POTENSI PEMBELAJARAN AUDIO DAN RADIO INTERAKTIF DALAM MEMBERIKAN PELAYANAN PENDIDIKAN ANAK USIA DINI DI INDONESIA (SUATU KAJIAN TEORITIS)

2009 ◽  
Vol 10 (2) ◽  
pp. 105-111
Author(s):  
Denny Setiawan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cost Effective ◽  
The United States ◽  
Kindergarten Children ◽  
Small Scale ◽  
Education Programs ◽  
Childhood Education ◽  
The Government ◽  
Simple Technology

Many challenges must be faced by thr GOI in developing the program, nowadays the Govemment of lndonesia (G01) through Early Childhood Education (ECE) Department has been enhancing early childhood education programs for 0 to 8 year old children. The major challenges are children access to early childhood education services and quality of early childhood education programs. Considering the challenges, The United States Agency for Intemational Development (USAID) in partnership with Indonesia's Ministry of National Education is currently implementing a small scale interactive audio instruction (1AI) pilot program targeting 5-6 year olds and their teachers in seven provinces. The program can simultaneously lead acfivities to kindergarten children and teachers as well as train the teachers, who don't have early childhood education background, and how to create high qualityactivities for children. Because of its' simple technology, the program can be applied in various Indonesia district condition, This paper explores the potential role a simple technology can play in assisting the government meet its early childhood education goals and discusses whether something as commonplace as a CD player or radio, when coupled with a proven education methodology, could present a cost effective way to achieving quality at scale.

Early Childhood Teacher Education in Global Perspective

2019 ◽  
Author(s):  
Olivia N. Saracho
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Reform ◽  
Early Childhood Teachers ◽  
The United States ◽  
Global Perspective ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Childhood Education

Teacher educators assume that the teacher education programs in their own countries provide a comprehensive scope of possible selections. Nevertheless, how teacher education is planned and implemented differs in each country. They have different practices in both early childhood education and teacher preparation programs, even though American early childhood education theories and practices have guided them. In addition, countries differ in their early childhood education teacher qualifications. Teacher education programs have been attempting to prepare global-minded early childhood teachers who can function in other countries. Teachers who are prepared with global perspectives are able to help students succeed in the interconnected world where they encounter challenges throughout their lives. The globalization of early childhood education and the preparation of teachers in the United States and other countries appear ultimately to be achieving importance, respectability, acknowledgment, and wisdom. Several countries have engaged in transforming early childhood teachers through educational reform, which calls upon countries to expand and improve early childhood care and education. Educational reform has intermittently been a main topic of discourse and seldom an emphasis of commitment in countries around the world. Frequently these reform attempts have emphasized the necessity to advance children’s knowledge, abilities, and views to help them become good citizens and productive adults. Whereas developments may not be equivalent from country to country, the movement is continuous. It is encouraging to see countries functioning to advance programs to prepare teachers of young children and to cope with the demanding difficulties and concerns of early childhood education and the preparation of early childhood teachers.

Teachers’ perspectives on communication and parent engagement in early childhood education programs for migrant farmworker children

2020 ◽  
Vol 18 (2) ◽  
pp. 115-129 ◽  
Author(s):  
Julia Smith
Keyword(s):  
United States ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Head Start ◽  
Lived Experience ◽  
Parent Engagement ◽  
The United States ◽  
Education Programs ◽  
Migrant Farmworker ◽  
Childhood Education

As early childhood education programs in the United States increasingly serve a growing number of children from linguistically and culturally diverse families, understanding teacher practices to better serve these families continues to be an important focus for the profession. In programs that serve migrant farmworker families, little is known about teachers’ communication practices and ways in which teachers promote parent engagement with migrant farmworker families. This article explores the practices of teachers relevant to family communication and engagement in Migrant and Seasonal Head Start programs, a branch of Head Start program for farmworker families, mostly of Mexican origin. This study used qualitative methods of in-depth interviews and a focus group to bring forth the perspectives and lived experience of Spanish-speaking and English-speaking teachers working with farmworker families in the Great Lakes region of the United States. Key findings illustrate the role of shared language and culture, mediated language barriers, the reliability of interpreters and written communication, and authentic ways of creating home–school connections with the migrant farmworker community.

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.

scholarly journals PENANAMAN BUDAYA ANTI KEKERASAN SEJAK DINI PADA PENDIDIKAN ANAK MELALUI KEARIFAN LOKAL PERMAINAN TRADISIONAL (Instill Anti-Violence Culture At Early Stage of children Education Through Local Wisdom Of Traditional Games)

Jurnal HAM ◽  
2016 ◽  
Vol 7 (2) ◽  
pp. 111
Author(s):  
Oksimana Darmawan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Learning Process ◽  
Early Stage ◽  
Education Programs ◽  
Local Regulation ◽  
Childhood Education ◽  
Inductive Approach ◽  
Children Education

Implementasi Program Nawacita Pemerintahan Jokowi-Jusuf Kalla sebagai revolusi karakter bangsa, maka diperlukan aplikatif pembentukan karakter positif anak sejak dini melalui kearifan lokal permainan tradisional. Permasalahannya adalah bagaimana potensi kearifan lokal yang terdapat dalam permainan tradisional dapat dimanfaatkan di satuan pendidikan anak usia dini dan pendidikan dasar untuk menanamkan budaya anti kekerasan. Tujuan penelitian ini adalah menilai potensi kearifan lokal yang terdapat dalam permainan tradisional dapat dimanfaatkan di satuan pendidikan anak usia dini dan pendidikan dasar untuk menanamkan budaya anti kekerasan. Jenis penelitian adalah kualitatif melalui metode eksploratif dengan pendekatan induktif. Kesimpulan penelitian adalah potensi kearifan lokal yang terkandung dalam permainan tradisional dapat dimanfaatkan untuk mengenalkan budaya anti kekerasan, yaitu dengan merefleksikan dan memaknai kandungan nilai permainan tradisional dalam proses pembelajaran dan aktivitas bermain anak. Untuk itu disarankan, perlu peraturan daerah sampai peraturan gubernur sebagai peraturan pelaksana permainan tradisional agar bisa diterapkan di satuan pendidikan anak usia dini dan pendidikan dasar.AbstractImplementation of Jokowi-Jusuf Kalla’s administration Nawacita program as nation character revolution, so it is necessary to build a positive and applicative character to children, early through the local wisdom of traditional games. This purpose of this research is to assess local wisdom potencies in traditional games can make benefits at early childhood education programs and primary education to establish idea and attitude of anti-violence culture. This research is qualitative with an explorative method and inductive approach. It concludes that local wisdom potencies can be useful to recognize anti-violence culture by reflecting and interpreting values of traditional games in learning process and child playing activities. It suggested that it is important to regulate rule of traditional games both local regulation and governor regulation of early childhood education programs and primary education.

Human Capital Formation and Criminal Behavior: The Role of Early Childhood Education

2012 ◽  
Vol 12 (1) ◽  
Author(s):  
Marcelo Rodrigues Dos Santos
Keyword(s):  
Human Capital ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Criminal Behavior ◽  
Capital Accumulation ◽  
Cost Effective ◽  
Dropping Out ◽  
School Resources ◽  
Prevention Policy ◽  
Childhood Education

Abstract This paper develops an overlapping generations model of criminal behavior, which extends prior research on crime by taking into account parental decisions about their children's education and about sending them to school when they become adolescents. Additionally, it is also assumed that acquired ability in childhood and school resources interplay to determine the student's probability of leaving school before graduation. Therefore, considering that dropping out of school and criminality are endogenously determined by the quality of early childhood education, school inputs and law enforcement parameters, this paper offers a framework to study the effects of interventions in early education on criminality and human capital accumulation vis-à-vis enhancing school resources and public spending on enforcement. Numerical simulations show that stimuli to increase investments in the education of children from disadvantaged families are much more cost-effective as a crime-prevention policy than expenditures on school resources and police protection.

scholarly journals Partnerships in Early Childhood Education and Care: Empowering Parents or Empowering Practitioners

2012 ◽  
Vol 2 (1) ◽  
pp. 14-25 ◽  
Author(s):  
Elizabeth Rouse
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Years ◽  
Decision Makers ◽  
Professional Status ◽  
Small Scale ◽  
Practice Model ◽  
Childhood Education ◽  
Learning Framework ◽  
Education And Care

Research acknowledges that outcomes for young children are enhanced when effective partnerships are developed between educators and families. The Australian Early Years Learning Framework provides direction for the professional practice of early childhood educators by acknowledging the importance of educators working in partnership with families. In the Victorian state-based early years framework, family-centred practice has been included as the practice model. Family-centred practice has as its core a philosophy of professionals supporting the empowerment of parents as active decision makers for their child. The early childhood education and care sector in Australia, however, is made up of a workforce which is largely perceived as being undervalued as a profession. This raises questions as to the capacity of these educators to support the empowerment of parents when they themselves are coming from a position of disempowerment due to their professional status. This article reports on findings from a small-scale study of childhood educators working in a long day-care setting which aimed to identify perceptions of the partnerships that exist between themselves and parents. In the course of the investigation, it became evident that some of educators felt disempowered in the relationships that exist with some families.

scholarly journals Affordances for 1- to 3-year-olds’ risky play in Early Childhood Education and Care

2018 ◽  
Vol 16 (3) ◽  
pp. 258-275 ◽  
Author(s):  
Rasmus Kleppe
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rating Scale ◽  
Theoretical Concept ◽  
Small Scale ◽  
Age Group ◽  
Complex Environments ◽  
Childhood Education ◽  
Education And Care ◽  
Risky Play

This article focuses on how Early Childhood Education and Care institutions provide for 1- to 3-year-olds’ risky play—a previously little researched topic—utilizing data from an exploratory, small-scale study investigating aspects of risky play in the age-group. The main findings describe how three essentially different Early Childhood Education and Care centers provide different opportunities for risky play. These environments are assessed with the theoretical concept of affordance and suggest that versatile, flexible, and complex environments and equipment—with little objective risk—are optimal for children’s risky play in this age-group. Being a new topic, the affordance assessment is discussed in relation to a standardized measurement, the Infant-Toddler Environment Rating Scale—Revised edition. Findings indicate that the two approaches partly coincide but also that there are discrepancies. Interpretations and implications are discussed.

Sign in / Sign up

Export Citation Format

Share Document