Constructivist Approaches to Moral Education in Early Childhood

2015 ◽  
Author(s):  
Carolyn Hildebrandt ◽  
Betty Zan
Keyword(s):  
Early Childhood ◽  
Moral Education ◽  
Constructivist Approaches

scholarly journals PENDIDIKAN MORAL ANAK USIA DINI MELALUI PENDEKATAN KONSTRUKTIVIS

2019 ◽  
Vol 10 (01) ◽  
pp. 63-75
Author(s):  
Intan Kusumawati ◽  
Darmiyati Zuchdi
Keyword(s):  
Early Childhood ◽  
Moral Education ◽  
Social Issues ◽  
Opportunity To Learn ◽  
Constructivist Approach ◽  
Moral Issues ◽  
The Social ◽  
And Behavior ◽  
Children's Interests ◽  
Constructivist Approaches

Early childhood moral education through constructivist approaches focuses on implementing daily practices that are appropriate to the development of children from birth. Through a constructivist approach, the purpose of this study is to find out the development of children in all areas of the curriculum and all domains of development, both physical and moral. The goal of early childhood moral education is through a constructivist approach so that later children become independent students. In learning using a constructivist approach gives children the opportunity to learn about moral issues and behavior in real experience. Children build moral understanding through the social interactions they experience. Constructivist teachers facilitate children in the classroom so students can be directly involved in resolving conflicts or problems experienced by students in class, making decisions and social issues. The constructivist teacher builds children's interests and goals in building children's reasoning, children's experiments and encouraging children to be able to cooperate among all class members. The results of this study that the constructivist approach taken in the classroom makes children able to be autonomous and can make decisions, children can play games in groups through cooperation, and can conduct discussions or social and moral deliberations.

scholarly journals What Keeps Early Childhood Teachers Working in Long Day Care?

2018 ◽  
Vol 43 (2) ◽  
pp. 32-42 ◽  
Author(s):  
Sharon McKinlay ◽  
Susan Irvine ◽  
Ann Farrell
Keyword(s):  
Early Childhood ◽  
Day Care ◽  
Early Childhood Teachers ◽  
Case Study Research ◽  
Reform Agenda ◽  
Childhood Education ◽  
Long Day ◽  
Education And Care ◽  
Constructivist Approaches

RETAINING EARLY CHILDHOOD TEACHERS in long day care (LDC) is a pressing challenge for Australia's reform agenda in early childhood education and care (ECEC). Case study research with five early childhood teachers in LDC revealed individual and contextual factors that enabled and challenged the teachers to stay in LDC. Drawing on social constructivist approaches, the research contributes empirically based insights that support the recruitment and retention of early childhood teachers in LDC.

scholarly journals Model Pendidikan Karakter Anak Usia Dini Dan Anak Usia Sekolah Dasar Di Jepang.

KIRYOKU ◽  
2019 ◽  
Vol 3 (3) ◽  
pp. 141
Author(s):  
Budi Mulyadi
Keyword(s):  
Early Childhood ◽  
Character Education ◽  
Moral Education ◽  
Daily Life ◽  
Field Research ◽  
School Age Children ◽  
School Age ◽  
Step Method ◽  
Know How

The title of this paper is The character education of early childhood and elementery school age children in Japan. The main goal of this research is to know how to apply   the character education of early childhood and elementery school age children in Japan. This research is the combination between liblary reaserach and field research. The step method used in this research is observation, interview, clasification, analysis, interpretasion and description. From the result of this paper in general can be describe there are uniqueness and  differences from the application of character education of early childhood and elementery school age children in Japan. But there are similarities that both are very concerned with moral education and personality. Moral education and personality is not taught trough special subject but is applied in daily life.

scholarly journals Movie Media with Islamic Character Values to shaping “Ahlaqul Karimah" in Early Childhood

2020 ◽  
Vol 14 (1) ◽  
pp. 185-200
Author(s):  
Suhartini Nurul Azminah
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Character Education ◽  
Moral Education ◽  
Meaning Making ◽  
Islamic Education ◽  
Religious Values ◽  
Computer Assisted ◽  
Education Journal ◽  
Islamic Values

ABSTRACT: Character education in Islam has its own style, as well as the character values con- tained in various learning media for early childhood. This study is a follow-up study to find the effect of Movie Media with Islamic Character Values (M-ICV) in shaping "Ahlaqul Karimah" in early childhood. Using an experimental method with a control class, which involved 19 respondents of early childhood. Data shows that the ttest < t table (0.75 < 2.110), meaning that there is a significant difference in effect between the experimental class and the control class. The results conclude that M-ICV is able to form a child's "Ahlakul Karimah" slowly, because the child likes various movies with content interesting and easy to imitate. The implications of further research on movie content development for children are able to develop other aspects of children's development. Keywords: Early Childhood, Ahlakul karimah, Islamic Character Values Movie Media References: Al-Qardawi, Y. (1981). al-Khasais al-`ammah lil Islami [The general criteria of Islam]. Qaherah: Makatabah Wahbah. An-Nawawi, Y. ibn S. (2000). Imam Nawawi’s Forty Hadith Yahya ibn Sharaf an-Nawawi. Ethiopia: Gondar. Bae, B. (2012). Children and Teachers as Partners in Communication: Focus on Spacious and Narrow Interactional Patterns. International Journal of Early Childhood, 44(1), 53–69. https://doi.org/10.1007/s13158-012-0052-3 Balakrishnan, V. (2017). Making moral education work in a multicultural society with Islamic hegemony. Journal of Moral Education, 46(1), 79–87. https://doi.org/10.1080/03057240.2016.1268111 Budiningsih, C. A. (2004). Pembelajaran Moral: Berpijak pada Karakteristik Siswa dan Budayanya. Jakarta: Rineka Cipta. Chalik, L., & Dunham, Y. (2020). Beliefs About Moral Obligation Structure Children’s Social Category-Based Expectations. Child Development, 91(1), e108–e119. https://doi.org/10.1111/cdev.13165 Danby, Susan, & Farrell, A. (2005). Opening the Research Conversation. In A. Farrell (Ed.), In Ethical Research with Children (pp. 49–67). Maidenhead: Open University Press. Departemen Agama RI. (2007). Al-Qur’an dan Terjemahannya Al-Jumanatul’ali (pp. 1–1281). pp. 1–1281. Medinah Munawwarah: Mujamma’ Al Malik Fahd Li Thiba’ at Al Mush-haf. Ebrahimi, M., & Yusoff, K. (2017). Islamic Identity, Ethical Principles and Human Values. European Journal of Multidisciplinary Studies, 6(1), 325. https://doi.org/10.26417/ejms.v6i1.p325-336 Embong, R., Bioumy, N., Abdullah, N. A., & Nawi, M. A. A. (2017). The Role of Teachers in infusing Islamic Values and Ethics. International Journal of Academic Research in Business and Social Sciences, 7(5). https://doi.org/10.6007/ijarbss/v7-i5/2980 Gopnik, A., & Wellman, H. M. (2012). Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and the theory theory. Psychological Bulletin, 138(6), 1085–1108. https://doi.org/10.1037/a0028044 Halstead, J. M. (2007). Islamic values: A distinctive framework for moral education? Journal of Moral Education, 36(3), 283–296. https://doi.org/10.1080/03057240701643056 Hamdani, D. Al. (2014). The Character Education in Islamic Education Viewpoint. Jurnal Pendidikan Islam, 1(1), 97–109. Herwina, & Ismah. (2018). Disemination of Tematic Learning Model Based on Asmaul Husna in Improving Early Childhood’s Religious Values at Ibnu Sina Kindergarten. Indonesian Journal of Early Childhood Education Studies, 7(1). https://doi.org/10.15294/ijeces.v7i1.20186 Ibn Anas, I. M. (1989). Al-muwatta (trans. A. A. Bewley). London: Kegan Paul International. Letnes, M.-A. (2019). Multimodal Media Production: Children’s Meaning Making When Producing Animation in a Play-Based Pedagogy 180–195. London: Sage. In C. Gray & I. Palaiologou (Eds.), In Early Learning in the Digital Age. London: Sage. Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1–15. https://doi.org/10.1080/03057240.2015.1136601 Mahmud, A. H. (2004). khlak Mulia, terjemahan dari al-Tarbiyah al-Khuluqiyah. Jakarta: Gema Insani Press. McGavock, K. L. (2007). Agents of reform?: Children’s literature and philosophy. Philosophia, 35(2), 129–143. https://doi.org/10.1007/s11406-007-9048-x Miskawayh, I. (1938). Ta╪dhib al-Akhlāq wa Ta╢hir al-‘Araq, ed. Hasan Tamim. Bayrūt: Manshūrat Dār al-Maktabah al- ╩ayat. Narvaez, D., Gleason, T., Mitchell, C., & Bentley, J. (1999). Moral theme comprehension in children. Journal of Educational Psychology, 91(3), 477–487. https://doi.org/10.1037/0022-0663.91.3.477 Plowman, L., & Stephen, C. (2007). Guided interaction in pre-school settings. Journal of Computer Assisted Learning, 23(1), 14–26. https://doi.org/10.1111/j.1365-2729.2007.00194.x Rahman, F. (1985). Law and ethics in Islam. In Ethics in Islam (R. G. Hova, pp. 3–15). California: Undena Publications. Ramli. (2003). Menguak Karakter Bangsa. Jakarta: Grasindo. Rhodes, M. (2012). Naïve Theories of Social Groups. Child Development, 83(6), 1900–1916. https://doi.org/10.1111/j.1467-8624.2012.01835.x Rossiter, G. (1996). Science, film and television: An introductory study of the “alternative” religious stories that shape the spirituality of children and adolescents. International Journal of Children’s Spirituality, 1(1), 52–67. https://doi.org/10.1080/1364436960010108 Shihab, M. Q. (2001). Tafsîr al-Mishbâh. Jakarta: Lentera Hati. Sukardi, I. (2016). Character Education Based on Religious Values: an Islamic Perspective. Ta’dib, 21(1), 41. https://doi.org/10.19109/td.v21i1.744 Tamuri, A. H. (2007). Islamic Education teachers’ perceptions of the teaching of akhlāq in Malaysian secondary schools. Journal of Moral Education, 36(3), 371–386. https://doi.org/10.1080/03057240701553347 udir.no/rammeplan. (2017). Framework Plan for Kindergartens (p. 64). p. 64. Norwegian: Directorate for Education and Training. Walzer, R., & Gibb, H. A. R. (1960). Akhlak: (i) survey of ethics in Islam. In The encyclopaedia of Islam (H. A. R. G, p. 327). London, Luzac. Wonderly, M. (2009). Children’s film as an instrument of moral education. Journal of Moral Education, 38(1), 1–15. https://doi.org/10.1080/03057240802601466

scholarly journals PENDIDIKAN KARAKTER BAGI ANAK USIA DINI MELALUI BUKU CERITA BERGAMBAR

Satya Widya ◽  
2019 ◽  
Vol 35 (2) ◽  
pp. 98-111
Author(s):  
Ashiong Parhehean Munthe ◽  
Dellya Halim
Keyword(s):  
Early Childhood ◽  
Data Collection ◽  
Character Education ◽  
Moral Education ◽  
Language Selection ◽  
Present Context ◽  
Qualitative Descriptive ◽  
Picture Story ◽  
Story Character ◽  
Selection Of

The picture-story book that emphasize character values in accordance with the vision and mission of Santa Theresia Jakarta Kindergarten is very urgent to develop, because at school, character education books are not available with the value of servite et amate. This was revealed by a teacher through an interview. Based on observations, it was also found that there was indeed no character education book that was in accordance with the school's vision and mission. Character education or moral education in the present context, really needs to be taught and developed, so that children's morals can be formed early. Picture-story book is a book in which there are stories, characters, grooves, backgrounds, themes that are expressed in the form of writings and images that become one unit. Through reading books, it is easier for children to understand the contents and practical examples to apply the character values that they want to teach. This study uses descriptive qualitative methods. The qualitative descriptive is an attempt to explain facts, data, or objects qualitatively in the form of language or discourse by interpreting them appropriately and systematically. Data collection techniques used were interview and observations. This research was conducted at the Santa Theresia Jakarta Kindergarten. The results of the study indicated that picture-story books that were in accordance with the values of servite et amate needed to be created and developed, in order to help children in early childhood easily understood examples of character actions that must be performed. Therefore, schools need to facilitate and fully support, so that kindergarten teachers are given space and opportunities to develop pictorial story books. The content of the story, character, plot, language, selection of diction, choosing the color of the image must be relevant for early childhood.

scholarly journals Educação Ambiental e Apropriação de Valores: um Diálogo Possível na Educação Infantil

2019 ◽  
Vol 20 (3) ◽  
pp. 332
Author(s):  
Cristiane Magalhães Bissaco
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
Moral Education ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Basic Education ◽  
Childhood Education ◽  
Education Environment

Partindo do entendimento de que a Educação Ambiental deve ser uma prática intencionalizada e coerente, este trabalho se propõe a realizar uma revisão bibliográfica que articule o campo teórico da Educação Ambiental com o da Educação Infantil, a fim de observar os limites e as possibilidades da prática docente ao tratar da construção ou apropriação de valores. Assim, os seguintes questionamentos norteiam a pesquisa: que práticas docentes podem ser identificadas em relação à apropriação de valores? Elas abarcam a temática ambiental? Em que contextos são pesquisadas? A Educação Infantil é um desses contextos? Para tal discussão foram levantados nove artigos internacionais, que levam o leitor a compreender que as práticas docentes em relação aos valores ensinados são distintas de um artigo para outro: sendo dois deles como prática moral, três como construção, dois como socialização, um como formação de hábitos e um como clarificação. Apenas dois dos artigos não abarcam a temática ambiental. Em relação ao contexto de pesquisa, neste levantamento os artigos estão assim distribuídos: cinco destinados à Infância - Educação Básica, um trata da Educação básica com adolescentes e três destinados ao Ensino Superior. Portanto, concluiu-se que a Educação Infantil é um dos contextos em que a Educação Ambiental tem sido pesquisada, principalmente, no que se refere à apropriação de valores pertinentes à temática ambiental. Palavras-chave: Educação Moral. Meio Ambiente. Infância. AbstractBased on the understanding that Environmental Education should be an intentional and coherent practice, this paper proposes to perform a literature review that articulates the theoretical field of Environmental Education with that of Early Childhood Education, in order to observe the limits and possibilities of teaching practice, when dealing with the value construction or appropriation. Thus, the following questions guide the research: What  teaching practices can be identified in relation to the values appropriation ? Do they cover the environmental theme? In what contexts are they researched? Is early childhood education one of these contexts? For this discussion nine international articles were raised, which lead the reader to understand that teaching practices in relation to the values taught are distinct from one article to another: two of them as moral practice, three as construction, two as socialization, one as habits formation and one as clarification. Only two of the articles do not cover the environmental theme. Regarding the research context, in this survey the articles are directed to: five for Childhood - Basic Education, one for Basic Education with adolescents and three for Higher Education. Therefore, it was concluded that early childhood education is one of the contexts in which environmental education has been researched, especially regarding the appropriation of values relevant to the environmental theme. Keywords: Moral Education. Environment. Childhood. 

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.

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