Peningkatan Kapasitas Kurikulum 2013 Pendidikan Usia Dini Pada Guru dan Pengelola PAUD Al Birru Nasyiatul Aisyiyah

Early Childhood Education (PAUD) is an embryo of children's education in shaping a generation of people who are superior and dignified. Education provided to children aged 0-6 years primarily introduces physical activity to stimulate the child's motoric development, affection and introduce the process of socializing to children. Considering the importance of PAUD, the curriculum 2013 PAUD has now been developed, where previously there was no specific curriculum that could be used in the learning process in PAUD. Applying the curriculum 2013, the teachers still did not have enough capacity to be able to translate the concepts of the curriculum into the learning process. Therefore, training was carried out in an effort to increase capacity in the application of the Curriculum 2013 PAUD. The analytical method used is descriptive analysis and inference. The result of this activity is that there is a change in knowledge about the 2013 PAUD curriculum for the training participants. Participants give evaluators on the implementation of training in general is good. Outcome of this training the participants are required to disseminate the curriculum 2013 PAUD material

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Sobrevoo e trilhas da pesquisa: caminhos para olhar a Educação Infantil

Educação em Foco ◽

10.22195/2447-5246v23n220183049 ◽

2018 ◽

Vol 23 (2) ◽

pp. 590-607

Author(s):

Marta Nidia Maia

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Early Learning ◽

Research Strategies ◽

Doctoral Thesis ◽

Specific Field ◽

Childhood Education ◽

Children's Education ◽

Children’S Education

Este texto está centrado no processo e estratégias de pesquisa de tese de doutorado já defendida. Seu objetivo é apresentar os caminhos trilhados para elaboração da tese que trata do Currículo da Educação Infantil e sua relação com datas comemorativas. Propôs-se a ouvir sujeitos envolvidos no cotidiano desse currículo – profissionais e crianças. A pesquisa é um exercício de compreensão do particular como forma de apreensão do real, olhando a especificidade como parte de um todo no qual se insere e representa. Os indícios encontrados no campo específico da pesquisa, dizem respeito a ele, mas não só. Dizem respeito à totalidade que o produz, aos sistemas, às escolas, aos sujeitos implicados com a Educação Infantil e seu currículo. Palavras-chave:Pesquisa – Currículo – Educação Infantil This text is centered in the process and doctoral thesis research strategies already advocated. Your goal is to present the paths for the preparation of the thesis dealing with the curriculum of early childhood education and its relationship with anniversaries. It was proposed to hear those involved in the daily curriculum that - professionals and children. The research is a particular understanding of the exercise as real apprehension so, looking at the specificity as part of a whole in which it operates and is. The evidence found in the specific field of research, relate to it, but not only. They relate to all the produce, systems, schools, the subjects involved with the Children's Education and curriculum. Key words:Search - Curriculum - Early Learning

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Urgensi Pendidikan Anak Usia Dini Dalam Perspektif Hadits di Masa Pandemi Coronavirus

JECED : Journal of Early Childhood Education and Development ◽

10.15642/jeced.v3i1.601 ◽

2021 ◽

Vol 3 (1) ◽

pp. 1-14

Author(s):

Afifah Fatihakun Ni'mah Wahidah ◽

Muhammad Alfatih Suryadilaga

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Cultural Values ◽

Moral Values ◽

Childhood Education ◽

Children's Education ◽

The Family ◽

Children’S Education ◽

Role Of Parents

Urgency Parents have an important role for Early Childhood Education especially with the covid outbreak so that children have to learn from home. This article aims to examine the urgency of Early Childhood Education education in the perspective of hadith, especially the hadith on the obligations of parents in educating children, which is associated with conditions in the era of the Coronavirus pandemi. Family is the first and foremost education for a person. Education in the family plays a role in developing character, personality, cultural values, religious and moral values, and simple skills. There is a physical distancing policy so that learning is carried out online (in a network) so that the role of parents is very urgent in ensuring the continuity of their children's education. is the responsibility of the parents; Second, the best gift parents give their children is a good education; Third, parents as the first and foremost madrasa, especially for early childhood, are responsible for their children's education.

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„To learn with” as an alternative voice for children’s education. Introduction to a European Project: Teaching for Holistic, Relational and Inclusive Early Childhood Education (THRIECE)

Kwartalnik Pedagogiczny ◽

10.5604/01.3001.0013.1858 ◽

2019 ◽

Vol 64 (1(251)) ◽

pp. 175-182

Author(s):

Leah O’Toole ◽

Claire Regan ◽

Agnieszka Nowak-Łojewska

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Social Aspects ◽

Childhood Education ◽

Children's Education ◽

European Project ◽

Children’S Education ◽

Point Of Departure ◽

Inclusive Early Childhood

Th e issue of the text focuses on the category of learning. The analysis of the term “learning” in the behaviouristic, humanistic and the interpretive aspects serves as a point of departure. The latter approach is exploited for further analyses in order to select the category “to learn with…”. This category is described in terms of the European Project THRIECE – Teaching for Holistic, Relational and Inclusive Early Childhood Education and presents its potential for children’s education in cognitive, emotional and social aspects.

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Early childhood education as special resource and initial step in preparation of creative and responsible citizen-worker

Management of the personnel and intellectual resources in Russia ◽

10.12737/186 ◽

2013 ◽

Vol 2 (1) ◽

pp. 0-0

Author(s):

Ушакова ◽

S. Ushakova

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Early Education ◽

Initial Step ◽

International Community ◽

Childhood Education ◽

Children's Education ◽

Health And Development ◽

Children’S Education ◽

Social Importance

The international community increasingly recognizes the enormous social importance of children’s early education and upbringing, the need for State’s regulating role in implementation of complex of services providing children’s education , health and development.

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CONSTRUÇÃO DA AUTONOMIA NA EDUCAÇÃO INFANTIL: interações entre crianças e professoras

InterEspaço Revista de Geografia e Interdisciplinaridade ◽

10.18764/2446-6549.2019.9651 ◽

2019 ◽

Vol 5 (18) ◽

pp. 9651

Author(s):

Maria Fabrícia de Medeiros ◽

Adelaide Alves Dias

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

El Nino ◽

Video Recording ◽

Daily Routine ◽

Childhood Education ◽

Children's Education ◽

Palabras Clave ◽

Children’S Education ◽

The City

CONSTRUCTION OF AUTONOMY IN EARLY CHILDHOOD EDUCATION: interactions between children and teachersCONSTRUCCIÓN DE AUTONOMÍA EN LA EDUCACIÓN INFANTIL: interacciones entre los niños y los maestrosRESUMOEste estudo investigou as interações e afetividade entre professoras-criança e criança-criança e suas implicações para o processo da autonomia infantil. Observou-se a rotina diária de uma turma de Maternal 2 com 26 crianças de 3 anos, uma professora e uma monitora em um CREI-Centro de Referência em Educação Infantil na cidade de João Pessoa-PB. A técnica empregada foi a de vídeogravação de episódios interativos e os dados foram tratados por meio da análise microgenética, onde dividimos os episódios interativos em 3 (três) tipos de díades: criança-criança, professoras-criança e criança-professoras. Os resultados indicam que as crianças resistiam e construíam sua autonomia entre os pares. É oportuno dizer que encontramos um ambiente com interações intercaladas entre afetivas e proporcionadoras da construção da autonomia (criança-criança) e outras disciplinadoras (professora ou monitora-criança).Palavras-chave: Autonomia; Interações; Afetividade.ABSTRACTThis study investigated the interactions and affection between child teachers and child-child and its implications for the process of children's autonomy. There was the daily routine of a group of Maternal 2 with 26 children 3 years old, a teacher and a monitor in a Children's Education Reference CREI-Center in the city of João Pessoa-PB. The technique used was the video recording of interactive episodes and the data were treated by microgenetic analysis, where we divided the interactive episodes in three (3) types of dyads: child-child, child-teachers and child- teachers. The results indicate that children resisted and building their autonomy among peers. It is fair to say that we find an environment with interactions interspersed between affective and proporcionadoras the construction of autonomy (child-child) and other disciplinary (teacher or monitor-child).Keywords: Autonomy; Interactions; Affectivity.RESUMENEste estudio investigó las interacciones entre maestros y afecto y cuidado de los niños y sus implicaciones para el proceso de autonomía de los niños. No era la rutina diaria de un grupo de Maternal 2 con 26 niños de 3 años, un profesor y un monitor de referencia Educación CREI - centro de niños en la ciudad de João Pessoa -PB. La técnica utilizada fue la grabación en vídeo de episodios interactivos y los datos fueron tratados mediante análisis microgenético, donde se dividió a los episodios interactivos en tres (3) tipos de díadas: Familias con niños, Apto para maestros y niños-profesores. Los resultados indican que los niños se resistieron y la construcción de su autonomía entre pares. Es justo decir que nos encontramos con un entorno con interacciones intercalados entre afectiva y proporcionadoras la construcción de la autonomía (el niño-niño) y otra disciplina (profesor o monitor-niño).Palabras clave: La Autonomía; Interacciones; La Afectividad.

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A OBSERVAÇÃO NA EDUCAÇÃO INFANTIL COMO FORMA DE RESPEITO ÀS CRIANÇAS

Colloquium Humanarum ◽

10.5747/ch.2019.v16.n3.h440 ◽

2019 ◽

Vol 16 (3) ◽

pp. 156-161

Author(s):

Viviane Barrozo Manfré ◽

Cinthia Magda Fernandes Ariosi

Keyword(s):

Qualitative Research ◽

Early Childhood ◽

Early Childhood Education ◽

Meaningful Learning ◽

Educational Practice ◽

Childhood Education ◽

Children's Education ◽

Education Professional ◽

Integral Development ◽

Children’S Education

This work focuses on the theme of observation as a powerful tool to the educational practice in early childhood education, through which it is possible to establish interactions that aim to ensure meaningful learning, contributing to the integral development of the child. The purpose of this study was to reflect on the concept of observation, what are the implications for the pedagogical work in children's education and what is it for, in order to contribute to the improvement of educational practices in children's education respecting children. Therefore, this work was carried out based on the presuppositions of the qualitative research, of a bibliographical nature, based on a consultation on materials that discuss the theme that we propose to discuss and reflect on.Among the observed aspects, we find that the observation brings as a benefit to the educational practice the knowledge, respect, appreciation of the children and the construction of positive relationships, once, when understanding the child, the teacher begins to change his posture with respect to it, resulting in new behaviors in both. It is understood, therefore, that observation is a fundamental element for an education that respects children, because it is only through a careful and careful look that the education professional offers the best development experiences.

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The Impact of a Workplace Wellness Program on Provider Health in Early Childhood Education Settings

Workplace Health & Safety ◽

10.1177/2165079919882732 ◽

2019 ◽

Vol 68 (2) ◽

pp. 65-72 ◽

Cited By ~ 1

Author(s):

Jamie N. Powers ◽

Charlotte V. Farewell ◽

Emily Maiurro ◽

Jini Puma

Keyword(s):

Physical Activity ◽

Early Childhood ◽

Logistic Regression ◽

Early Childhood Education ◽

Health Behaviors ◽

Healthy Eating ◽

Fruits And Vegetables ◽

Workplace Wellness ◽

Physically Active ◽

Childhood Education

Background: Early childhood education (ECE) working environments often contribute to poor health outcomes. The purpose of this study was to describe healthy eating–related and physical activity–related awareness and adoption of behavior change of ECE providers after participating in a workplace wellness (WW) program and to explore facilitators and barriers to ECE provider participation in WW program. Methods: The WW program offered healthy eating and physical activity challenges to promote ECE provider health and well-being. Approximately 1,000 ECE providers in Colorado from 35 ECE settings were invited to participate. After the intervention, ECE providers completed two surveys: (a) a provider postsurvey and (b) a WW challenge survey. Multivariable logistic regression modeling was used to examine factors associated with percent agreement that participation in the WW program increased awareness and adoption of health behaviors. Findings: A total of 250 (25%) ECE providers participated in WW program from 2015 to 2017. After participation, approximately 84% of respondents agreed they were more aware of the importance of eating fruits and vegetables and of being physically active, while 81% reported eating more fruits and vegetables, and 80% reported being more physically active in the workplace. Logistic regression models found that the length of time teaching in ECE settings was positively and significantly associated (odds ratio [OR] = 1.10, 95% confidence interval [CI] = [1.00, 1.21]) with the odds of providers agreeing that participation in the WW program increased their awareness of health behaviors. Conclusion/Application to Practice: The design and implementation of WW programs that emphasize facilitators, such as intrinsic and extrinsic motivation, as well as reduce barriers, such as time constraints and unachievable goal setting, may increase the awareness and adoptions of healthy eating–related and physical activity–related behaviors among ECE work settings.

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