Forming Ethical Identities in Early Childhood Play

Alat Peraga/Permainan Edukatif (APE) bagi anak usia dini memegang peranan penting sebagai media stimulasi, pembelajaran dan permainan, sedangkan bagi guru merupakan sarana yang membantu dalam penyampaian pembelajaran. Pelatihan ini bertujuan agar guru PAUD dapat membuat APE serta untuk mengembangkan keterampilan-keterampilan guru dalam membuat inovasi dalam pembuatan APE untuk anak usia dini. Kegiatan ini dilakukan pada hari Sabtu, 8 Agustus 2020 secara online melalui aplikasi Zoom Meeting. Materi yang disampaikan meliputi, (1) Hakikat alat permainan edukatif, (2) Jenis-jenis APE, (3) Keterampilan pembuatan APE, (4) Langkah-langkah pembuatan APE, dan (5) Praktik pembuatan APE dalam proses pembelajaran sesuai karakteristik anak. Kegiatan pelatihan dilaksanakan melalui aplikasi zoom meeting dengan jumlah 36 orang peserta guru PAUD. Model kegiatan yaitu pendampingan dan metode kegiatan yang digunakan presentasi dan peragaan serta unjuk kerja. Berdasarkan hasil evaluasi terjadi peningkatanan pengetahuan guru-guru PAUD setelah pelatihan, hal ini ditunjukkan dengan hasil bahwa guru mampu membuat rancangan alat permainan edukatif, , guru mempu menerapkan alat permainan edukatif walapun dilakukan secara daring dan guru mampu mengimplementasikan kepada anak tentang alat permainan edukatif berbasis pendekatan saintifik. Teaching aids/educational games (APE) for early childhood play an important role as a medium of stimulation, learning and games, while for teachers, it is a tool that helps in learning delivery. This training aims to make PAUD teachers make APE and develop teaching skills in making innovations in making APE for early childhood. This activity was carried out on Saturday, August 8, 2020, online through the Zoom Meeting application. The materials presented include (1) The nature of educational game tools, (2) Types of APE, (3) Skills for making APE, (4) Steps for making APE, and (5) Practice of making APE in the learning process according to children's characteristics. . The training activities were carried out through the Zoom Meeting application with a total of 36 PAUD teacher participants. The activity model is mentoring and activity methods used by presentations and demonstrations as well as performance. Based on the evaluation results, there was an increase in the knowledge of PAUD teachers after training, and this was shown by the results that teachers were able to design educational game tools, teachers were able to apply educational game tools even though they were done online. Teachers were able to implement to children about scientific approach-based educational game tools.

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Early Childhood Play With Reclaimed Resources

Early Childhood Development ◽

10.4018/978-1-5225-7507-8.ch009 ◽

2019 ◽

pp. 166-185

Author(s):

Hazel R. Wright ◽

Paulette Luff ◽

Cahide Sevgi Emre

Keyword(s):

Sustainable Development ◽

Early Childhood ◽

Young Children ◽

Environmental Awareness ◽

Education For Sustainable Development ◽

Early Years ◽

Small Scale ◽

Childhood Play ◽

European Heritage ◽

Play Materials

Sustainable play practices offer many benefits to young children, developmental and cultural, and these are examined in an English context. The authors claim a shared European heritage for children's play practices; one that has been eroded with the commodification of play materials, the manufacture of commercial toys and games accessible only to the wealthy child. After demonstrating the value of education for sustainable development, the chapter considers how reclaimed resources can be used to promote this end. It discusses a small-scale research project that visited four English early years settings to see whether and how the staff followed sustainable principles. It was found that the approaches of the four settings varied considerably, using resources that spanned the spectrum from commercial to natural, and concluded that more should/could be done to encourage play with reclaimed materials to set children on the path to greater environmental awareness and intercultural harmony.

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Early Childhood Play With Reclaimed Resources

Advances in Early Childhood and K-12 Education - Early Childhood Education From an Intercultural and Bilingual Perspective ◽

10.4018/978-1-5225-5167-6.ch011 ◽

2018 ◽

pp. 164-183 ◽

Cited By ~ 1

Author(s):

Hazel R. Wright ◽

Paulette Luff ◽

Cahide Sevgi Emre

Keyword(s):

Sustainable Development ◽

Early Childhood ◽

Young Children ◽

Environmental Awareness ◽

Education For Sustainable Development ◽

Early Years ◽

Small Scale ◽

Childhood Play ◽

European Heritage ◽

Play Materials

Sustainable play practices offer many benefits to young children, developmental and cultural, and these are examined in an English context. The authors claim a shared European heritage for children's play practices; one that has been eroded with the commodification of play materials, the manufacture of commercial toys and games accessible only to the wealthy child. After demonstrating the value of education for sustainable development, the chapter considers how reclaimed resources can be used to promote this end. It discusses a small-scale research project that visited four English early years settings to see whether and how the staff followed sustainable principles. It was found that the approaches of the four settings varied considerably, using resources that spanned the spectrum from commercial to natural, and concluded that more should/could be done to encourage play with reclaimed materials to set children on the path to greater environmental awareness and intercultural harmony.

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Adults Researching Pre-Schoolers in More-Than-Human Contexts

Educational Research in the Age of Anthropocene - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5317-5.ch006 ◽

2019 ◽

pp. 110-143

Author(s):

Fiona Scott ◽

Jo Bird

Keyword(s):

Early Childhood ◽

Educational Research ◽

School Children ◽

Ethnographic Research ◽

Research Context ◽

Research Paradigms ◽

Childhood Play ◽

The Social ◽

Child Centered ◽

Researcher Identity

Drawing on their reflective conversations, the authors argue that existing educational research paradigms may be insufficient for understanding how researchers are mutually affecting, and affected by, encounters with both the human and more-than-human, as spoken of in Rautio and Jokinen, whilst engaging in ethnographic research with pre-school children. Through empirically grounded reflections in the social and material spaces of kindergartens and family homes, we aim to reflect and raise critical questions about existing educational research paradigms, focusing on: 1. The intrinsic tensions between child-centered and post-human paradigms. 2. The (in)stability of researcher identity in the Anthropocene. 3. The unique research context(s) of early childhood play. The chapter concludes by proposing for debate several new norms for the kind of ‘identity work' in which researchers grappling with the emergent post-human and Anthropocentric traditions might consider engaging.

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