions for landslide event collection used by the Geological Survey of India has been adapted through the collaborative effort of LANDSLIP partners to collect the additional details. The submitted landslides are immediately available for all users to view. The User can view entered landslides through the landslide image listing, Google maps interface, or tabular listing. The landslides can be filtered by date/time and other parameters. The mobile app is designed to be intuitive and fast, and aims to increase awareness about landslide risk through the integrated short documents, and videos. It has guidelines for safety, capturing images, mapping, and choosing the data from the multiple options. The uniqueness of the proposed methodology is that it enhances community participation, integrates event data collection, event data organizing, spatial and temporal summarization, and validation of landslide events and the impact. It pinpoints, maps and alerts real-time landslide events to initiate right disaster management activities to reduce the risk level. The Landslide tracker app was released during the 2020 monsoon season, and more than 250 landslides were recorded through the app.&lt;/p&gt;

scholarly journals PENDIDIKAN ANAK-ANAK MENERUSI SURAH LUQMAN DALAM NOVEL AYAHANDA

2019 ◽  
pp. 103-129
Author(s):  
NADIA BINTI ISHAK ◽  
KAMARIAH BINTI KAMARUDIN
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Systems ◽  
Literary Works ◽  
Childhood Education ◽  
Community Approach ◽  
Child Education ◽  
At Home

ABSTRAK Proses pendidikan dan pembentukan perkembangan sahsiah awal anak-anak bermula dari rumah. Pelbagai dasar dan sistem pendidikan dirangka bagi melahirkan generasi yang cemerlang. Namun begitu, segelintir umat Islam tidak menyedari bahawa pendidikan anak-anak telah dimaktubkan oleh Allah SWT dalam al-Quran. Kaedah pendidikan anak-anak terkandung di dalam al-Quran menerusi Surah Luqman. Surah Luqman mengandungi kata-kata nasihat Luqman al-Hakim terhadap anak-anaknya. Sehubungan dengan ini, makalah ini menumpukan penganalisisan terhadap pendidikan anak-anak menerusi Surah Luqman dengan tujuan untuk memperlihatkan pendidikan yang berasaskan al-Quran berupaya membimbing dan mendidik anak-anak. Penelitiannya adalah mendasari novel Ayahanda (1997) karya nukilan Azizi Haji Abdullah. Makalah ini menggunakan Pendekatan Kemasyarakatan yang terkandung dalam teori Pengkaedahan Melayu sebagai kerangka analisis. Pendekatan ini menekankan bahawa karya sastera sebagai alat untuk mensejahtera dan membahagiakan umat manusia. Justeru, selain menilai karya sastera, pendekatan ini turut menilai pengarang itu sendiri, iaitu untuk melihat sejauh mana keserasian isi tema sesebuah karya selaras dengan sikap dan pandangan hidup pengarangnya. Kajian jelas memperlihatkan bahawa pendidikan anak-anak oleh Luqman al-Hakim menepati kehendak dan garis panduan Islam dalam mendidik dan membimbing perilaku serta keperibadian anak-anak ke arah kesempurnaan. Hasil kajian mendapati bahawa pendekatan kemasyarakatan bersesuaian untuk diterapkan dalam kajian ini sebagai wadah untuk pendedahan kepada permasalahan yang wujud dalam masyarakat demi mencari kebaikan dan keadilan seperti yang dituntut dalam Islam. Rumusannya, pendidikan berasaskan al-Quran merupakan sumber pendidikan terbaik dalam mengimbangi aspek jasmanidan rohani anak-anak.   ABSTRACT The process of early childhood education begins at home. Various policies and education systems have been designed to create an excellent generation. However, some Muslims do not realise that early childhood education has been outlined by Allah SWT in the Quran with the method of child education highlighted in Surah Luqman whereby the chapter contains the advice of Luqman al-Hakim to his children. This paper focuses on the analysis of child education through Surah Luqman with the aim of proving that education anchored on the Quran is able to guide and educate children. The study is based on a novel entitled Ayahanda (1997) by Azizi Haji Abdullah. This article uses the Community Approach Embodied in the Theory of Malay Methodologies as the framework for analysis. This approach emphasises literary works as tools for the prosperity  and happiness of mankind. The findings show that child education by Luqman al-Hakim conforms to Islamic requirements and guidelines in educating and guiding children towards perfection. The findings also point to community approaches as appropriate to be applied as tools for exposing the problems and questions that exist in society for the sake of seeking goodness and justice as upheld in Islam. In conclusion, education based on the Quran is the best resource in balancing the physical and spiritual aspects of children.

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