scholarly journals Implementasi Metode Montessori dalam Mengembangkan Ketrampilan Sosial Anak Sekolah Dasar

2019 ◽  
Vol 4 (2) ◽  
pp. 190-199
Author(s):  
Habibatul Imamah
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
School Children ◽  
Elementary School Children ◽  
School Students ◽  
The Social ◽  
Concern For Others ◽  
Montessori Method ◽  
Working Together ◽  
Children's Social Skills

Basically, children need meaningful activities, children like to take part in adult activities, so they feel useful and feel needed. The montessori method is based on the principle that a child's education must emerge and coincide with the stages of the child's development itself.The characteristics of this method are emphasizing the activities that are raised by the child and emphasizing the adjustment of the child's learning environment at the stage of its development. Social skills can be stimulated by various methods, one of which is the Montessori method. Through the Montessori method, children are trained to work together, have a sense of sympathy and empathy.This study aims to determine the learning process by using the Montessori method in improving social skills in elementary school children. This research uses descriptive qualitative method, with the focus of the research is the Implementation of the Montessori Method in improving the social skills of elementary school students. Data collection techniques using observation, interviews and documentation. And checking the validity of the data using triangulation. The results of the study showed that the implementation of the Montessori method in improving social skills of elementary school children was very effective. The environment is very instrumental in improving students' social skills. The results of the implementation of the Montessori method in improving children's social skills are shown by the children's concern for others, working together in completing tasks.

scholarly journals Hubungan Kebiasaan Bermain Video Game dengan Perkembangan Sosial Anak Sekolah Dasar (SD)

JKEP ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 66-80
Author(s):  
Suliswati Suliswati ◽  
Indriana Rakhmawati
Keyword(s):  
Elementary School ◽  
Video Games ◽  
Social Development ◽  
School Children ◽  
Video Game ◽  
Elementary School Children ◽  
Negative Impact ◽  
School Students ◽  
The Social ◽  
Social Achievement

The negative impact of playing video games can cause addiction, which affects the lack of socialization of children with peers. This study aims to determine the relationship between the habit of playing video games and the social development of elementary school children. The research design was crossectional. The research sample was 92 elementary school students in grades 4, 5 and 6. Sampling was done randomly. The results showed a significant relationship between the habit of playing video games with social development which included: length of play time 1.5 hours (p = 0.048), more than 2 hours (p = 0.048), playing game every day (p = 0.017), playing game every weekend (p = 0.013), and age of respondents (p = 0.019). Playing video games for 1.5 -> 2 hours has a very dominant relationship with the social development of elementary school children with an OR of 6.995. This showed that elementary school children who play video games for 1.5 -> 2 hours have a tendency to lack social achievement of 6 to 7 times. The conclusion is the length of the habit of playing video games which includes; the duration of playing video game of 1.5 -> 2 hours, the frequency of playing every week and every weekend, the age of elementary school children at elementry school has an impact on the lack of social development of children. Monitoring of parents on the habits of children playing video games must be done.

Fostering Communication in Elementary School Children on the Autism Spectrum Who Are Minimally Verbal

2018 ◽  
Vol 39 (02) ◽  
pp. 103-113
Author(s):  
Jessica Steinbrenner
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Communication Skills ◽  
School Children ◽  
Elementary School Children ◽  
Autism Spectrum ◽  
Minimally Verbal ◽  
School Students ◽  
Case Examples ◽  
Children With Asd

AbstractAround 30% of elementary school students with autism spectrum disorder (ASD) are considered minimally verbal, yet there is limited research addressing the needs of this group of students. Several recent studies have demonstrated successful improvement of the communication skills of elementary school students with limited verbal skills. Additionally, there are focused intervention practices that are evidence based and may be useful in targeting communication skills for children with ASD who are minimally verbal. This article will review existing information about interventions to target communication skills in elementary school children with ASD who are minimally verbal, identify potential target skills, and provide case examples of how to embed communication interventions in elementary school classroom settings from a pilot intervention study.

scholarly journals Implicit notions of a happy person in elementary school students

2021 ◽  
Vol 122 ◽  
pp. 04005
Author(s):  
Aleksandra Vladimirovna Komarova ◽  
Tatyana Viktorovna Slotina ◽  
Valery L. Sitnikov ◽  
Elena Fedorovna Yashchenko ◽  
Konstantin Pavlovich Zakharov
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Children ◽  
Elementary School Children ◽  
Social Role ◽  
Well Being ◽  
School Students ◽  
Intellectual Activity ◽  
Self Image ◽  
Happy Person

The article is devoted to the substantiation and results of a study of implicit notions of a happy person in elementary school students. The methodological foundation is constructed by D.A. Leontiev’s two-level model of happiness, K. Riff’s concept of happiness as the basis of psychological well-being, and V.L. Sitnikov’s concept of the image of a person. The deployed research method is “SPI(H) — the Structure of a Person’s Image (Hierarchical)” (V.Sitnikov) including the verbal and non-verbal associative experiment with the subsequent content analysis. The novelty of the study lies in the comparison of the image of a happy person and self-image through the psychosemantic method including a comparative analysis of the notions of a happy person in children from complete and incomplete families. A happy person is associated by elementary school children with an emotionally positive attitude towards life, a responsible and caring attitude towards people, the presence of a family and active interaction with it, less often with success in educational and intellectual activity and material well-being, as well as the presence of friends. A happy person is idealized by younger students, however, their image is more abstract compared to children’s self-images. Elementary school students from complete families are characterized by greater conformity of the self-image with the image of a happy person whereas only half of the children from incomplete families show such correspondence. The predominant modality of both images is positive in all children. Social, bodily, and metaphorical characteristics are more common in the image of a happy person among children from incomplete families while the conventional social role characteristics dominate among children from complete families. The prospects for further study of the image of a happy person in elementary school children within the framework of family psychology are outlined.

Factor structure of the Social Experience Questionnaire across time, sex, and grade among early elementary school children.

2013 ◽  
Vol 25 (4) ◽  
pp. 1058-1068 ◽  
Author(s):  
Tracy Desjardins ◽  
Rachel S. Yeung Thompson ◽  
Paweena Sukhawathanakul ◽  
Bonnie J. Leadbeater ◽  
Stuart W. S. MacDonald
Keyword(s):  
Elementary School ◽  
Factor Structure ◽  
School Children ◽  
Elementary School Children ◽  
Social Experience ◽  
Early Elementary ◽  
The Social ◽  
Early Elementary School ◽  
Experience Questionnaire

scholarly journals Development of a Violence Prevention Educational Program for Elementary School Children Using Empathy (VPEP-E)

2020 ◽  
Vol 26 (4) ◽  
pp. 422-433
Author(s):  
So Ra Kang ◽  
Shin-Jeong Kim ◽  
Jungmin Lee
Keyword(s):  
Elementary School ◽  
Violence Prevention ◽  
Elementary School Students ◽  
School Children ◽  
Educational Program ◽  
Elementary School Children ◽  
Physical Violence ◽  
Age Groups ◽  
School Students ◽  
Fifth Grade Students

Purpose: This study describes the development of a violence prevention educational program for elementary school children using empathy (VPEP-E) that teachers can use during class.Methods: Hoffman's theory of empathy and Seels and Richey's (1994) ADDIE model were applied to develop this program.Results: The developed program consisted of eight sessions: "Orientation/definition of violence and empathy", "Types and boundaries of violence", "Look into my feelings", "Say it with a facial expression", "Preventing non-empathic violence due to social prejudice", "Preventing physical violence", "Verbal and online violence prevention: empathic conversation", and "I can do well: review of the whole curriculum". The program was evaluated by 15 elementary school teachers, who considered it to be easily accessible to elementary school students. The final VPEP-E, which will be provided in eight times for 40 minutes each for fifth-grade students, will provide a basis for preventing violence by fostering empathy.Conclusion: We expect the developed educational program to be effective in preventing violence among elementary school students. However, further research involving children from various age groups is needed.

scholarly journals Development of educational programs through comprehensive learning aimed at improving the health and physical fitness of elementary school students

Impact ◽  
2021 ◽  
Vol 2021 (2) ◽  
pp. 50-52
Author(s):  
Isao Kambayashi
Keyword(s):  
Elementary School ◽  
Physical Fitness ◽  
School Children ◽  
Elementary School Children ◽  
Positive Impact ◽  
Educational Programme ◽  
School Students ◽  
Technological Advances ◽  
Quality Sleep ◽  
Good Nutrition

Technological advances and innovations have inadvertently promoted a more sedentary lifestyle. Lifestyles of this kind tend to involve a lack of good quality sleep and poor nutrition. This is a particularly worrisome trend in children and it is important to encourage an active lifestyle and good nutrition among this generation and instill them with positive habits. Indeed, research has found that more and more Japanese children are waking with a low basal body temperature, which can be associated with poor physical fitness. Professor Isao Kambayashi, Hokkaido University of Education (HUE), Japan, and Koji Sugo, Sapporo Elementary School, Japan, which is affiliated with HUE, are looking into the extent of the issue and what can be done to improve it, with a focus on better education. At present, little time is dedicated to the health education of elementary school children, which is not helping the situation. As such, Kambayashi and Sugo are surveying students in order to establish a better understanding of the situation and they will implement an educational programme designed to improve the health and fitness of elementary school children. The idea is that implementing the educational programme will improve the fitness levels of children as well as improving their nutrition, resulting in improved lifestyles overall. Ultimately, this should have a widespread positive impact, curbing rising sedentary lifestyles and increasing levels of obesity, with the potential for similar programmes to be introduced throughout Japan and, indeed, the world.

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