scholarly journals Pengaruh Model Pendampingan Deteksi Dini Terhadap Kemampuan Guru PAUD Dalam Melaksanakan Deteksi Dini Pertumbuhan Dan Perkembangan Anak PAUD di Wilayah Puskesmas Beji Depok

2020 ◽  
Vol 11 (2) ◽  
pp. 94-100
Author(s):  
Suryati B ◽  
Bara Miradwiyana
Keyword(s):  
Early Childhood ◽  
Early Detection ◽  
Growth And Development ◽  
Intervention Group ◽  
Control Group ◽  
Childhood Growth ◽  
Childhood Education ◽  
Better Than ◽  
Stimulation Of ◽  
Mentoring Model

Impaired growth and development of children can be identified by early detection as prevention, prevention, stimulation and development. This study aims to determine the effect of early detection assistance models on the ability of early childhood education (PAUD) teachers in implementing early detection of early childhood growth and development. The research method uses pretest and posttest design with control group. Providing training and mentoring for PAUD teachers using the Stimulation of Detection and Early Intervention Growing Swell (SDIDTK)/ Child Development Pre-screening Questionnaire (KPSP) for the intervention group while for the control group for PAUD teachers by being given a KPSP booklet after the posttest. The results of the analysis showed that there were differences in scores of PAUD teachers' knowledge and skills in stimulating early childhood growth and development (p=0.001) between the intervention group and the control group after the mentoring model intervention. The knowledge of PAUD teachers who are given a mentoring model is better than the control group, there are significant differences in improving the ability of PAUD teachers to do early detection in children compared to the control group. PAUD teachers who are given the intervention of the mentoring model.

scholarly journals Analysis of Early Childhood Stimulation Training Program through the Detection of Child Growth and Development Activities on the Ability of School Cadres

2020 ◽  
Vol 1 (2) ◽  
pp. 21-25
Author(s):  
Dewi Modjo ◽  
Andi Akifa Sudirman
Keyword(s):  
Early Childhood ◽  
Training Program ◽  
Growth And Development ◽  
Child Growth ◽  
Childhood Growth ◽  
Childhood Education ◽  
Work Area ◽  
Before And After ◽  
Quasi Experimental ◽  
To Receive

Stimulation is an activity to stimulate the basic abilities of children aged 0-6 years so that the child grows and develops optimally. Every child needs to receive regular stimulation as early as possible and continuously at every opportunity. This study aims to determine the analysis of the Stimulation Training Program for children through the Detection of Child's growth and development on the ability of school cadres to stimulate early childhood growth and development. This research method is a quantitative study using a quasi-experimental design. The type of sampling is two-stage random sampling. The sample of this research is school cadres of Early Childhood Education (PAUD) consisting of 16 Schools for Playgroups (KB), 32 Schools of Right-Kindergarten (TK), and 2 Schools of Child Care (TPA) in the Limboto Health Center Work Area. The results showed that there was a significant and significant effect of development detection training on the ability of school cadres to simulate child growth. The ability of school cadres to stimulate children's growth and development has increased knowledge before and after training. There is a significant and significant effect of developmental detection training on the ability of school cadres to stimulate child development. It is necessary to empower cadres evenly and periodically by related parties (the Health Office and Pusekesmas) in order to improve the growth and development screening skills carried out by school cadres. It is also hoped that this will improve the child's health status so that the child can grow and develop properly.

INTERACTIVE TECHNOLOGY FOR CREATIVITY IN EARLY CHILDHOOD EDUCATION

2015 ◽  
Vol 75 (3) ◽  
Author(s):  
Whei-Jane Wei ◽  
Lai-Chung Lee
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Early Childhood Education ◽  
Kindergarten Children ◽  
Control Group ◽  
Digital Learning ◽  
The Public ◽  
Childhood Education ◽  
Information And Communication ◽  
Better Than

Although Information and Communication Technology (ICT) is dramatically expanding in Taiwan, its educational implications are lacking in early childhood education. The purpose of this study is to apply ICT in developing digital learning materials to enhance young children’s creativity. To achieve this goal, the study incorporated a focus group, observations and experimental research. The researchers designed nine sets of interactive devices using an interactive desktop, Kinect and iPad. Through an intentional sampling method, four kindergarten classes, consisting of 149 children aged 4-6, were involved in the study, with gender, public/private and city/suburban factors taken into consideration. Findings showed that the experimental group’s flexibility and originality was significantly better than those in the control group. These findings demonstrated that the interactive devices designed by the study were effective in enhancing the children’s creativity. The findings also revealed that: suburban children are significantly more fluent than city children, boys possessed significantly more originality than girls, and private kindergarten children were significantly more fluent and flexible than those from the public schools.

scholarly journals The Effect of a 10-Week Physical Activity Programme on Fundamental Movement Skills in 3–4-Year-Old Children within Early Childhood Education Centres

Children ◽  
2021 ◽  
Vol 8 (6) ◽  
pp. 440
Author(s):  
Ajmol Ali ◽  
Claire McLachlan ◽  
Owen Mugridge ◽  
Tara McLaughlin ◽  
Cathryn Conlon ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Intervention Group ◽  
Control Group ◽  
Post Intervention ◽  
Object Control ◽  
Childhood Education ◽  
Movement Skills ◽  
Fundamental Movement Skills

The objective of this study was to examine the effect of a 10-week physical activity (PA) programme, in early childhood education (ECE) settings, on 3 and 4-year-old children’s fundamental movement skills (FMS). A further aim was to examine FMS three-months post-intervention. The PA instructors delivered one 45 min session/week over 10 weeks, to 3- and 4-year-old children (n = 46), across four ECE centres. These sessions involved participation from ECE teachers. Children in the control group (CON; n = 20) received no PA classes and completed pre- and post-intervention assessments only. Locomotor (e.g., running/hopping) and object-control (e.g., kicking/throwing) skills were assessed using the Test for Gross Motor Development-2 (TGMD-2), before and after the intervention and, for the intervention group (EXP), at 3 months. Locomotor and object-control skills significantly improved in the EXP group, with typically no change in the CON group. The EXP group’s locomotor and object-control skills were maintained at 3 months. The 10-week PA intervention successfully improved 3- and 4-year-old children’s FMS.

scholarly journals Pelatihan Dan Edukasi Pada Guru Paud Tentang Tumbuh Kembang Balita Dan Anak Pra Sekolah

2020 ◽  
Vol 3 (2) ◽  
pp. 66
Author(s):  
Tri Sunarsih
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Early Detection ◽  
Growth And Development ◽  
Parental Education ◽  
Early Childhood Development ◽  
Child Growth ◽  
Childhood Development ◽  
Childhood Growth ◽  
Growth Development

The need for stimulation or efforts to stimulate children to introduce new knowledge or skills is very important in improving children's intelligence. Stimulation in children can be started since the baby is a fetus, because the fetus is not a passive creature. In the womb, the fetus is able to breathe, kick, stretch, move, swallow, suck the thumb, and others. While the main stimulation is given specifically for children aged 0-7 years (Siswono, 2004). PAUD teacher's understanding and awareness of the importance and influence of parental education on child development vary. Many do not understand the characteristics of early childhood development, stimulation, and implementation of early detection of early childhood growth and development. Asih Waluyo Jati Clinic is a Pratama clinic that has a program about child development. With community service at the Asih Waluyo Jati Primary Clinic, it is expected that the knowledge and understanding of PAUD teachers on the characteristics of growth and development, simulation, and implementation of early detection of early childhood growth and development can be increased. The activity was carried out at the Pratama Asih Waluyo Jati Clinic on Sunday, October 8, 2017, at 09.00 to 15.00 with material about problems of child growth and development in Indonesia, the importance of monitoring children's growth and development, the participation of teachers and parents in child development, how to detect children's growth and how to detect a child's development. The methods used in this activity include lectures, questions and answers, and role-play. Most of the participants understood what early detection and stimulation of children's growth and development were. But about the types and ways of early detection that must be done many do not understand. The participant's lack of understanding about the types and methods of early detection of children when training has not been conducted is likely because since they have never attended training and there has been no socialization from the education office related to monitoring child development. After being given the material, the participants understood that the types of early detection were detection of growth, development, and mental-emotional. Stimulation is very important as a form of intervention so that the child's growth and development can take place optimally.Keywords: early childhood, stimulation, early detection, growth, development

scholarly journals Efficacy of online nutrition professional development for Early Childhood Education Care staff

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
R Wallace ◽  
J Lo ◽  
R Sambell ◽  
A Devine
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Nutrition Education ◽  
Intervention Group ◽  
Nutrition Knowledge ◽  
Care Staff ◽  
Control Group ◽  
Evidence Based ◽  
Food Groups ◽  
Childhood Education

Abstract Background Early Childhood Education & Care (ECEC) services are a public health setting that influences the lifelong eating habits and health of young Australians. Over 1.3 million children attend ECEC for 30 hours/week. Overweight/obesity, a risk factor for chronic disease, has been associated with this setting. Research reports sub-optimal food provision, poor role modelling and a lack of nutrition training and confidence. Online nutrition education training was provided to ECEC staff, aiming to increase nutrition knowledge/confidence. Methods Training was evidence-based, informed by stakeholders and developed by tertiary nutrition experts. ECEC staff were recruited and randomised to intervention or control groups. The intervention group completed an online short course about whole-service approach to healthy eating of 2-3 hours duration. Nutrition knowledge/confidence were measured pre/post-intervention via a pre-validated, online survey. GLM was used to determine differences within and between groups adjusting for years of experience. Results Participants (n = 116) were mostly female, aged >36 years, with >10 years industry experience. Post-course, compared to the control group, intervention participants significantly increased confidence to offer 2 serves of grains/day and unsweetened cereals, a variety of vegetables and low-sodium foods, and solid fats were avoided. Confidence to avoid serving discretionary foods did not change and cakes/biscuits were offered frequently. Conclusions Following course completion, intervention participants demonstrated increased confidence to serve foods from core food groups, but both groups reported offering discretionary foods frequently. Some results are promising and may improve the nutritional value of food offered at ECEC, but it appears discretionary foods continue to be overprovided. Further research is required to identify the depth of training required to embed important nutrition education concepts in ECEC settings. Key messages Evidence-based nutrition education adopting a whole-service approach is effective in increasing ECEC staff nutrition knowledge and confidence to provide foods from core food groups. Further research is required to establish the level of nutrition education appropriate for ECEC staff to avoid the continuing overprovision of discretionary foods to young children.

Kegiatan pembelajaran sebagai upaya dalam menstimulus perkembangan sosial-emosional anak usia dini

2020 ◽  
Vol 3 (1) ◽  
pp. 43-57
Author(s):  
Aghnaita Aghnaita ◽  
Ajeng Almira Salsabila ◽  
Camelia Hanik ◽  
Maulida Syafitri ◽  
Norhayani Norhayani ◽  
...  
Keyword(s):  
Early Childhood ◽  
Social Development ◽  
Emotional Development ◽  
Learning Activities ◽  
Primary Data ◽  
Social Emotional ◽  
Cultural Backgrounds ◽  
Childhood Education ◽  
Surrounding Environment ◽  
Stimulation Of

This study aims to determine the emotional social development of early childhood in Integrated Early Childhood Education Tarbiyatul Athfal UIN Antasari Banjarmasin as well as the form of learning activities undertaken as an effort to stimulate the emotional social development. The research method used is qualitative research on 6 children and learning activities that can stimulate children's emotional emotional development as primary data. Based on research conducted, the results obtained that the child's emotional social development tends to be unstable. Children often prefer to play alone. Nevertheless, children also begin to show interest in hanging out in the surrounding environment and doing play activities together. In addition, there are several factors influence, such as: social emotional experiences of children, gender differences, differences in family and cultural backgrounds, and parenting. While the form of learning activities that are pursued in the form of stimulation of children's emotional social development include: routine activities of reading Asmaul Husna and short surahs, filling in journals, playing indoor, and conducting learning activities. The activity was carried out through exemplary methods, sharing learning, and collaborative games.

Monitoring children’s development in early childhood education settings to promote early detection of autism

2021 ◽  
pp. 183693912199808
Author(s):  
Beth Mozolic-Staunton ◽  
Josephine Barbaro ◽  
Jacqui Yoxall ◽  
Michelle Donelly
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Education ◽  
Early Detection ◽  
Population Surveillance ◽  
Early Childhood Educators ◽  
Policy Reforms ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

Autism is a developmental condition that can be detected in early childhood. Early intervention can improve outcomes, though many children are not identified until they reach primary school. Early childhood educators are well placed to monitor children’s development and identify those who may benefit from additional supports, though implementation of standardised tools and processes is limited. The National Disability Insurance Scheme in Australia has increased the onus on educators to support families to access funded services. A workshop on evidence-informed practice in early detection for autism was provided for early childhood professionals. The theory of practice architectures informed development and analysis of pre- and post-workshop surveys to explore changes in early childhood educators’ perspectives on factors influencing universal developmental monitoring and referrals to early intervention supports using an evidence-based tool, the Social Attention and Communication Surveillance-Revised (SACS-R). Post-workshop increases in early childhood educators’ perceived knowledge and confidence are evident, though recent policy reforms present challenges. Population surveillance using SACS-R in early childhood education is effective for identification and referral for children who have autism, and capacity building for professionals to use SACS-R is recommended.

scholarly journals To assess the Effectiveness of Positive Parenting Teaching on the Development of Self-Esteem among Primary Caregivers of Pre-Adolescence

2021 ◽  
pp. 162-169
Author(s):  
Shabnam Sayyad ◽  
Jaya Gawai ◽  
Pooja Kasturkar
Keyword(s):  
Early Childhood ◽  
Statistical Analysis ◽  
Intervention Group ◽  
Primary Caregivers ◽  
Sampling Technique ◽  
Self Esteem ◽  
Positive Parenting ◽  
Control Group ◽  
Transnational Parenting ◽  
And Control

Background: Scientific research agrees that parenting, especially during their early childhood years, is one of the greatest influences on children. Early childhood interactions form the basis of brain construction and scientists now realize that the contact between infants with their parents or guardians is a significant component in this brain growth process. Parents who are trained to support the wellbeing and wellbeing of their young child with the awareness and expertise they need. The multi-disciplinary and transnational parenting literature explicitly shows that parents are one of the most important variables in the growth of infants. Aim: The study aim is to assess the effectiveness of positive parenting teaching on the development of self-esteem among primary caregivers of pre-adolescence. Methodology: It is an interventional study and the primary giver of preadolescence are the participants of this study with intervention and control group. The primary giver of preadolescence will be selected as per inclusion and exclusion criteria and the sampling technique will be selected as non-probability convenient sampling technique. Data will be collected by demographic variables of participants and the modified self-esteem scale will be used to assess the self-esteem level of primary caregivers and preadolescence. Sample Size: 100(50-intervention group and 50-control group). Results: For statistical analysis of demographic figures will be going used frequency and mean, mean percentage, standard deviation, descriptive and inferential statistics. Positive parenting teaching may be very effective for the development of self-esteem among primary caregivers of pre-adolescence.  Conclusion: The conclusion will be drawn from the statistical analysis.

scholarly journals Learning Alphabets Through Infographics

2020 ◽  
Vol 23 (1) ◽  
pp. 1
Author(s):  
MICHAEL OLUBUNMI ODEWUMI ◽  
Grace O. OPUTA, Grace O ◽  
Isyaka BELLO
Keyword(s):  
Early Childhood ◽  
Staff Development ◽  
Teaching And Learning ◽  
Control Group ◽  
School Teachers ◽  
Childhood Education ◽  
Post Test ◽  
Elementary Classes ◽  
Effective Staff Development ◽  
Experimental Group

Early stages of reading and writing rest solely on the alphabet.  Learning of letters with infographics in the elementary classes makes learning more easy and meaningful.  The study examined the potentials of infographics in enhancing learning at an early childhood level especially on letters.  The researcher utilized experimental design which including pre and post-test. The package was validated by experts with a reliability coefficient of 0. 77. The findings of this study showed that the experimental group means a score of 30.60 is higher than the control group means a score of 30.50 co-efficient. Moreover, the means score of 30.742 for females and 30.345 for male pupils was obtained. The study concluded that children at the early childhood level could learn better using infographics based approach. It was recommended that incentives should be provided for pre-school teachers to participate in highly effective staff development to help them integrate infographics into their teaching and learning. Also, infographics based approach be used for all subjects in early childhood education in Nigeria

scholarly journals Influence of the Psychomotor Profile in the Improvement of Learning in Early Childhood Education

2021 ◽  
Vol 18 (23) ◽  
pp. 12655
Author(s):  
Francisco José Borrego-Balsalobre ◽  
Alfonso Martínez-Moreno ◽  
Vicente Morales-Baños ◽  
Arturo Díaz-Suárez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Development ◽  
Motor Skills ◽  
Early Age ◽  
Psychomotor Skills ◽  
Human Beings ◽  
Childhood Education ◽  
Infant School ◽  
Stimulation Of

The development of psychomotor skills in childhood enables children to organise the outside world through their bodies, contributing to their intellectual, affective, and social development. The present study aimed to longitudinally evaluate the psychomotor profile, throughout three academic years, of 3, 4 and 5-year-olds belonging to the second cycle of infant school, relating it descriptively to academic performance. The sample consisted of 82 subjects aged between 3 and 6 years throughout the study. The distribution of the sample was homogeneous, with 47.6% boys (n = 39) and 52.4% girls (n = 43). The results not only highlight the importance of the development and stimulation of motor skills from an early age for the overall development of the child, but also, when related to previous studies, show how they influence the development of human beings in adulthood.

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