scholarly journals Efek Pendidikan Anak Usia Dini (PAUD) Bagi Kemampuan Interaksi Sosial Anak

2020 ◽  
Vol 11 (4) ◽  
pp. 431
Author(s):  
Tri Sakti Widyaningsih ◽  
Tamrin Tamrin
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Early Childhood Education ◽  
P Value ◽  
Chi Square ◽  
Cross Sectional ◽  
Childhood Education ◽  
The Social ◽  
Social Interaction Skills ◽  
Interaction Skills

Background: Given the importance of early childhood education in child growth and development, the role of child caregivers in the school area community needs to conduct research on how management provides good stimulation when children enter pre-school age by providing an overview of the effectiveness of early childhood education (PAUD) on interaction ability Children Social at RA Islamic Tunas Bangsa 4 Semarang City. Methods: This study aims to determine the effectiveness of Early Childhood Education (PAUD) on the Social Interaction Ability of Children in RA Islamic Tunas Bangsa 4 Semarang City. The type of research used was quantitative with non-experimental used a cross-sectional design where the researcher seeks to analyze the effectiveness of children's social interaction skills assessed through the snake and ladder game intervention between groups of children who have attended PAUD and children who do not participate in PAUD in RA Islamic Tunas Bangsa 4 Semarang City by involving all children who fall into the criteria, according to the needs of the researcher. The population in this study were 57 children at kindergarten (TK A) in RA Islamic Tunas Bangsa 4 Semarang City. The sample in this study were members of the population who met the inclusion and exclusion criteria of the study sample, as many as 36 children. Results: The study used the Chi Square analysis test and statistically the p value was 0.001 (<0.05). Conclusion: The conclusion in this study is that H0 is rejected Ha is accepted, there are differences in the social interaction of children who attend PAUD and do not participate in PAUD in RA Islamic Tunas Bangsa 4 Semarang City. Suggestion: So that teachers can be creative in using game tools that function to develop the social interaction skills of students in RA Islamic Tunas Bangsa 4 Semarang City. Keywords: social interaction skills; early childhood education ABSTRAK Latar Belakang: Mengingat pentingnya pendidikan Usia Dini dalam pertumbuhan dan perkembangan anak, maka peran perawat anak di komunitas area sekolah perlu melakukan penelitian bagaimana cara manajemen memberikan stimulasi yang baik ketika anak memasuki usia pra sekolah dengan memberikan gambaran tentang Efektifitas Pendidikan Anak Usia Dini (PAUD) Terhadap Kemampuan Interaksi Sosial Anak Di RA Islamic Tunas Bangsa 4 Kota Semarang. Metode: Penelitian ini bertujuan mengetahui Efektifitas Pendidikan Anak Usia Dini (PAUD) Terhadap Kemampuan Interaksi Sosial Anak Di RA Islamic Tunas Bangsa 4 Kota Semarang. Jenis penelitian yang digunakan adalah kuantitatif dengan metode non eksperimental (observasional) dengan menggunakan rancangan cross sectional dimana peneliti berupaya untuk menganalisis efektifitas kemampuan interaksi sosial anak yang dinilai melalui intervensi permainan ular tangga antara kelompok anak yang sudah pernah mengikuti PAUD dan anak yang tidak mengikuti PAUD di RA Islamic Tunas Bangsa 4 Kota Semarang dengan cara melibatkan semua anak yang masuk dalam kriteria, sesuai kebutuhan peneliti. Populasi dalam penelitian ini adalah anak yang duduk pada usia taman kanak-kanak (TK A) di RA Islamic Tunas Bangsa 4 Kota Semarang sejumlah 57 anak. Sampel dalam penelitian ini adalah anggota populasi yang memenuhi kriteria inklusi dan ekslusi sampel penelitian, sebanyak 36 anak. Hasil: Penelitian menggunakan uji analisis Chi Square dan secara statistik didapatkan nilai p-value = 0,001 (<0,05). Kesimpulan :Kesimpulan dalam penelitian ini adalah H0 ditolak Ha diterima, ada perbedaan interaksi sosial anak yang mengikuti PAUD dan tidak mengikut PAUD di RA Islamic Tunas Bangsa 4 Kota Semarang. Saran: Agar guru dapat berkreasi dalam menggunakan alat permainan yang berfungsi untuk mengembangkan kemampuan interaksi sosial peserta didik di RA Islamic Tunas Bangsa 4 Kota Semarang. Kata Kunci: kemampuan interaksi sosial; pendidikan anak usia dini

scholarly journals PERBEDAAN TINGKAT KEMANDIRIAN PADA ANAK PRASEKOLAH (3-5 TAHUN) YANG MENGIKUTI PAUD dan TIDAK MENGIKUTI PAUD KOTA PEKALONGAN

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Ni’matul Ulya ◽  
Pedvin Ratna Meikawati ◽  
Putri Andanawarih
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
P Value ◽  
Cross Sectional ◽  
Childhood Education ◽  
Significant Difference ◽  
Quota Sampling

Salah satu prinsip dasar PAUD memberikan rangsangan pendidikan mencakup semua aspek perkembangan anak termasuk perkembangan kemandirian anak.Salah satu hal penting dalam perkembangan anak umur 3-5 tahun adalah perkembangan sikap sosialnya.Tujuan penelitian ini untuk mengetahui perbedaan tingkat sosialisasi anak prasekolah (3-5 tahun) yang mengikuti PAUD dan tidak mengikuti PAUD.Penelitian menggunakan desain penelitian deskriptif komparatif dengan pendekatan cross sectional. Populasinya adalah 164 anak usia prasekolah (3-5 tahun) di Kelurahan Medono Kota Pekalongan. Teknik pengambilan sampel dengan simple random sampling untuk 40 anak prasekolah yang mengikuti PAUD dan quota sampling untuk 40 anak prasekolah yang tidak mengikuti PAUD. Analisis univariat menggunakan tabel distribusi frekuensi dari setiap variabel, sedangkan analisis bivariat menggunakan uji statistik kruskal wallis untuk menguji hipotesis komparatif dua sampel independen.Hasil penelitian tingkat kemandirian anak yang mengikuti PAUD sebagian besar dalam kategori sedang (62,5 %) dan tidak mengikuti PAUD sebagian besar dalam kategori sedang (82,5 %) dan kurang (10 %). Melalui uji independent kruskal wallis didapatkan p value = 0,000 < α (0,05), sehingga disimpulkan ada perbedaan yang signifikan tingkat sosialisasi anak prasekolah yang mengikuti PAUD dan tidak mengikuti PAUD.Kata Kunci : Kemandirian, Anak Prasekolah, PAUDOne of the basic principles of early childhood education provides educational stimulation covering all aspects of child development including the development of child self-reliance. One important thing in the development of children aged 3-5 years is the development of social attitudes. The purpose of this study to determine the difference in the level of socialization of preschoolers (3-5 years ) who follow PAUD and do not follow PAUD.The research used descriptive comparative research design with cross sectional approach. The population is 164 preschoolers (3-5 years old) in Medono Urban Pekalongan City. Sampling technique with simple random sampling for 40 preschool children who follow PAUD and quota sampling for 40 preschool children who do not follow PAUD. The univariate analysis used the frequency distribution table of each variable, while the bivariate analysis used a crucial wallist statistic test to test the comparative hypothesis of two independent samples.The results of the research on the independence level of children following the early childhood education were mostly in the medium category (62.5%) and did not follow the PAUD mostly in the medium category (82.5%) and less (10%). Through independent test kruskal wallis obtained p value = 0,000 <α (0,05), so it is concluded there is significant difference of level of socialization of preschool children who follow early childhood and not follow PAUD.Keywords: Independence, preschool children, PAUD

scholarly journals PENGARUH PENDIDIKAN ANAK USIA DINI TERHADAP PERKEMBANGAN KONDISI SOSIAL-EMOSI ANAK USIA PRASEKOLAH

2020 ◽  
Vol 2 (1) ◽  
pp. 36
Author(s):  
Asmarita Asmarita ◽  
Abdurrahman Hamid ◽  
Agnita Utami
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Emotional Development ◽  
Sampling Technique ◽  
P Value ◽  
Social And Emotional Development ◽  
Cross Sectional ◽  
Childhood Education ◽  
Social And Emotional ◽  
Value Of Children

The social and emotional development of young children is affected by many stimulating factors, and one of those factors is early childhood education. However, not all pre-school children have the opportunity to attend early childhood education. This study was aimed at comparing children’s social and emotional development of those who attend and do not attend early childhood education. This comparative study was carried out using a cross-sectional approach among 72 participants divided into 2 groups: 36 participants who attend early childhood education and 36 participants who do not attend early childhood education. Accidental sampling technique was applied to select samples, Non-parametric statistical test employed was the Mann Whitney test.  Comparison value of children attending and not attending early childhood education was P-value 0.000; the emotional comparison value was P-value 0.040. It means there were differences in social and emotional development between children who attend early childhood education and those who do not attend early childhood education. It can be concluded that early childhood education can help stimulate the development of children. Parents should pay more attention to their children’s social and emotional development, whereas if parents cannot be the medium to support children’s social and emotional development, they should engage their children to early childhood education.

scholarly journals HUBUNGAN TINGKAT PENGETAHUAN IBU TENTANG PAUD DENGAN KEIKUTSERTAAN ANAK PADA PAUD DI DESA KARANGBANGUN JUMAPOLO KABUPATEN KARANGANYAR

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Lilik Sriwiyati ◽  
Endang Dwi Ningsih ◽  
Lusiana Ambarningrum
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Programs ◽  
Object Knowledge ◽  
Chi Square ◽  
Cross Sectional ◽  
Childhood Education ◽  
Overt Behavior ◽  
Children’S Participation ◽  
Children's Participation

Background  Knowledge comes from learning, it occurs when a person sensed toward an object. Knowledge or cognitive ability is a very important domain affecting someone’s behaviour (overt behavior). The participation in children in Early Childhood Education Programs is affected by their parent’s knowledge.Research purpose of this research is to seek the relation between mother’s knowlegde level of Early Childhood Education Programs with the children’s participation in Early Childhood Education Programs at Karangbangun Village, Karanganyar Regency.Methods This research is a relational study and use cross sectional method. This research has two variables, the first variable is mother’s knowledge level of Early Childhood Education Programs as a independent variable and the second variable is children’s participation as a dependent variable. The samples were 30 responden selected by using total sampling method. Collecting data use questionaire paper. Data analysis use Chi square Test with p 0,05.Results of this research are the children’s participation is 25% on whose mother’s knowlegde level considered as average and 78,57% on whose mother’s knowlegde level considered as high. Statistical test use Chi Quadrat with the result p=0,003.The conclusion of this research is that there is a relation between mother’s knowlegde level of Early Childhood Education Programs with the children’s participation in Early Childhood Education Programs at Karangbangun Village, Karanganyar Regency.Keyword: Knowlegde of Early Childhood Education Programs and children’s participation in Early Childhood Education Programs

scholarly journals Vulnerabilidade social e a cárie dentária na primeira infância

2021 ◽  
Vol 2 (6) ◽  
pp. 1550-1562
Author(s):  
Amanda Albuquerque Diniz ◽  
Isabelle Monteiro Da Silva Lima ◽  
Karyne Barreto Gonçalves Marques ◽  
Luiz Carlos Costa Madeira Alves ◽  
Ingrid Cordeiro Monte ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Early Childhood ◽  
Social Vulnerability ◽  
Descriptive Statistics ◽  
Categorical Variables ◽  
Chi Square ◽  
Cross Sectional ◽  
The Social ◽  
Chi Square Test

Objetivo: Estimar a prevalência da cárie em crianças na primeira infância sob vulnerabilidade social. Métodos: Pesquisa do tipo transversal realizada no Instituto da Primeira Infância - Iprede, com crianças sob vulnerabilidade social em Fortaleza, Ceará. A coleta de dados foi realizada, em dezembro de 2018 a abril de 2019, com 363 crianças aleatoriamente, por meio de exame bucal e questionário. Os dados foram analisados através de estatística descritiva e do teste qui-quadrado para variáveis categóricas. Resultados: Observou-se uma prevalência de cárie de 35,6%, e que de 1 a 4 lesões representavam a maior porcentagem (23,7%). Elevado percentual de crianças nunca foi ao dentista (81,3%); semelhante percentual nunca sentiu dor de dente (82,3%). Conclusão: Apesar da vulnerabilidade social, a prevalência de cárie foi baixa, e sugere-se realização de ações para minimizar os efeitos da doença na qualidade de vida e desenvolvimento infantil.   Objective: To estimate the prevalence of caries in children in early childhood under social vulnerability. Methods: Cross-sectional research conducted at the Instituto da Primeira Infância - Iprede, with children under social vulnerability in Fortaleza, Ceará. Data collection was carried out, from December 2018 to April 2019, with 363 children randomly, through oral examination and questionnaire. The data were analyzed using descriptive statistics and the chi-square test for categorical variables. Results: There was a prevalence of caries of 35,6%, with 1 to 4 caries representing the highest percentage (23,7%). A high percentage of children never went to the dentist (81,3%); a similar percentage never experienced toothache (82,3%). Conclusion: Despite the social vulnerability, the prevalence of caries was low, and actions to minimize the effects of the disease on quality of life and child development are suggested.

scholarly journals The Impact of COVID-19 on Eating Environments and Activity in Early Childhood Education and Care in Alberta, Canada: A Cross-Sectional Study

Nutrients ◽  
2021 ◽  
Vol 13 (12) ◽  
pp. 4247
Author(s):  
Lynne M. Z. Lafave ◽  
Alexis D. Webster ◽  
Ceilidh McConnell ◽  
Nadine Van Wyk ◽  
Mark R. Lafave
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Healthy Eating ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Childhood Education ◽  
Education And Care ◽  
The Impact

Early childhood education and care (ECEC) environments influence children’s early development and habits that track across a lifespan. The purpose of this study was to explore the impact of COVID-19 government-mandated guidelines on physical activity (PA) and eating environments in ECEC settings. This cross-sectional study involved the recruitment of 19 ECEC centers pre-COVID (2019) and 15 ECEC centers during COVID (2020) in Alberta, Canada (n = 34 ECEC centers; n = 83 educators; n = 361 preschoolers). Educators completed the CHEERS (Creating Healthy Eating and activity Environments Survey) and MEQ (Mindful Eating Questionnaire) self-audit tools while GT3X+ ActiGraph accelerometers measured preschooler PA. The CHEERS healthy eating environment subscale was greater during COVID-19 (5.97 ± 0.52; 5.80 ± 0.62; p = 0.02) and the overall score positively correlated with the MEQ score (r = 0.20; p = 0.002). Preschoolers exhibited greater hourly step counts (800 ± 189; 649 ± 185), moderate-to-vigorous PA (MVPA) (9.3 ± 3.0 min/h; 7.9 ± 3.2 min/h) and lower sedentary times (42.4 ± 3.9 min/h; 44.1 ± 4.9 min/h) during COVID-19 compared to pre-COVID, respectively (p < 0.05). These findings suggest the eating environment and indices of child physical activity were better in 2020, which could possibly be attributed to a change in government-mandated COVID-19 guideline policy.

Attitudes of early childhood education teachers towards educational inclusion and the social adjustment of students with disabilities

2021 ◽  
Vol LXXXII (4) ◽  
pp. 255-268
Author(s):  
Karolina Mudło-Głagolska
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Adjustment ◽  
Social Adaptation ◽  
Childhood Education ◽  
Cognitive Component ◽  
The Social ◽  
Teachers Attitudes

Research shows that teachers' attitudes are a decisive element of the effective inclusion of students with disabilities, thereby conducive to the social adaptation of these students. The aim of the study was to determine the relationship between teachers' attitudes towards inclusive education and the social adjustment of students with disabilities. The sample consisted of 79 teachers of early childhood education working in a mainstream school and having a student in their class with a decision on the need for special education. The study used the Multidimensional Attitudes Scale towards Inclusive Education and the Classroom Behaviour Inventory Preschool to Primary. The results obtained in the study allow the conclusion that the positive beliefs of a teacher towards inclusive education (cognitive component of attitude) are most strongly associated with the social adaptation of a student with a disability. The conducted study showed that the teacher's readiness to modify the physical environment, his communication method and the methods of assessment with regard to the student's abilities and needs is related to the social adaptation of students with disabilities in a mainstream class. These aspects seem to be essential for the optimal functioning of a student with a disability in a mainstream class. The role of teachers' attitudes towards inclusive education in shaping the social adjustment of students with disabilities was emphasized.

Early Teacher Training Across European Countries

2018 ◽  
pp. 71-80
Author(s):  
Ma Isabel Amor Almedina ◽  
Rocío Serrano Rodríguez
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Early Childhood Education ◽  
Cultural Diversity ◽  
Great Influence ◽  
European Countries ◽  
Childhood Education ◽  
The Social ◽  
Integral Development ◽  
Technological Competences

This chapter presents the evolution of Early Childhood Education in Spain from different educational laws. The progression of these is confirmed as a stage of custody and care until its consideration as an educational stage, which has their owns signs of identity and even a curriculum. Likewise, it is shown that the learning of other languages and the development of technological competences has made Pre-School Education an effective tool for linguistic and cultural diversity. This matter is caused by the social and political changes, which have had a great influence on education. Research and experience confirm that Early Childhood Education is a substantial stage in support of the integral development of children at these ages, in which their benefits are extrapolated and remain over a lifetime.

scholarly journals Vaccination uptake among Australian early childhood education staff: assessing perceptions, behaviours and workplace practices

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Holly Seale ◽  
Stephanie Dwyer ◽  
Alamgir Kabir ◽  
Rajneesh Kaur
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Policy And Practice ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Center Staff ◽  
Childhood Education ◽  
Staff Members ◽  
Education Centre ◽  
Mandatory Vaccination

Abstract Background Early Childhood Education Centre (ECEC) staff are strongly recommended to receive several immunizations including influenza and pertussis. However, evidence regarding the uptake is either old or lacking across all Australian States/Territories. This study aimed to explore the attitudes and barriers around ECEC staff vaccination and the immunisation policy/practices employed at their workplaces. Methods An online cross-sectional survey was undertaken of staff members (administrators and childcare center staff) in early 2017. We compared the individual’s knowledge, attitude and practices as well as the centre’s policy and practice variables between the vaccinated and unvaccinated respondents. A logistic model was used to identify the factors associated with uptake of the different vaccines. Results A total of 575 ECEC staff completed the survey. Sixty percent reported being aware of the recommendations about staff immunisation. While participants did acknowledge that they could spread diseases if unvaccinated (86%), 30% could not recall receiving a dTpa in the last 10 years. Private centres were less likely to provide free or onsite vaccination compared to other categories of centres. Less than half reported receiving any encouragement to get the influenza vaccine and only 33% reported that their centre provides onsite influenza vaccination. Regarding the introduction of mandatory policies, 69% stated that they would support a policy. Conclusion Employers should consider supporting methods to maximize vaccination of their employees including providing free onsite vaccination. Participants were open to idea of mandatory vaccination; however, this needs to be explored further to determine how vaccine costs and access issues could be resolved.

Food Allergy Readiness and Anaphylaxis Management in Early Childhood Education and Care in Western Australia

2018 ◽  
Vol 43 (4) ◽  
pp. 43-47 ◽  
Author(s):  
Karina Hammershaimb Jacobsen ◽  
Ros Sambell ◽  
Amanda Devine ◽  
Sandra Vale
Keyword(s):  
Early Childhood ◽  
Food Allergy ◽  
Early Childhood Education ◽  
Western Australia ◽  
Online Survey ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Childhood Education ◽  
Education And Care ◽  
Available Resources

WITH THE INCREASE IN prevalence of food allergy (FA) in young children, early childhood education and care (ECEC) providers are likely to have more enrolments of children who are at risk of anaphylaxis. This study examines the status of FA management in ECEC, and assesses the services’ current readiness to prevent and manage FA. A cross-sectional study comprising an online survey with multiple-choice and open-ended questions was conducted with 53 long day care services in Western Australia. Among the respondents, 83 per cent of services had at least one child enrolled with FA, 96 per cent had an FA policy, and 91 per cent required staff to undertake anaphylaxis training. A high level of self-reported confidence and skills were demonstrated; however, gaps were identified in risk-minimisation knowledge, use of adrenaline (epinephrine) autoinjectors and available resources. Extensive promotion of available resources will help improve compliance with anaphylaxis guidelines.

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