scholarly journals ACTIVITIES IN TEACHING ENGLISH VOCABULARY FOR YOUNG LEARNERS IN FIVE KINDERGARTENS IN INDRAMAYU

2018 ◽  
Vol 2 (2) ◽  
pp. 30-42
Author(s):  
Natalia Anggrarini
Keyword(s):  
Early Childhood ◽  
Developmental Level ◽  
Teaching English ◽  
Childhood Education ◽  
Young Learners ◽  
The World ◽  
Teacher Needs ◽  
Learning Through Play ◽  
Interesting Learning ◽  
Dominant Activity

Childhood Education essentially aims at providing stimulation in all aspects of child development especially in language development. This study is attempted to investigate activities in teaching English vocabulary to young learners. To provide good education in early childhood the teacher has to understand their characteristics and know their needs according to their developmental level. In accordance with the world of early childhood, children learn through play (learning through play) and interesting learning process for them (playing is learning).Thus, the teacher needs to provide activities that meet the students needs and present them in a proper way. This study describes the activities done by teachers in five kindergartens in Indramayu. The participants in this study were five teachers in those five kindergartens. The findings showed that the teachers in five kindergartens in Indramayu taught vocabulary by presenting some activities such as; listen and do, listen and repeat, modeling and demonstration, singing song, look and say, listen and identify, and question and answer. In Grade A the dominant activity was Listen and Repeat with frequency 40% in one semester while in Grade B, Look and say was the dominant activity with frequency 30,76% in one semester. Those activities are done based on the consideration that the activities done in Grade A were emphasized on their level of development such as imitating. While children in Grade B were more developed, the activities were emphasized on recognizing word and learn to pronounce it clearly.

It’s About Time! Advancing Justice Through Joyful Inquiry With Young Children

2021 ◽  
pp. 027112142098889
Author(s):  
Elizabeth J. Erwin ◽  
Jessica K. Bacon ◽  
Priya Lalvani
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Present Moment ◽  
Childhood Education ◽  
Young Learners ◽  
Disability Narratives ◽  
Disability Studies In Education ◽  
The World ◽  
Sense Of Justice

Young learners often are enchanted with the world, fascinated by the ordinary, and absorbed in the present moment. We explore interconnected ideas about how young children’s natural proclivity toward being curious, and noticing differences among people should be harnessed toward socially just ends. We consider ways in which joyfulness in learning are preserved, as teachers partner with young learners to cultivate their sense of justice in the classroom and beyond. We use disability studies in education as a theoretical framework for doing anti-bias work within early childhood education. We also describe global and neoliberal trends which directly and negatively impact the lives of young children by escalating injustice through educational practices and policies often disguised as reform. Ultimately, we propose, reimagining equity-based practices, positive disability narratives, freedom and humanity, and the concept of place within pedagogy to transform early childhood education.

An International Perspective on Child Day-Care Health

PEDIATRICS ◽  
1994 ◽  
Vol 94 (6) ◽  
pp. 1085-1087
Author(s):  
Patrick Olin MD, PhD ◽  
B. N. Tandon ◽  
Julius S. Meme ◽  
E. Lee Ford-Jones ◽  
Mark Belsey ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Day Care ◽  
Focal Point ◽  
Community Organizations ◽  
International Labor Organization ◽  
Childhood Education ◽  
International Panel ◽  
The World ◽  
Education And Development

If we are committed to the health and development of children, we need to recognize that the vast majority of the world's women are working women. In Africa, 80% of the women are actively engaged in economic activities outside the home. The "economic miracle" in Southeast Asia was made possible by the nimble fingers of thousands of women working in textile and electronics factories. There is need for pre-day-care advocacy for infants, through promotion of breast feeding and maternity leave. When the mother returns to work, the standard of the International Labor Organization should be applied, namely "...the care of children while the parents are working cannot be ignored because it forms a focal point on which three main concerns of development policy—work, health, and education—converge." Several principles emerged from the presentations in the international panel: 1. Child-care programs must be community based, using the resources of the families and the community organizations themselves. 2. Programs require the active involvement of the communities, women's groups, and other partners. 3. Programs are modified by innovations created by community organizations, universities, and other groups. 4. Programs require the mobilization of trained young men and women into the field of early childhood education and development. This international panel provided an overall uniting theme, that throughout the world the hope for the survival and better life for children unites parents of every country and every creed. This is one of the most powerful and strongest motivational resources in the world. We need to recognize the power of this hope and address that hope, providing with a certain degree of humility that there exist no single model, and no single country has all the answers. By respecting the ideas of the many innovations and different approaches of women, parents, and families, we can find the answers. There is a clear need for national networks as well as for international networks, exchanges of information, sharing of experience, and mobilization of the social resources in advocating early childhood education and development for the world's children.

Parental Engagement and Early Childhood Education Around the World

2021 ◽  
Author(s):  
Susanne Garvis ◽  
Sivanes Phillipson ◽  
Heidi Harju-Luukkainen ◽  
Alicja Renata Sadownik
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Parental Engagement ◽  
Childhood Education ◽  
The World

scholarly journals THE APLICATION OF PLAYING BASED ON REGGIO EMILIA’S APPROACH TO STIMULATE EARLY CHILDHOOD CREATIVITY

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Novita Eka Nurjanah ◽  
Yetty Isna Wahyuseptiana
Keyword(s):  
Early Childhood ◽  
Active Role ◽  
Early Age ◽  
Literature Study ◽  
Childhood Education ◽  
Surrounding Environment ◽  
Learning Through Play ◽  
The Right ◽  
Early Childhood Learning ◽  
Exploration Activity

<div class="WordSection1"><p><em>The skills that must be mastered in the 21st century were creativity, critical thinking, communication, and collaboration. This was in line with Bloom's theory that creativity was the highest ability in aspects of cognitive development. Therefore important creativity was given to Early Childhood Education. Early childhood learning to stimulate creativity was done through various approaches. The approach applied didn’t yet refer to the needed analysis that was in accordance with the standards of early childhood learning.  The  approach  to stimulating  the  creativity  of  early  childhood  needed  to  be refined by referring to the stages of the child, namely learning through play. Playing must be able to stimulate the goals to be achieved. The application of playing based on reggio emilia’s approach to stimulate the development of early childhood creativity. The method used was literature study by conducting a study of books and journals. The results of the analysis of theoretical studies state that playing based on reggio emillia’s approach could help stimulated children's creativity after an early age. This was because the aplication of playing based on reggio emillia’s approach prioritizes children's freedom in exploring   the   surrounding   environment.   This   exploration activity will actively foster children's imagination. Playing based on reggio emilia’s approach involves an active role in early childhood.  Creativity requires space to move and playing based on the reggio emillia approach as the right link to help stimulated early childhood creativity.</em></p></div>

scholarly journals The best game in the world: Exploring young children’s digital game–related meaning-making via design activity

2019 ◽  
Vol 9 (4) ◽  
pp. 275-289 ◽  
Author(s):  
Pekka Mertala ◽  
Mikko Meriläinen
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Meaning Making ◽  
Digital Games ◽  
Design Activity ◽  
Male Character ◽  
Childhood Education ◽  
Drawing Task ◽  
The World ◽  
Research Questions

Although digital games have become a constituent part of young children’s lives, not enough is known about the kinds of meanings children give to games and gaming. This qualitative study contributes to resolving this need by engaging 26 5- to 7-year-old Finnish preschoolers in an open-ended drawing task to answer the following research questions: What aspects of digital games appear meaningful for young children when they act as game designers? Why are these aspects meaningful for young children? The findings suggest that children are not mere passive consumers of digital games but are agentic meaning-makers who are capable of critically evaluating digital games when a safe and supportive space and the appropriate medium are provided. The children refined, modified, and personalized existing influential games by replacing the leading male character with a female one or by having a player operate as the antagonist instead of the hero. The findings suggest that there are vast unexplored dimensions for scholars to engage with in young children’s gaming cultures, children’s perceptions of game content, early game literacy, as well as children’s meaning-making in games. Implications for pedagogy of early childhood education are discussed.

Early Childhood Corner: Multiage Mathematics: Scaffolding Young Children's Mathematical Learning

2006 ◽  
Vol 13 (1) ◽  
pp. 19-21
Author(s):  
Ann Baker ◽  
Kimberly Schirner ◽  
Jo Hoffman
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Primary Grade ◽  
Mathematical Concepts ◽  
Mathematical Learning ◽  
Early Mathematics ◽  
Multiage Classrooms ◽  
Childhood Education ◽  
Young Learners

Exploration, inquiry, manipulation, discussion, and discovery all come to mind when we envision young children involved in mathematical activities. Early childhood education engages students in an exploratory journey from birth through age 9 in empirical mathematical concepts. The focus of early mathematics is to develop a strong foundation of the requisite skills and concepts throughout NCTM's five Content Standard strands (NCTM 2000). The wide ranges of abilities and understandings of mathematical concepts in early childhood classrooms challenge teachers to meet all students' intellectual needs. In this article, teachers of primary-grade multiage classrooms describe how they used scaffolding to capitalize on the wide ranges of abilities and met their students' needs by providing opportunities for their young learners to work together to understand mathematical concepts.

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