scholarly journals Pengembangan Dongeng Antik (Anti Kekerasan) “Sayang Teman” Sebagai Upaya Mengenalkan Nilai-Nilai Moral bagi Anak Usia Dini

2020 ◽  
Vol 2 (1) ◽  
pp. 10-23
Author(s):  
Gaharani Saraswati
Keyword(s):  
Early Childhood ◽  
Emotional Regulation ◽  
Moral Values ◽  
Psychological Problems ◽  
Children's Development ◽  
Children’S Development

The rise of cases of violence has consequences for children's development. Violence results in poor emotional regulation, stickiness problems, problems in relationships with peers, difficulty adapting to the environment, and other psychological problems such as depression, and delinquency in children. Seeing this the researchers developed Dongeng Antik (Anti Violence) "I love My Friends" in the form of pop-ups to minimize and prevent violence against early childhood. Dongeng Antik “I love My Friends” are expected to be able to foster children's knowledge and awareness of moral values anti-violence, so that it becomes an anticipation that they do not commit and experience acts of violence.

scholarly journals Hubungan Aktivitas Penggunaan Teknologi Untuk Pembelajaran Pengembangan Oleh Guru PAUD

2020 ◽  
Vol 3 (02) ◽  
pp. 28-39
Author(s):  
Febrialismanto Febrialismanto ◽  
Hidayatun Nur
Keyword(s):  
Social Media ◽  
Early Childhood ◽  
Search Engine ◽  
Moral Values ◽  
Teacher Roles ◽  
Childhood Education ◽  
Design Learning ◽  
Learning Development ◽  
Children's Development ◽  
Children’S Development

Perang guru dalam pembelajaran sangat besar salah satunya adalah kemampuan guru dalam mendesain pembelajaran. Guru juga harus memiliki kemampuan untuk dapat mengatahui dan juga untuk menggunakan TIK. Guru yang maju adalah guru yang dapat menjadikan TIK untuk mempersiapkan pembelajaran ataupun menggunakan dalam proses pembelajaran. Pada PAUD mempersiapkan perkembangan agar dapat berkembang dengan baik. Perkembangan tersebut berupa kognitif, bahasa, motorik, nilai agama dan moral, serta sosial. Perkembangan anak tersebut diramu dalam pembelajaran pengembangan untuk masing masing perkembangannya. Aktivitas guru dan pendukung menggunakan teknologi seperti menggunakan mutimedia, wifi, menggunakan android, memiliki sosmed tidak memiliki hubungan dengan pembelajaran pengembangan oleh guru. Aktivitas penggunaan serch engine yang memiliki hubungan dengan pembelajaran pengambangan oleh guru. Dari hasil peneliti dapat diketahui guru belum memanfaatkan dengan baik aktivitas penggunaan teknologi untuk meningkatkan kemampuan untuk pembelajarang pengembangan untuk perkembangan anak.   One of the great teacher roles in learning is the ability of teachers to design learning. The teacher must have the ability to know and to use ICT. Advanced teachers are teachers who can make ICTs to prepare for learning or to use it in the learning process. Early Childhood Education teachers prepare the development so that it can develop properly. There are the development of cognitive, language, motor, religious and moral values, and social. The children's development is colaborated in development learning for each of their development. Teacher and supporter activities using technology such as using multimedia, wifi, using Android, having social media do not have a relationship with learning development by the teacher. The activities of using search engine which has a relationship with learning floating by the teacher. Based on the result, the researchers concluded that teachers are not good at using technology in  improving the ability of children's development.

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.

Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia

2021 ◽  
Author(s):  
Carolina Maldonado‐Carreño ◽  
Hirokazu Yoshikawa ◽  
Eduardo Escallón ◽  
Liliana Angélica Ponguta ◽  
Ana María Nieto ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Study ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

Impact Study: Early Education use and Child Outcomes up to Age 5

2020 ◽  
Vol 8 (10) ◽  
pp. 414-417
Author(s):  
David Hancock
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Education ◽  
Child Outcomes ◽  
Impact Study ◽  
Childhood Education ◽  
Education And Care ◽  
The Subject ◽  
Children's Development ◽  
Children’S Development

There is evidence to suggest that early childhood education and care has a significant impact on children's development. A recent report on the subject has revealed some interesting conclusions about the link between settings and outcomes

scholarly journals ‘Grandmother, aren’t you going to sing for us?’ Current childcare practices and caregivers’ perceptions of and receptivity to early childhood development activities in rural Burkina Faso

2019 ◽  
Vol 4 (2) ◽  
pp. e001233 ◽  
Author(s):  
Jennifer Hollowell ◽  
Mari Dumbaugh ◽  
Mireille Belem ◽  
Sylvain Kousse ◽  
Tessa Swigart ◽  
...  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Burkina Faso ◽  
Early Childhood Development ◽  
Sub Saharan Africa ◽  
Childhood Development ◽  
Media Intervention ◽  
Sub Saharan ◽  
Children's Development ◽  
Children’S Development

IntroductionEffective stimulation and responsive caregiving during the first 2 years is crucial for children’s development. By age 3–4 years, over 40% of children in sub-Saharan Africa fail to meet basic cognitive or socioemotional milestones, but there are limited data on parenting and childcare practices. This study, conducted to inform the design of a mass media intervention, explored practices, perceptions, motivators and obstacles to childhood development-related practices among parents and caregivers of children aged 0–2 years in rural Burkina Faso.MethodsWe performed two rounds of six focus groups with 41 informants in two villages, using an adapted version of the Trials of Improved Practices methodology. These first explored beliefs and practices, then introduced participants to the principles and benefits of early childhood development (ECD) and provided illustrative examples of three practices (interactive ways of talking, playing and praising) to try with their children. One week later, further discussions explored participants’ experiences and reactions. Data were analysed inductively using thematic content analysis.ResultsExisting activities with young children were predominantly instructive with limited responsive interaction and stimulation. Participants were receptive to the practices introduced, noted positive changes in their children when they adopted these practices and found engagement with children personally rewarding.ConclusionInteractive, stimulating activities with young children did not appear to be widespread in the study area, but caregivers were receptive to information about the importance of early stimulation for children’s development. ECD messages should be tailored to the local sociocultural context and consider time limitations.

scholarly journals The use of storytelling techniques in extratextual activities for the development of children's expressive language skills

2021 ◽  
Vol 7 (2) ◽  
pp. 212
Author(s):  
Dewi Fitriani ◽  
Umar Bin Abdul Aziz
Keyword(s):  
Early Childhood ◽  
Language Acquisition ◽  
Language Development ◽  
Learning Process ◽  
Language Skills ◽  
Expressive Language ◽  
Positive Influence ◽  
Children's Development ◽  
Children’S Development

Language skills, the key elements for children’s development, are often used as a benchmark to measure the development of all abilities he/she possessed. For early childhood, time spent at school is an opportunity for them to develop their language skills, especially expressive language. The storytelling method often found in PAUD is still less innovative. This triggers boredom and result in neglecting learning process that is detrimental to students, especially in improving expressive language skills. The use of relevant techniques in extratextual activities during the learning process combined with the storytelling method will be very helpful for children. There are 12 extratextual techniques for teachers to do and nine techniques that can be done by children. These two categories of extratextual activities can make the storytelling method richer and ensure the achievement of learning targets specifically related to children’s language acquisition. This extratextual activity can trigger the development of children's expressive language in terms of adding new vocabulary, increasing the meaning of old and new vocabulary and developing vocabulary into sentences in everyday conversation. The conditioning carried out in the application of this extratextual activity also has a positive influence in terms of four aspects of language development, namely the development of phonology, semantics, grammar and pragmatics. In phonology, children are strengthened how to pronounce the alphabet correctly; in semantics, children get meaning reinforcement and additional meaning from a vocabulary; on grammar and pragmatics, improvement is given to the arrangement of correct grammar when old and new vocabulary is used in conversation.

scholarly journals Finding Fitting Solutions to Assessment of Indigenous Young Children’s Learning and Development: Do It in a Good Way

2021 ◽  
Vol 6 ◽  
Author(s):  
Jessica Ball
Keyword(s):  
Early Childhood ◽  
Rural Communities ◽  
Ways Of Knowing ◽  
Learning And Development ◽  
Early Childhood Programs ◽  
Children’S Learning ◽  
Indigenous Children ◽  
Children's Development ◽  
Children’S Development ◽  
Children's Learning

Standardized, norm-referenced assessments of young children’s learning and development pose a number of challenges when used with Indigenous children, beginning with the very notion of the construct “early childhood” that runs counter to some Indigenous ways of knowing and being. Indigenous community leaders and knowledge keepers reject the idea that all children should develop according to a homogenizing universal standard that is not grounded in specific culturally based goals and practices surrounding children’s development and does not respect each child’s unique character. Three key problems arise with creating appropriate assessment of Indigenous young children’s learning and development: 1) assessment in early childhood programs is often done from the perspective of whether children are on track to be ready for school; 2) school systems, early childhood programs, and practitioners face a barrage of pressure to measure children’s “progress” against universalist norms derived from Euro-Western ways of knowing and goals for children’s development; and 3) knowledge of diverse Indigenous young children’s varied lived experiences in today’s urban and rural communities is extremely limited. This paper discusses these obstacles and draws from the author’s many years of collaborating with Indigenous children, families, and communities to co-create culturally relevant assessment in a good way.

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