scholarly journals Early Childhood Education Psychoeducation during the COVID-19

2022 ◽  
Vol 1 (1) ◽  
pp. 40-46
Author(s):  
Rikha Surtika Dewi ◽  
Maesaroh Lubis ◽  
Elfan Fanhas F Khomaeny ◽  
Fajar Nugraha ◽  
Nandh Anggarasari
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Formal Education ◽  
Community Partnership ◽  
Childhood Education ◽  
Activity Program ◽  
Intervention Method ◽  
Sources Of Support ◽  
Children's Activities ◽  
Partnership Program

The COVID 19 pandemic has made various changes in people's lives, also on Early Childhood Education. The Children hve been affected both directly and indirectly in formal and non-formal education, both education by parents and related institutions. Early Childhood Education and components of the system of education encountered various obstacles related to the implementation of children's activities during social restrictions. Referring to this problem, this Community Partnership Program activity is intended as an effort to anticipate obstacles that occur in Early Childhood Education during the pandemic situation. This Community Partnership Program is implemented through the Psychoeducation Activity Program which focuses on Early Childhood Education. The Psychoeducation Program use an intervention method that can be applied to individuals, families, and groups that focus on educating participants about significant challenges in life, helping participants develop sources of support and social support in facing, and developing coping skills to face these challenges

scholarly journals Need Assessment Of Learning Inclusive Program For Students In Nonformal Of Early Childhood Education

2018 ◽  
Vol 1 (1) ◽  
pp. 1-7
Author(s):  
Ari Putra
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Formal Education ◽  
Assessment Process ◽  
Learning Needs ◽  
Special Needs Children ◽  
Learning Program ◽  
Childhood Education

The concept of the inclusive program is an organized according to the ability and needs of students with the aim of learners to be successful and can optimize the potential within themselves. Currently, the inclusive program is newly embodied in formal education programs such as elementary, junior, and senior high schools. The current problem does not clear the maturity of the concept of the inclusive education program in non-formal education, especially in non-formal of early childhood education. This study aims to find out how the assessment process done by teachers in Bunayya Islamic preschooler finding out the source of learning needs such as students with special needs. The research method used is the qualitative method by using triangulation of subject, time, and place. The result of this research show that Bunayya Islamic preschooler make an initiative to create their own learning concepts without technical guidance such as inclusive curriculum development and lesson plans. Bunayya Islamic preschooler runs the learning program by planning, implementing and evaluating the needs of learning resources of children with special needs. The conclusion of this study are the teacher performs several steps such as the identification of special needs children, pre-qualification priorities and the development of the learning curriculum to adopted the learning interpretation and alternative program for preschoolers and parent’s concepts

scholarly journals EFEKTIVITAS KEGIATAN KELOMPOK KERJA GURU (KKG)

2017 ◽  
Vol 17 (1) ◽  
pp. 82-90
Author(s):  
Dewa Agung Putri Widiasih
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Formal Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
Childhood Education ◽  
Professional Educators ◽  
Educational Paradigm ◽  
Teacher Center

The act No. 14 of 2005, article 1, paragraph 1 states that the teachers are professional educators with the primary task of educating, teaching, guiding, directing, training, assessing and evaluating the students on the early childhood education, formal education, primary education, and middle educa- tion. The teachers are required to carry out the process of learning which includes exploration, elabo- ration and confirmation to change the educational paradigm, which is from the paradigm of teaching to the paradigm learning. The obstacle for the teachers is that because they have abandoned the strat- egy of teacher-centered learning (teacher center oriented) strategies in order to work on the student- centered learning orientation.

scholarly journals Fingerboard Media Development Calculate for the Cognitive Improvement of Teachers at RA Muslimat NU 1 Tulus Rejo

2021 ◽  
Vol 1 (1) ◽  
pp. 31-45
Author(s):  
Dewi Maftutah ◽  
Siti Roudhotul Jannah ◽  
Ferdian Utama
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cognitive Enhancement ◽  
Education Level ◽  
Media Development ◽  
Childhood Education ◽  
Cognitive Improvement ◽  
The Media ◽  
Children's Activities ◽  
Finger Pad

The development of media as a tool to improve children's development, especially at the early childhood education level, is very important. The assistance of media or educational play tools in children's activities at school is directly proportional to the slogan of playing while learning. This article aims to explain about letter board media assistance for PAUD teachers in schools, as well as children's cognitive enhancement through counting board media. The data used were obtained from observations, interviews, tests and interviews. This article finds that the development of finger pad media makes it easier for teachers as well as aids in children's cognitive enhancement. The finger board media used by the teacher has an impact on the joy of children with the media used. This article strengthens some of the previous articles about cognitive enhancement in children assisted by fun fingertip media.

scholarly journals URGENSI SEKOLAH PAUD UNTUK TUMBUH KEMBANG ANAK USIA DINI

Generasi Emas ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Raihana Raihana
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Growth And Development ◽  
Formal Education ◽  
The Body ◽  
Physical Growth ◽  
Social Emotional ◽  
Childhood Education ◽  
And Function ◽  
Physical Changes

Early childhood education institutions are one form of early childhood education in formal education pathways for zero to six years. Early childhood education, in essence is education that is organized with the aim to facilitate the growth and development of children as a whole or emphasize the development of all aspects of the child's personality. Therefore, education for early childhood especially kindergarten needs to provide various activities that can develop various aspects of development which include cognitive, language, social, emotional and physical. Growth and development are a process that occurs in every living creature naturally. Growth will undergo physical changes while the development of changes in the structure and function of the body more complex. Children are individuals who are in a range of developmental changes ranging from infancy to adolescence.

scholarly journals O movimento como porta de acesso para a aprendizagem (Movement as an access door for learning)

Retos ◽  
2021 ◽  
Vol 41 ◽  
pp. 834-843
Author(s):  
Amauri Aparecido Bássoli de Oliveira ◽  
Débora De Mello Gonçales Santana ◽  
Vânia De Fatima Matias de Souza
Keyword(s):  
Neural Networks ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Formal Education ◽  
Learning Processes ◽  
The Other ◽  
Childhood Education ◽  
The Creation ◽  
Pedagogical Relationship

Este ensaio teórico, de cunho bibliográfico objetivou refletir, com base nos pressupostos da neurociência, a importância do movimento e sua relação pedagógica com a Educação Física na Educação Infantil. Como resultados evidenciou-se que os processos de aprendizagem, provocados pelas vivências motoras diversificadas nas aulas de Educação Física, estimulam a criação e as interações entre as redes neurais, propiciando às crianças uma formação integral e significativa com reflexos nas demais etapas da educação formal. Depreende-se que uma estimulação motora organizada aproveitando as janelas de aprendizagem podem trazer benefícios para a vida de forma geral, potencializando as demais aprendizagens. Abstract: This theoretical essay, of a bibliographic nature, based on the assumptions of neuroscience, the importance of the movement and its pedagogical relationship with Physical Education in Early Childhood Education. As results it was evidenced how the learning processes, provoked by diversified motor experiences in physical education classes, stimulate the creation and interactions between neural networks, providing children with an integral and significant education with reflexes in the other stages of formal education. It can be insated that an organized motor stimulation taking advantage of learning windows can bring benefits to life in general, enhancing other learning.

scholarly journals MEWUJUDKAN GURU DAN TENAGA KEPENDIDIKAN PAUD DAN DIKMAS YANG MULIA, PROFESIONAL, DAN SEJAHTERA UNTUK MEMBENTUK INSAN INDONESIA YANG BERKARAKTER

2017 ◽  
Vol 12 (1) ◽  
pp. 1-8
Author(s):  
Abdoellah Abdoellah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Development ◽  
Formal Education ◽  
Community Education ◽  
Childhood Education ◽  
Educational Staff ◽  
Alternative Solutions ◽  
Future Condition

Educational practitioner and educational staff play an important role in reaching the nationaleducation objectives, including in non-formal education. Teachers of Kindergarten, Early ChildhoodEducation, and Community Education are expected to provide all level of society with quality educationalservices. The purpose of this article is to describe various efforts which have already done and to be doneby The Directorate of Teacher Development for Kindergarten, Early Childhood Education, and CommunityEducation, particular in 2017. The article presents in detail priority programs such as (1) strengthening theroles of teachers and supporting educational staff, (2) developing the teachers and supporting educationalstaff of Early Childhood Education and Community Education, and (3) improving the quality of managementof teachers and supporting educational staff of Early Childhood Education and Community Education.In addition, considering the exisiting and the future condition, a number of problems and threats are alsomentioned with some alternative solutions suggested. Keywords: educationist, supporting educational staff, competence

scholarly journals Penyelenggaraan Jalur Pendidikan Formal dan Nonformal

2019 ◽  
Vol 1 (2) ◽  
pp. 84-97
Author(s):  
Nurul Maziyatul Hasanah
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Data Analysis ◽  
Early Childhood Education ◽  
Data Collection ◽  
Formal Education ◽  
Infrastructure Management ◽  
Data Presentation ◽  
Childhood Education ◽  
The Subject

The implementation of formal and non-formal education channels aims to find out how the service components are in Early Childhood Education. This type of research is qualitative research. The subject used in this study was the principal of Early Childhood Education Salsabila Al-Muthi’in Yogyakarta. Data collection techniques using observation, interviews, and documentation. Data analysis used the Miles and Huberman model which included data presentation, data reduction, and drawing conclusions. The results showed that Salsabila Al-Muthi'in Integrated Early Childhood Education Yogyakarta, there are 7 components of Early Childhood Education  implementation in providing formal and non-formal Early Childhood Education, among the seven components including: curriculum, students, educators and education staff, facilities and infrastructure, management, financing and partnership.a

scholarly journals MEMBERDAYAKAN TENAGA KEPENDIDIKAN ANAK USIA DINI MELALUI PROGRAM SIMBIOSIS

2010 ◽  
Vol 5 (1) ◽  
pp. 99-104
Author(s):  
Kurniawan Catur Hidayat
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Formal Education ◽  
Media Development ◽  
Mutual Assistance ◽  
Childhood Education ◽  
Child Education ◽  
Alternative Solutions ◽  
Positive Reciprocity

Symbiotic programs provide alternative solutions to improve the quality of educators and teachers of non-formal education through the cooperation of mutual assistance between them. The programs provide a positive reciprocity between students majoring in Early Childhood Education and the teachers of Early Childhood Education in schools. The programs are conducted in the form of exchanging the theory and application of various knowledge of child education, media development, and "how to teach" development. Symbiotic programs provide a lot of positive value in improving the quality of teachers of early childhood education to increase their knowledge, skills, abilities, and expertise as educators as well as early childhood

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