scholarly journals Implementation of Blended Learning For Early Children in Kindergarten Bina Kebajikan

2021 ◽  
Vol 1 (8) ◽  
pp. 765-770
Author(s):  
Luli Andriany
Keyword(s):  
Early Childhood ◽  
Blended Learning ◽  
Early Childhood Development ◽  
Active Role ◽  
Childhood Development ◽  
Face To Face ◽  
Parental Assistance ◽  
Use Of Technology ◽  
Role Of Parents

The covid 19 pandemic that has hit the whole world has caused changes in various aspects of life, one of which is the world of education from the PAUD/TK, SD, SLTP, SLTA to tertiary levels must take online learning to break the chain of the spread of the covid 19 virus. This research uses the method qualitative (Classroom Action Research) which refers to observations and interviews. The learning carried out for early childhood uses the Blended-Learning method which is an approach using a mixed method between face-to-face and the use of technology for distance learning. Learning using blended-learning is suitable for the development of early childhood learning because teachers can directly interact or face-to-face through online media such as videocall, zoom, and google meet. Where this learning can also increase children's enthusiasm, school from home with parental assistance. The goal is that learning can run effectively and children can understand what the teacher is saying. The results showed that children can interact well, and are enthusiastic about doing activities that will be carried out the same as in schools in general, teachers can see the active role of students in activities, the active role of parents accompanying children at home during activities, teachers can assess directly how the role of the child during the activity, whether it is capable enough or still being helped. So that an assessment is achieved according to aspects of early childhood development.

scholarly journals Optimalisasi Kecerdasan Bahasa Anak Usia Dini melalui Metode Bermain Peran

2018 ◽  
Vol 1 (1) ◽  
pp. 12-24
Author(s):  
Indah Fajrotuz Zahro ◽  
Nurul Azizah Ria Kusrini
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Oral Communication ◽  
Role Playing ◽  
Childhood Development ◽  
Dramatic Play ◽  
Language Functions ◽  
Language Knowledge ◽  
Important Means

Language is one of the important aspects for early childhood development. Language functions as a means of communication as well as being an important means for the lives of children. It is dangerous to be a means for children to be able to interact with each other, share their experiences, and be able to improve intellectually, namely in order to develop their language knowledge and skills. For early childhood it is a period of development that must be fostered and developed so that they can make full use of their language skills. If the guidance, direction, and handling are not appropriate or even not obtained by the child causes language development that is not in accordance with what is expected by parents at home or by educators at school. The methods that can be done to stimulate and optimize children's language intelligence, including the method of question and answer, storytelling, tourist visits and play play (dramatic play). The role playing method consists of playing the role of macro and micro by going through the stages of playing an artificial role, playing with the object, pretending to be related to actions and circumstances, perseverance and oral communication. Based on data analysis and discussion, information can be obtained that the method of playing drama (play dramatically) / role playing is carried out in several stages, namely identifying figures, determining story settings, interpreting stories and values ​​contained, reflection and observation. The application of this technique is expected to provide optimization of early childhood language intelligence.

Parents and Technology

2019 ◽  
pp. 610-641
Author(s):  
Sean W. Mulvenon ◽  
Sandra G. Bowman
Keyword(s):  
Early Childhood ◽  
Rural Communities ◽  
Early Childhood Development ◽  
Well Being ◽  
Childhood Development ◽  
The Internet ◽  
Resource Model ◽  
Health And Nutrition ◽  
Use Of Technology ◽  
Parents And Technology

The use of technology to improve the health and nutrition outcomes of children has been improving in recent years with many resources available online. Additionally, the expansion and continued growth of the Internet allows a method of access to information that transcends the traditional geographical obstacles in providing educational resources to parents in rural communities. A review of research and resources online to support parents with early childhood development is presented. A challenge identified in use of technology is the “silo” mentality of resources and the integration of education, health, nutrition, and social well-being information as a single resource for parents. Based on the research a comprehensive resource model is presented that integrates essential maturational and academic development for children. Additionally, the use for improved metrics and their development is provided.

scholarly journals The Nigerian Integrated Early Childhood Development Policy: Perspectives on literacy learning

2015 ◽  
Vol 5 (1) ◽  
pp. 17
Author(s):  
Linda Newman ◽  
Loveth Obed
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Development Policy ◽  
Early Childhood Development ◽  
Life Experiences ◽  
National Policy ◽  
Literacy Learning ◽  
Childhood Development ◽  
The Social

Many scholars and researchers now have a broadened vision of literacy that encompasses the social practices that surround literacy learning. What accompanies this vision is a shift towards thinking that children, and their families, can contribute actively to literacy learning by drawing on their strengths and life experiences to create and draw meaning from a broad range of everyday sources. For many, reading and writing from print-based texts is no longer considered the only, or most desirable, avenue to literacy learning. It is now recognised that children’s social and cultural lives should be used as a resource for literacy learning. Using four literacy learning lenses, we examine the Nigerian National Policy for Integrated Early Childhood Development. These lenses are: collaboration with families, the role of educators, literacy-rich environments, and diversity and multimodality. Recent research around early literacy learning underpins our analysis to identify where the policy could more strongly refer to the role of families and educators and to argue that there is scope for greater attention to early literacy learning in the policy.

scholarly journals Muslim Women’s Roles in Early Childhood Education

2019 ◽  
Vol 13 (2) ◽  
pp. 264-280
Author(s):  
Munirah Munirah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Development ◽  
Muslim Women ◽  
Childhood Development ◽  
Future Research ◽  
Dual Function ◽  
Childhood Education ◽  
Role Of Women

The role of Muslim women in early childhood education is very urgent in education because women are the first source of knowledge for children. There are many supporting and inhibiting factors for the role of Muslim women executors. This study aims to find the role of female educators in Islam as a dual function that functions as a teacher, parent, and community member. The research method uses qualitative with a phenomenological approach. The findings show the role of Muslim women is not ideal, including the role of women as educators in schools, parents, and education experts. Women's awareness of  early childhood education is still very low. Suggestions for future research to dig deeper into the causes of the role of women is still low, and influence government policy in increasing the role of Muslim women or non-Muslim women. Keywords: Role of Muslim Women, Early Childhood Education References: Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … Bhutta, Z. A. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3 Edy, E., Ch, M., Sumantri, M. S., & Yetti, E. (2018). Pengaruh keterlibatan orang-tua dan pola asuh terhadap disiplin anak. Jurnal Pendidikan Usia Dini, 12(1). https://doi.org///doi.org/10.21009/jpud.122.03 Fauzia, S. N. (2017). Perilaku keagamaan Islam pada anak usia dini. Jurnal Pendidikan Usia Dini, 11(2). https://doi.org/://doi.org/10.21009/jpud.092.07 Frejka, T., Goldscheider, F., & Lappegård, T. (2018). The two-part gender revolution, women’s second shift and changing cohort fertility. Comparative Population Studies, 43, 99–130. https://doi.org/10.12765/CPoS-2018-09en Islamiyati, I. (2018). Hubungan kerjasama orang tua dengan perkembangan anak usia dini di kelompok bermain. Jurnal Pendidikan Usia Dini, 12(1). https://doi.org/://doi.org/10.21009//jpud.121.06 Jamhari, I. R. (2003). Citra Perempuan dalam Islam. Jakarta: Gramedia Pustaka Utama. Jum’ah, A. (2006). ). Sayyidinā Muhammad Rasulillah ila al-‘Alamin. Cairo: Dār al-Farouk. Kementrian Pendidikan dan Kebudayaan. (2013). Petunjuk Teknis Penyelenggaraan Pendidikan Anak Usia Dini. Jakarta: Direktorat Pembinaan Pendidikan Anak Usia Dini. Khan, M. Z. (2003). Woman in Islam and Her Role in Human Development. In The Muslim World. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1478-1913.1914.tb01384.x/abstract Kohli, R., Lin, Y. C., Ha, N., Jose, A., & Shini, C. (2019). A way of being: Women of color educators and their ongoing commitments to critical consciousness. Teaching and Teacher Education, 82, 24–32. https://doi.org/10.1016/j.tate.2019.03.005 Mansur. (2009). Pendidikan Anak Usia Dini dalam Islam. Jakarta: Pustaka Pelajar. Masnipal. (2013). Siap Menjadi Guru dan Pengelola PAUD Professional. Jakarta: PT Elex Media Komputindo. Megawangi, R. (1996). Perkembangan Teori Feminisme Masa Kini dan Mendatang serta Kaitannya dengan Pemikiran Keislaman, dalam Man-sur Fakih, et. al. Membincang Feminisme: Diskur-sus Gender Persfektif Islam. Jakarta: Risalah Gusti. Miles, M. B., & Huberman, A. M. (1984). Qualitative Data Analysis. London: Sage Publication. Moeslichatoen. (2004). Metode Pengajaran di Taman Kanak-kanak. Jakarta: PT Rineka Cipta. Shihab, M. Q. (2001). Tafsîr al-Mishbâh. Jakarta: Lentera Hati. Siregar, N. M. (2018). Peningkatan kecerdasan interpersonal melalui aktivitas fisik anak usia 4-5 tahun. Jurnal Pendidikan Usia Dini, 12(2). https://doi.org/://doi.org/10.21009/jpud.122.10 Sujiono, Y. N. (2012). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: PT Indeks. Sumantri, M., & Syaodih, N. (2006). Perkembangan Peserta Didik. Jakarta: Universitas Terbuka. Suryana, D. (2014). Dasar-dasar Pendidikan TK. Jakarta: Universitas Terbuka. Suyadi. (2011). Pegangan Bimbingan Konseling untuk PAUD. Yogyakarta: Diva Press. Tafsir, A. (n.d.). Pendidikan Agama dalam Keluarga. Bandung: PT Remaja Rosdakarya. Yamin, M., & Sanan, J. S. (2010). Panduan Pendidikan Anak Usia Dini (PAUD). Jakarta: Gaung Persada (GP) Press. Yusmawati, & Lubis, J. (2019). The Implementation of Curriculum by Using Motion Pattern. Jurnal Pendidikan Usia Dini. https://doi.org/DOI:https://doi.org/10.21009/10.21009/JPUD.131.14

scholarly journals Tablet Nuff but Life Still Rough: Technology for Early Childhood Sustainable Development in Jamaica

2017 ◽  
Vol 8 (1) ◽  
pp. 5-18
Author(s):  
Suzette Kelly-Williams ◽  
Ilene R. Berson ◽  
Michael J. Berson
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Childhood Education ◽  
Technology Innovations ◽  
Use Of Technology ◽  
Development Agenda ◽  
Infant School ◽  
Teacher Professional

Abstract Early childhood education has a role to play in constructing a sustainable society. In particular, increasing global attention has focused on how early childhood may help alleviate poverty among children and their families and promote economic growth. Part of this discourse involves the use of technology as a means to improve the quality of early childhood education and optimize the potential for information and communication technology (ICT) to serve as an agent of development. Jamaica’s appropriation of technology as part of the early childhood development agenda has emulated Western notions of success. However, the introduction of technology innovations has cultural implications. This study describes and explains perceptions, beliefs and practices about technology among four early childhood teachers in a Jamaican infant school. The findings consider issues for capacity building, including teacher professional development in Jamaica.

scholarly journals Integrated early childhood development policy in Iran: a qualitative policy process analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Omolbanin Atashbahar ◽  
Ali Akbari Sari ◽  
Amirhossein Takian ◽  
Alireza Olyaeemanesh ◽  
Efat Mohamadi ◽  
...  
Keyword(s):  
Early Childhood ◽  
Policy Making ◽  
Early Childhood Development ◽  
Process Analysis ◽  
Routine Data ◽  
Active Role ◽  
Policy Formulation ◽  
Childhood Development ◽  
Intersectoral Collaboration ◽  
Structured Interviews

Abstract Background Integrated early childhood development (IECD) is a comprehensive approach to optimal development of children in different developmental domains from fetal stage to eight years of age. The aim of this study was to identify the factors affecting the process of policy-making for early childhood development and to clarify how these factors affect decision-making and create challenges in this regard. Method In a qualitative study, we used two main data sources including document analyses and interviews. Using purposive sampling, forty semi-structured interviews with policymakers and informants in the fields related to children were conducted in Tehran from October 2017 to June 2018. Also, 62 national and 10 international relevant documents were reviewed. A deductive-inductive approach was used to analyze the data. We used the MAXQDA11 software for data management. Results we identified 13 themes and 29 subthemes related to the stages of policymaking process including: Agenda setting (problem stream, policy stream, politics stream), Policy formulation (formulation and approval process, policy sustainability, mechanisms of stakeholders’ participation in policymaking), Policy implementation (conceptual ambiguity, intersectoral and trans-sectoral issues, structural capacities, mobilization of resources), and Policy evaluation (continuous and routine data registry system, comprehensiveness of indexes). We propose 19 policy recommendations to improve the situation. Conclusion As a multidisciplinary and multi-sectoral field with different domains, early childhood development (ECD) requires a more active role on the part of policymakers in governmental levels in supporting the related policies. Unless policymakers change their approach to decrease nonintegrated and non-comprehensive policymaking for ECD, child development will be compromised, which endangers the eventual sustainability of the society since improved IECD policy-making process improves developmental outcomes in children. In this regard, attention should be paid to the role of reinforcing intersectoral collaboration through incorporating it in the missions and the evaluation items of organizations, creating commitment in high organizational levels, and developing an inter-ministerial policymaking framework that clearly specifies the roles and responsibilities of every single sector and their interactions and collaborations.

Sign in / Sign up

Export Citation Format

Share Document