Peran Orang Tua dalam Pembentukan Nilai Karakter Anak Usia Dini melalui Metode Qashash al-Qur’an

2020 ◽  
Vol 4 (1) ◽  
pp. 52-66
Author(s):  
Vita Fitriatul Ulya
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Rapid Development ◽  
Educational Environment ◽  
Religious Values ◽  
Main Character ◽  
Ministry Of Education ◽  
Mutual Cooperation ◽  
The Family ◽  
Age Range

Parents have a very important role in developing the character of early childhood, because the family is the first and foremost educational environment for children. Early childhood is where children are in the age range of zero to six years and during this time the child is experiencing very rapid development. There are several methods that parents can do in instilling character values, one of which is by telling stories. Stories are considered effective because they remember the characteristics of young children who have a great curiosity, like to fantasize and imagine. The main character values ​​according to the Ministry of Education and Culture include integrity, nationalist, mutual cooperation, independent and religious values. The five characters can be taught by parents through learning the story of the Qur'an or Qashash al-Qur'an. Many stories in the Koran can be used as lessons and lessons, including the stories of previous Prophets, stories of people with good personalities not the Prophet's group and stories about events in the time of the Prophet. All the stories contained in the Koran can be used as lessons. Parents as the main and first teacher should tell these stories to children so that good character, personality or character is formed and they always become people who believe in God.

scholarly journals Islamic Perspective of Anti-Violence Education for Early Childhood in The Family Environment

2016 ◽  
Vol 1 (1) ◽  
pp. 43-56
Author(s):  
Luluk Atirotu Zahroh
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Family Environment ◽  
Educational Environment ◽  
Islamic Perspective ◽  
The Family ◽  
Early Chilhood ◽  
Intelligence Development ◽  
The Impact

Anti-violence education implemented in various educational environment, equally important the family environment. The impact of violence against spiritual emotional intelligence development of children leads to the negative things. Include that realize or not, violence that showed by parents have instilled hatred and excessive fear in children. Violence will infuse stubborn and rude in children, give wound in the hearts of children until they are adults. Islam teaches anti-violence education, especially on the early chilhood education, have to carry out with great affection. Many verses of the holy Koran which instruct to educate children with affection. The term like qaulan layyinan, qaulan ma'rufan and so on are some command to teach and interact with students full with love and through the good ways. Keyword: anti-violence education, early chilhood. Pendidikan anti kekerasan diterapkan di berbagai lingkungan pendidikan, dan tidak kalah pentingnya yaitu lingkungan keluarga. Dampak kekerasan orang tua terhadap perkembangan kecerdasan emosional spiritual anak ini mengarah pada hal-hal yang negatif. Dampak tersebut diantaranya adalah: sadar atau tidak kekerasan yang dilakukan orang tua telah menanamkan kebencian dan rasa takut yang berlebihan pada diri anak. Kekerasan akan menanamkan sifat keras dan sikap kasar pada diri anak, membekaskan luka di hati anak hingga mereka dewasa. Islam mengajarkan pendidikan yang bersifat anti kekerasan, apalagi dalam konteks mendidik anak usia dini, dilakukan dengan penuh kasih sayang. Banyak ayat al-Qur’an yang memerintahkan mendidik anak dengan kasih sayang kepada putra-putranya yang masih kecil. Bahasa qaulan layyinan, qaulan ma’rufan dan sebagainya merupakan perintah untuk mendidik dan berinteraksi dengan anak didik dengan penuh kasih sayang dan cara yang baik. Kata Kunci: Pendidikan Anti Kekerasan, Anak Usia Dini.

scholarly journals EDUCATING CHILDREN TO BE A DISCIPLINE PERSON

2019 ◽  
Vol 3 (6) ◽  
pp. 1282
Author(s):  
Daviq Chairilsyah
Keyword(s):  
Early Childhood ◽  
Literature Review ◽  
Learning Strategies ◽  
Critical Period ◽  
Educational Environment ◽  
Scientific Journals ◽  
Community Environment ◽  
Moral Standards ◽  
The Family ◽  
Definition Of

The golden age is a critical period where parents must provide discipline as an initial foundation for children to be able to apply discipline early on. Cultivation of discipline needs to start as early as possible starting from within the family, the educational environment, and the community environment. This article will use the literature review method sourced from books and scientific journals in explaining the definition of discipline, the importance of discipline, and the discipline of learning strategies that can be carried out in early childhood. The purpose of writing this article is to give readers an understanding of the importance of discipline and strategies that can be done by parents and teachers in teaching discipline to young children.The things that can be done by parents and teachers is by practising the discipline of children routinely and consistently, getting used to behaving by values based on moral standards, and the need for parental control to develop internalized children. Besides, also recognize the age and stage of child development, invite children to talk from heart to heart, apply the consequences they receive when doing an action and finally give praise to the child when it is disciplined

scholarly journals Lessons From Research for Les Familles Exogames: A Literature Review

2016 ◽  
Vol 41 (2) ◽  
pp. 13
Author(s):  
Rachelle Blanchette Deans
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
English Language ◽  
Early Years ◽  
Educational Choices ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Petite Enfance ◽  
French Speaking ◽  
Early Childhood Settings

<p>In this article, I draw from a recent graduating project where I examined the lessons from research for <em>les familles exogames</em>. This expression is used in the French early childhood education and education sectors to refer to families where one parent is French speaking while the other has another (predominantly the English) language (Ontario Ministry of Education, 2004). The focus of this article is on parental decisions with respect to language or languages spoken at home and choices of early childhood settings and schools. Given the focus on parental choice, the inquiry question is: What does the scholarly research say about linguistic and educational choices for young children from <em>les familles exogames</em>? The inquiry centres on the linguistic and educational choices for young children from <em>les familles exogames</em> from sociocultural and ecological systems perspectives. I examine the extant literature on bilingualism and, more specifically, on bilingualism in <em>les familles exogames</em>, and I share implications from research that are meaningful to parents and early years professionals.</p><p><em>Cet article est tiré d’un projet de maîtrise où j’ai examiné les enseignements tirés de la recherche sur les familles exogames. L’expression « familles exogames » est utilisée, dans les secteurs de l’éducation et de l’éducation de la petite enfance en langue française pour désigner les familles formées d'un parent francophone et d’un parent s’exprimant dans une autre (habituellement l’anglais) langue (Ministère de l’Éducation de l’Ontario, 2004). Ce document s’intéresse notamment aux décisions que prennent les parents relativement à la langue parlée, ou aux langues parlées, à la maison ainsi qu’au choix du milieu de la petite enfance et de l’école. Puisque l’accent est mis sur le choix des parents, la question d’enquête est: Que disent les chercheurs au sujet des choix en matière de langue et d’éducation pour les jeunes enfants de familles exogames? L’enquête s’articule autour des choix linguistiques et éducatifs pour les jeunes enfants des familles exogames des points de vue socioculturel et des systèmes écologiques. J’ai ainsi passé en revue les ouvrages publiés qui traitent du bilinguisme, et plus particulièrement du bilinguisme dans les familles exogames, afin de communiquer des résultats de la recherche qui sont utiles aux parents et aux professionnels de la petite enfance. </em></p>

Moral education in Taiwanese preschools: Importance, concepts, and methods

2021 ◽  
pp. 147821032110405
Author(s):  
Yi-Huang Shih
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Moral Education ◽  
Critical Period ◽  
Life Experience ◽  
Preschool Teachers ◽  
Rapid Development ◽  
Relevant Literature ◽  
Moral Behavior ◽  
Social Abilities

Early childhood is a period of rapid development and growth, and regardless of physical, psychological, and social abilities, young children at this stage have great plasticity and strong imitation ability. Childhood is a critical period for individual learning; so preschool teachers must provide young children with appropriate moral education at this time. This paper is to discuss the importance of moral education for young children in Taiwan, analyze the relevant literature, and review the teaching concepts and methods of moral education. Moral education of young children is important because the ultimate goal of early childhood education is to shape the character of young children; so its content must focus on moral education, which cultivates moral values in young children. Moral education also develops an understanding of empathy and social responsibility for young children. This paper argues that preschool teachers must (1) respect young children’s moral subjectivity; (2) understand that early childhood is a critical period in which moral behavior is shaped, and (3) organize young children’s moral teaching from the concrete to the abstract. In terms of the optimal teaching methods, this paper proposes that preschool teachers use: (1) moral storytelling, (2) instructional media, (3) picture books, (4) discussion of moral issues, (5) peer learning, (6) moral narratives, (7) modeling moral behavior, (8) incorporate young children’s life experience, and (9) invite young children’s parents to participate in moral education. This study contributes to the literature on early childhood moral education and provides an insight into the praxis of moral education for young children in Taiwan.

scholarly journals PENDIDIKAN ANTI KEKERASAN UNTUK ANAK USIA DINI: KONSEPSI DAN IMPLEMENTASINYA

2017 ◽  
Vol 1 (2) ◽  
pp. 39-56
Author(s):  
Riris Eka Setiani
Keyword(s):  
Early Childhood ◽  
Child Abuse ◽  
Rapid Growth ◽  
Golden Age ◽  
Growth And Development ◽  
Educational Environment ◽  
Education Systems ◽  
Moral Language ◽  
The Family

Anti-violence education basically seeks to answer the issues raised lately relation to the increasingly widespread child abuse both within the family, society, and the more so in an educational environment. Acts of violence, whatever its form, can harm children, which affected my growth and development both concerning aspects of physical, cognitive, emotional and psycho-social. Early childhood, is the age at which the child is experiencing rapid growth and development in both the development of emotional, intellectual, and moral language, or commonly the golden age. Therefore, in an effort to maintain and ensure the growth and development of AU goes well and unavoidable acts of violence perpetrated by adults importance of education applied nuanced nati violence. In the implementation, presenting the anti-violence education systems and processes that are safe, comfortable, fun and free of actions that lead to violence.

scholarly journals PENGUATAN PENDIDIKAN KARAKTER ANAK USIA DINI PADA BUKU KUMPULAN DONGENG PAUD KEISTIMEWAAN BINATANG

2019 ◽  
Vol 24 (2) ◽  
pp. 307-318
Author(s):  
Kasmiati Kasmiati
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Character Education ◽  
Fairy Tales ◽  
Daily Life ◽  
Mutual Cooperation ◽  
Love Stories ◽  
The Media ◽  
The Impact

The results of this research are first, the early childhood book Tales Collection: Privilege of Animal presents five reinforcement of character education, namely religious, nationalist, independent, mutual cooperation, and integrity characters. Each of these characters is presented in fairy tales in the book, represented by animal figures which are be the main characters in storytelling. The five strengthening of this character education is presented in interesting fairy tales from the aspects of narration, content, and illustrations which the impact makes children love with the fairy tales of this book. This feeling of love that makes the process of strengthening character education happen. Second, the strengthening of character education is formed through the love of early childhood with the tales in this book, so that young children are enthusiastic when reading this fairytale book. This enthusiasm makes early childhood love stories in the fairy tales. This fondness then makes young children understand the contents of fairy tales, which then conditions young children to reflect, that is connecting the contents of the story and the value of characters in fairy tales with the daily life of children. From this the children then strengthened the character education of religious, nationalist, independent, mutual cooperation, and integrity in children. From here, the process of strengthening character education is formed and takes place with the media of early childhood Fairytale Book Collection: Privilege of Animals.

scholarly journals Strengthening Religious Characters: Efforts to Save Indonesia

2020 ◽  
Vol 1 ◽  
pp. 1-10
Author(s):  
Santy Andrianie ◽  
Laelatul Arofah ◽  
Restu Dwi Ariyanto
Keyword(s):  
Character Education ◽  
Cultural Values ◽  
Rapid Development ◽  
Early Age ◽  
Main Character ◽  
Ministry Of Education ◽  
The World ◽  
Younger Generation ◽  
The Government

The rapid development of the world must be balanced with strengthening the character of the Nation so that the younger generation does not lose the direction. Social problems caused by changes in cultural values among adolescents is one indicator of the declining character of the Indonesian nation. This condition is an alarm to improve the character of Indonesia from an early age. Through the Ministry of Education and Culture, the government has launched a program for Strengthening Character Education which was implemented early. Religious character becomes the main character that is proclaimed by the government to strengthen the character of the younger generation. Religious character has an important role as a director, guide, and balancer of other characters in students, so this character needs to be improved early on. The purpose of this study is to describe the role of religious characters in supporting the identity of the Indonesian nation's character. The method used is literature review. The results of this study will provide an overview of strategic steps to strengthen the religious character of senior highschool students.

scholarly journals Early childhood curriculum in Thailand: An investigation into perceptions of the cultivation of Thainess in young children

2021 ◽  
Author(s):  
◽  
Sureepan Iemamnuay
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Negative Impact ◽  
Multiple Case Study ◽  
Early Childhood Curriculum ◽  
Ministry Of Education ◽  
Multiple Case ◽  
The Government ◽  
Thai Culture

<p>In 2003, the Thai Government introduced a revised early childhood curriculum to replace the 1997 Pre-Primary Curriculum (Ministry of Education, 1997a). This was in response to social and economic changes in Thailand such as both parents working, increasing cultural diversity, and influences from other countries (Ministry of Education, 2003b; Renard, 2006). According to the Ministry of Education, these changes had a negative impact on the cultivation of Thainess and citizenship in a changing society. The 2003 Early Childhood Curriculum (2003-2017) provides a framework and specific guidelines for early childhood education and care for children from birth to 5 years of age (Ministry of Education, 2003b).  This study investigates how early childhood services addressed young children’s learning of Thai culture and identity when the early childhood services implemented the official curriculum. The investigation explored how services perceived the role of the government in supporting the cultivation of Thainess with young children. Parents’ perceptions of their participation in promoting Thainess with their children is also addressed.  The research design included a survey and a multiple case study, both carried out in two districts of central Bangkok: Klongtoey and Wattana. The survey received 235 responses while the multiple case study involved eight services. Semi-structured interviews were conducted with principals, head teachers, early childhood teachers, and parents. Document analysis was also used.  Findings revealed that the majority of the services integrated various aspects of Thai culture and identity into their daily programme despite the 2003 Early Childhood Curriculum not providing specific guidelines in this area. However, government regulations were key in promoting Thainess through young children’s participation in cultural activities and practices when attending early childhood services.</p>

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