scholarly journals Optimizing the Cooperation Between Teacher and Parents in the Implementation of Studying From Home for Early Childhood

2021 ◽  
Vol 13 (3) ◽  
pp. 2391-2398
Author(s):  
Nini Aryani ◽  
Nopa Wilyanita
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Positive Attitude ◽  
Qualitative Approach ◽  
Teaching Materials ◽  
Childhood Education ◽  
Learning At Home ◽  
Method Of Instruction ◽  
Teachers And Parents ◽  
At Home

Early childhood education is being conducted at home in the event of a Covid-19 pandemic. Parents in the WhatsApp Group receive teaching materials from the teacher via this method of instruction. As a result, teachers and parents must work together to ensure that children at home are still receiving an education that is tailored to their individual needs. This study used a qualitative approach based on interviews with teachers and parents from five Aisyiyah Bustanul Athfal Kindergartens located in Pekanbaru City. In the study, teachers and parents found that a positive attitude in communication patterns between them. They can lead to good patterns of cooperation, with parents being able to guide and motivate their children while implementing learning at home and being directly involved in learning with children by accompanying their children while studying.

scholarly journals STRATEGI ORANG TUA DALAM MENDAMPINGI ANAK USIA DINI BELAJAR DARING DI RUMAH

2021 ◽  
Vol 6 (1) ◽  
pp. 86
Author(s):  
Ida Bagus Alit Arta Wiguna ◽  
Ni Luh Drajati Ekaningtyas
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Early Childhood Education ◽  
Analysis Data ◽  
Shared Responsibility ◽  
Childhood Education ◽  
Offline Learning ◽  
Learning At Home ◽  
The Government ◽  
At Home

<p align="center"><strong><em>Abstract</em></strong></p><p><em>            Early childhood education is a shared responsibility of various parties; not only the government, but also schools, teachers and families (parents). During online learning, learning activities at home are part of the responsibiliy of the parents. This study aims to determine the strategies used by parents in accompanying their children during online learning at home. This research uses descriptive exploration techniques with qualitative analysis. Data collection was carried out in three different early childhood education institutions (PAUD). The results of the data analysis shows that TK A carries out full online learning and uses mentoring strategies by parents including preparing learning equipments, monitoring children during learning, and explaining subjects that are not understood by the children. PAUD B applies semi-online learning using a strategy: parents take and collect children’s homework every Monday. Meanwhile, PAUD C implements offline learning with a mentoring strategy in which the teacher conducts home visits. Parents in PAUD C have a role to supervise their children in learning, where parents come home from work and take the time to accompany their children, then advise the teachers to visit their homes. In general, it can be concluded that basically parents have no reason to not provide assistance to their children while learning from home during the COVID-19 pandemic. The synergyy between teachers and parents is the essence of a good early childhood education.  </em><em></em></p>

MENGASAH KECERDASAN NATURALISTIK MELALUI PENDIDIKAN CINTA KELAUTAN PADA ANAK USIA DINI

2017 ◽  
Author(s):  
Alice Zellawati
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Positive Attitude ◽  
Learning Activities ◽  
Biological Resources ◽  
Childhood Education ◽  
Large Potential ◽  
Younger Generation ◽  
Teachers And Parents ◽  
Early Childhood Learning

<p>The territory of Indonesia is dominated by oceans with very large potential of biological and non-biological resources, but the utilization is not optimal. The interest of the younger generation will encourage a positive attitude to develop marine and maritime potential of Indonesia. Developing naturalistic intelligence through marine-love education in early childhood is a necessary and urgent foundation for teachers and parents. The current<br />maritime theme still becomes a theme that has not been widely taught in early childhood education,with the result that developing naturalistic intelligence is an inseparable part of early childhood learning activities in the classroom, and outside the classroom as a whole and become part of the teachers and parents responsibility.</p><p><strong>Keywords : Naturalistic Intelligence, Maritime, Eearly Childhood</strong></p><p><br />Wilayah Indonesia didominasi oleh lautan dengan potensi sumber daya hayati maupun non hayati yang sangat besar, namun pemanfaatannya belumlah optimal. Kecintaan generasi muda akan mendorong suatu perilaku yang positif untuk mengembangkan potensi kelautan dan kebaharian Indonesia. Mengasah kecerdasan naturalistik melalui pendidikan cinta kelautan pada anak usia dini adalah dasar yang perlu dan mendesak dilakukan oleh guru dan orangtua. Tema kelautan saat ini masih menjadi tema yang belum banyak diajarkan di Pendidikan Anak Usia Dini, sehingga mengasah kecerdasan naturalistik adalah bagian yang tidak dapat dipisahkan dalam kegiatan pembelajaran anak usia dini di kelas, dan di luar kelas yang secara keseluruhan dan menjadi bagian dari tanggungjawab guru serta orangtua.</p><p><strong>Kata kunci : Kecerdasan Naturalistik, Kelautan, Anak Usia Dini</strong></p>

scholarly journals Distance Learning of Indonesian Early Childhood Education (PAUD) during the Covid-19 Pandemic

2020 ◽  
Vol 2 (2) ◽  
pp. 105-115
Author(s):  
Heny Solekhah
Keyword(s):  
Early Childhood ◽  
Distance Learning ◽  
Early Childhood Education ◽  
Lesson Plan ◽  
School Closures ◽  
Positive Communication ◽  
Childhood Education ◽  
Learning At Home ◽  
The Government ◽  
Teachers And Parents

The outbreaks of Covid-19 influence the Indonesian education nationally, including early childhood education (PAUD). Since the school closures in March, the teachers have attempted to implement the distance learning. This study is conducted in a school in Kendal. The teacher shared her experiences in conducting the learning based on the emergency curriculum. It is found that the government has given the support by publishing the twelve books for the learning at home policy and providing the internet data. Most of the books are about playing with children and positive communication. Parents’ roles in distance learning have greater proportion than the teachers. Parents in this situation have the duties to supervise the learning, to conduct the learning, and to assist teachers in assessment. The teachers construct the weekly lesson plan, communicate the steps of learning process, and evaluate the students’ progress. However, both teachers and parents experience barriers due to the lack of skills in using technology and inability to provide learning materials to support six aspects of child development. 

(In)visible perceptions of objects (‘things’) during early transitions: Intertwining subjectivities in ECEC

2021 ◽  
pp. 146394912110279
Author(s):  
E Jayne White ◽  
Fiona Westbrook ◽  
Kathryn Hawkes ◽  
Waveney Lord ◽  
Bridgette Redder
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Vital Role ◽  
New Materialism ◽  
Object A ◽  
Childhood Education ◽  
Mediating Tools ◽  
Teachers And Parents ◽  
To Receive

Objects in early childhood education (ECEC) experiences have begun to receive a great deal more attention than ever before. Although much of this attention has emerged recently from new materialism, in this paper we turn to Merleau-Ponty’s phenomenological concern with the (in)visibility of ‘things’ to illuminate the presence of objects within infant transitions. Drawing on notions of écart and reversibility, we explore the relational perceptions objects are bestowed with on the lead up to, and first day of, infant transitions. Recognizing the intertwining subjectivities that perceive the object, a series of videos and interviews with teachers and parents across three ECEC sites in Australia and New Zealand provided a rich source of phenomenological insight. Our analysis reveals objects as deeply imbued anchoring links that enable relational possibilities for transitions between home and ECEC service. Visible and yet invisible to adults (parents and/or teachers) who readily engage with objects during earliest transitions, the significance of things facilitates opportunities to forge new relationships, create boundaries and facilitate connections. As such, our paper concludes that objects are far more than mediating tools, or conceptual agents; they provide an explicit route to understanding with potential to play a vital role in supporting effective early transitions when granted visibility within this important phenomenon.

scholarly journals Implementasi Kurikulum dan Strategi Pembelajaran Pendidikan Agama Islam pada PAUD

2015 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Zul Fa
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Religious Education ◽  
Curriculum Implementation ◽  
Implementation Process ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Religious Values ◽  
Education Curriculum ◽  
Childhood Education

Kurikulum merupakan bagian integral dari pendidikan. Kurikulum juga merupakan media untuk menumbuhkan nilai-nilai agama pada anak-anak, terutama di bidang pendidikan anak usia dini (usia 0-6 tahun). Fokus utama dari penelitian ini adalah beberapa Pendidikan Anak Usia Dini (PAUD) di Kota Salatiga dan Kabupaten Semarang. Penelitian ini bertujuan untuk memperoleh suatu tujuan, faktual, akurat dan sistematis proses pelaksanaan kurikulum pendidikan Islam dan strategi yang diterapkan pada objek penelitian. Data dikumpulkan dengan beberapa metode yaitu observasi, dokumentasi dan wawancara. Kemudian data yang dikumpulkan dianalisis dengan menggunakan pendekatan deskriptif kualitatif. Hasil penelitian menunjukkan pelaksanaan kurikulum pendidikan agama Islam di PAUD di Salatiga dan kabupaten Semarang sudah mengacu pada standar di Permendiknas Nomor 58 tahun 2009. Beberapa dari mereka belum mengacu patokan dasar pemerintah. Mereka juga melakukan pengembangan yang sesuai dengan karakteristik masing-masing lembaga. Bahan pendidikan agama Islam yang diberikan cocok dengan tahap perkembangan peserta didik. Materi tersebut disampaikan melalui bercerita, bercakap-cakap, tugas, Iqro ', simulasi dan praktek. Curriculum is an integral part of education. The curriculum is also a medium to cultivate of religious values in children,especially in early childhood education (ages 0-6 years). The main focus of this study is some early childhood education in Salatiga and Semarang district. This study is aimed to gain an objective, factual, accurate and systematic of curriculum implementation process of Islamic education and its strategies that applied in the research object. The data is collected by several methods namely, observation, documentation and interviews. Then the gathered data were analyzed using descriptive qualitative approach. The results indicate the implementation of Islamic religious education curriculum in early childhood education in Salatiga and Semarang districts already refers to the standards in Permendiknas No. 58 of 2009. Some of them have not referring to the government's basic benchmark. They also undertake the development which is appropriate with the characteristics of each institution. The materials of Islamic religious education is given suited with stage of learners’ development. It is delivered by storytelling, chatting, assignments, Iqro ', simulation and practice. Kata kunci: implementasi, kurikulum pendidikan Islam, strategi

scholarly journals Socioenvironmental Educommunication as a pedagogical strategy in early childhood education

2020 ◽  
pp. 54-72
Author(s):  
José Vicente de FREITAS ◽  
Felipe Nóbrega FERREIRA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Education ◽  
Qualitative Approach ◽  
Audiovisual Material ◽  
Pedagogical Strategy ◽  
Childhood Education ◽  
Teaching Learning ◽  
The Relationship ◽  
The City

This article discusses the concept of Socioenvironmental Educommunicationin the context of preschool education. An interface that emerges from the relationship between Educommunication and Environmental Education, this concept will be exposed based on a bibliographic systematization, when it becomes possible to find the contemporary intersections that arise from the use of audiovisual technology as mediation in the teaching-learning process. Such analysis will be done taking into consideration the documentary 1,2,3 Playing –Reinventing School Spaces, produced by the city of Joinville, Santa Catarina, which brings an audiovisual material made by the students. Using a quanti-qualitative approach, emerges the pedagogical power of Socioenvironmental Education, which ends up bringing to the scene language and content that project another way of thinking the school. Finally, there is a reflection on how, based on particularities, it is possible to create educational policies that contemplate the audiovisual tool in early childhood education.

scholarly journals Pre-school nutrition-related behaviours at home and early childhood education services: findings from the Growing Up in New Zealand longitudinal study

2018 ◽  
Vol 21 (7) ◽  
pp. 1222-1231 ◽  
Author(s):  
Sarah Gerritsen ◽  
Sarah E Anderson ◽  
Susan MB Morton ◽  
Clare R Wall
Keyword(s):  
Health Promotion ◽  
Early Childhood ◽  
Longitudinal Study ◽  
New Zealand ◽  
Early Childhood Education ◽  
School Nutrition ◽  
Growing Up ◽  
Childhood Education ◽  
High Adherence ◽  
At Home

AbstractObjectivePre-school nutrition-related behaviours influence diet and development of lifelong eating habits. We examined the prevalence and congruence of recommended nutrition-related behaviours (RNB) in home and early childhood education (ECE) services, exploring differences by child and ECE characteristics.DesignTelephone interviews with mothers. Online survey of ECE managers/head teachers.SettingNew Zealand.SubjectsChildren (n 1181) aged 45 months in the Growing Up in New Zealand longitudinal study.ResultsA mean 5·3 of 8 RNB were followed at home, with statistical differences by gender and ethnic group, but not socio-economic position. ECE services followed a mean 4·8 of 8 RNB, with differences by type of service and health-promotion programme participation. No congruence between adherence at home and in ECE services was found; half of children with high adherence at home attended a service with low adherence. A greater proportion of children in deprived communities attended a service with high adherence, compared with children living in the least deprived communities (20 and 12 %, respectively).ConclusionsChildren, across all socio-economic positions, may not experience RNB at home. ECE settings provide an opportunity to improve or support behaviours learned at home. Targeting of health-promotion programmes in high-deprivation areas has resulted in higher adherence to RNB at these ECE services. The lack of congruence between home and ECE behaviours suggests health-promotion messages may not be effectively communicated to parents/family. Greater support is required across the ECE sector to adhere to RNB and promote wider change that can reach into homes.

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