scholarly journals Early Childhood Education Services in Manzini Region in Eswatini: Equality and Accessibility

2021 ◽  
Vol 1 (2) ◽  
pp. 172-186
Author(s):  
Sithulisiwe Bhebhe ◽  
Ntokozo Vilakati
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Development ◽  
Preschool Education ◽  
Childhood Development ◽  
Ministry Of Education ◽  
Education Services ◽  
Childhood Education ◽  
The Government ◽  
Privately Owned

Education services are meant for developing the cognitive capacities of all individuals, though this may vary with individuals given their variable genetic make-up. Early childhood education is one way in which children are developed for the future. This study sought to establish how early childhood education services were valued, made available and accessible to children in a developing country. Open-ended interviews and observations were the instruments used for data collection. Thematic analysis was the data analysis method used in this study. The findings of the study revealed that there were benefits in preschool education and that those learners who missed early childhood education were slow and took long to grasp concepts. The study also found that in the Kingdom of Eswatini not all children of early childhood going age go to school due to limited finances, poverty and sicknesses. The study concluded that privately-owned early childhood development centres are expensive and most parents could not afford the fees. The study recommended that the ministry should consider ECE and start funding preschool education and also provide a documented curriculum to ensure that children who attended preschool get the required skill as expected. The Ministry of Education needs to provide for ECE if they have to achieve their goal of providing equal and quality education to all Eswatini children. The ministry should be prepared to build more preschools, to at least see each primary school having a preschool owned by the government linked to it

scholarly journals PEMBELAJARAN BAHASA DAERAH GORONTALO PADA ANAK USIA DINI

2017 ◽  
Vol 12 (1) ◽  
pp. 81-88
Author(s):  
Wenny Hulukati, Maryam Rahim, Yusuf Djafar
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Urban Areas ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Local Language ◽  
Childhood Education ◽  
Learning Programs ◽  
Learning Language ◽  
Local Languages

Local language is one of the characteristics as well as a cultural richness of an area that needsto be preserved existence. In Gorontalo, some teenagers are not confident in their local languages, andchildren who are unable to communicate with Gorontalo language even in very simple contexts, especiallypeople in urban areas. Learning local languages of Gorontalo at the level of Early Childhood Education isconsidered to be one solution, considering the early age is a potential moment to develop various potentials,including the potential for language. Conditions encountered in early childhood education institutions showthat learning / language activities in Gorontalo are not structured, resulting in the development of Gorontalolanguage ability in children is very low. For that reason, learning language of Gorontalo in early childhoodneeds to be organized in a systematic and structured based on clear guidelines. These guidelines include:(a) learning programs that are appropriate to the characteristics of early childhood development, (b) learningmaterials appropriate to the characteristics of early childhood development, and (c) evaluation guidelinesthat can clearly measure the development of local language skills in children aged early. Keywords: learning, local language of Gorontalo, early childhood

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 TIGA PILAR KEBIJAKAN PEMERINTAH DALAM PEMBINAAN PAUD

2017 ◽  
Vol 1 (2) ◽  
pp. 57-66
Author(s):  
Laelatul Istiqomah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Urban Areas ◽  
Strategic Plan ◽  
Social Institution ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
National Education ◽  
Childhood Education ◽  
The Government

Various problems of Early childhood Education (ECD) in Indonesia is about the opportunity the acquisition of early childhood education have been uneven and is still concentrated in urban areas, lack of teachers and teaching staff in terms of quantity and quality, and there are still many learning-oriented on the wishes of the parents rather than on the needs of the child. Depart from the real conditions of the early childhood education, to lead the realization of educational system as a social institution is strong and authoritative, the government has issued the three pillars of government policy in early childhood education in the Strategic plan of the Ministry of National Education from 2009 to 2014, and now the government has fine-tune these policies in the Strategic Framework Ministry of Education and Culture of the 2014-2019 strategic plan (Strategic plan update)

scholarly journals PERKEMBANGAN BALITA USIA 6-60 BULAN BERDASARKAN KEJADIAN ANEMIA DAN PEMBERIAN STIMULASI MELALUI PENDIDIKAN ANAK USIA DINI

2019 ◽  
Vol 5 (2) ◽  
pp. 133-137
Author(s):  
Endah Puji Astuti
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Maternal Nutrition ◽  
Early Childhood Development ◽  
Normal Development ◽  
Infant Nutrition ◽  
Childhood Development ◽  
Severe Anemia ◽  
Childhood Education ◽  
Mild Anemia

Background: Children development is measured by four aspects; motoric skills, language, behavior, and mental development. Early childhood development was influenced by maternal nutrition during pregnancy, infant nutrition, stimulation, and parents’ knowledge. Objective: This study aimed to describe the development of children aged 6-60 months subject to anemia and stimulation through early childhood education. Method: The study was quantitative descriptive with 158 toddlers involved as respondents. Tools and materials used in this study were digital haemometer and DDST sheets. Result: Toddlers with normal development and suspect were majority experienced mild anemia (34.81%, 14,56%, respectively). While toddlers who followed early childhood education, majority had normal development (45.57%). Non-participating early childhood education tended to have developmental suspect (23.4%). Three toddlers with severe anemia (Hb 7.2 to 7.9 g%) had normal development, presumably due to early childhood education and one toddler with severe anemia (Hb 6 gr%) and not attending early education had suspected development. Conclusion: Toddlers with or without anemia had equal development, while toddlers who were given stimulation through early childhood education tended to have normal development. Key Word: Early childhood development, anemia, stimulation of early childhood education

scholarly journals Early Childhood Development and Poverty Reduction in the People’s Republic of China

2021 ◽  
Author(s):  
Wei Ha ◽  
Ye Xiao
Keyword(s):  
Early Childhood ◽  
Poverty Reduction ◽  
Early Childhood Development ◽  
Preschool Education ◽  
Childhood Development ◽  
People’S Republic Of China ◽  
People's Republic Of China ◽  
Absolute Poverty ◽  
Republic Of China ◽  
The Government

The People’s Republic of China (PRC) has eliminated absolute poverty in 2020. Its recent national 14th Five-Year Plan (2021–2025) highlights improving the quality of human capital as an essential goal. Research has shown that investing in early childhood development generates the highest rates of return and leads to better education, health, social, and economic outcomes. After decades of neglect, the government has been increasing investment in preschool education targeting children in ages 3–6 years since 2010. This paper recommends that a comprehensive and equitable early childhood development service system must be a priority in building essential public service systems.

scholarly journals MENCERDASKAN ANAK BANGSA MELALUI PENDEKATAN PEMBELAJARAN PENDIDIKAN ANAK USIA DINI

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Siti Zaenab ◽  
I Nyoman Sueca
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rural Communities ◽  
Rural Areas ◽  
Cognitive Theory ◽  
Early Childhood Development ◽  
Central Government ◽  
Childhood Development ◽  
Childhood Education ◽  
Early Childhood Learning

<p>Abstract<br />Government policy in a program with education care, and early childhood development (PAUD) as a concrete manifestation of the government’s commitment is in the document “National Program for Indonesian Children (PNBAI). The important value of early childhood (early childhood) period for the growth and development ofchildren in the future, is increasingly realized by parents. This growing awareness raises an escalation of interest for quality early childhood education that can meet their expectations. The intelligence that occurs in children, cognitive theory and psychoanalytic theory is very important in supporting children play a reference in determining the stage of child development in terms of cognitive, afktif, psikomotorik, language, and social emotional. Early childhood learning approach as the main arena in instilling knowledge of Indonesian children aged 4-5 years is done with various setrategi as a skill in mengartur appropriate learning, in order to achieve maximum results which is the hope of society. In some rural communities, many still do not take advantage of their early childhood education opportunities, many factors affect the economy, parents, and the distance to school. During this education from tingkan PAUD to kindergarten in rural areas almost mostly built by the party suwasta in the form of the foundation. This is something that needs to get the attention of the central government to the district level.<br /> <br />Keywords: To hatch the nation’s children<br />Abstrak<br />Kebijakan pemerintah dalam sebuah program dengan pengasuhan pendidikan, dan pengembangan anak usia dini (PAUD) sebagai wujud nyata komitmen pemerintah adalah yang temuat dalam dokumen berupa “Program Nasional Bagi Anak Indonesia (PNBAI). Nilai penting periode anak usia dini (PAUD) bagi pertumbuhan dan perkembangan anak dimasa yang akan datang, semakin disadari oleh orang tua. Kesadaran yang terus tumbuh tersebut menimbulkan eskalasi/pertambahan minat terhadap pendidikan anak usia dini yang berkualitas yang bisa memenuhi harapan mereka. Kecerdasan yang terjadi pada anak-anak, teori kognitif dan teori psikoanalitis sangat penting dalam menunjang main anak menjadi acuan dalam menentukan tahap perkembangan anak baik dari segi kognitif, afktif, fisikomotorik, bahasa, maupun sosial emosional. Pendekatan pembelajaran anak usia dini sebagai ajang utama dalam penanamkan pengetahuan terhadap anak Indonesia yang berumur 4-5 tahun dilakukan dengan berbagai setrategi sebagai sebuah ketrampilan dalam mengartur pembelajaran yang sesuai, agar mencapai hasil maksimal yang merupakan harapan masyarakat. Di beberapa masyarakat daerah pedesaan masih banyak belum memanfaatkan kesempatannya untuk membeikan pendidikan usia dini terhadap anak-anak mereka, hal ini banyak faktor yang mempengaruhi misalkan, ekonomi, kesibukan orang tua maupun jarak</p>

EARLY CHILDHOOD AND PRESCHOOL EDUCATION IN THE CONTEXT OF CHILDREN’S CONTINUOUS DEVELOPMENT

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Vasyl Kremen
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Preschool Education ◽  
Childhood Development ◽  
Ministry Of Education ◽  
Continuous Development ◽  
Preschool Period ◽  
Global Challenges ◽  
Educational Sciences ◽  
Education Science

The report draws attention to the early childhood and preschool period in the context of continuous development and personality self-realisation; this period is crucial for the holistic development of a human. The significant achievements of the national preschool education system are presented. The notable achievements of the National Academy of Educational Sciences of Ukraine researchers on the scientific and methodological support for the development of preschool education based on human-centeredness and humane pedagogy given the latest educational approaches are enlightened. The productive cooperation with the Ministry of Education and Science of Ukraine and the Subcommittee on Early Development and Preschool Education of the Verkhovna Rada Committee on Education, Science and Innovations are characterised. The priority issues of early childhood and preschool education are emphasised, and the ways to solve them, among which the establishment of the Institute for Early Childhood Development and Preschool Education of NAES of Ukraine, are outlined. The essential tasks facing the NAES of Ukraine researchers under the global challenges and digital transformations of all spheres of society are defined.

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.

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