scholarly journals The Effects of Situational Teaching on Preschool Children’s Originality Development

2022 ◽  
Vol 08 (01) ◽  
Author(s):  
Li-Yuan Cheng ◽  
Keyword(s):  
Physical Education ◽  
Instructional Strategies ◽  
Preschool Education ◽  
Critical Stage ◽  
Learning Abilities ◽  
Children’S Learning ◽  
Situational Learning ◽  
Learning Development ◽  
Children's Learning

Preschool education is a critical stage in a child's life. Several studies have confirmed that the pivotal moment for the development of creativity is between the ages of three and five. Through cultivation, training, and learning development ability, preschool children's creativity can be amplified through the presence of nature and the imagination of instructional strategies. The purpose of this research is to look into the effect of situational learning in physical education on preschool children's creativity. This study's methodology begins with a pre-test of the child's creativity performance, followed by a six-week program of situational physical learning lessons. The data is compared to show how children's learning abilities have changed and how effective situational learning training has been in increasing creativity.

Vaikų mokymosi mokytis gebėjimo raiška ikimokykliniame ugdyme: pedagogų ir vaikų patirtys

2021 ◽  
Author(s):  
◽  
Goda Stonkuvienė
Keyword(s):  
Preschool Education ◽  
Learning To Learn ◽  
Children’S Learning ◽  
Children's Learning

Expression of children’s learning to learn ability in preschool education: experiences of teachers and children

scholarly journals Parents’ perspective on a children’s learning

2021 ◽  
Vol 2 (2) ◽  
pp. 117-125
Author(s):  
Adrijana Višnjić-Jevtić
Keyword(s):  
Family Environment ◽  
Preschool Education ◽  
Well Being ◽  
Academic Skills ◽  
Knowledge And Skills ◽  
Parental Experience ◽  
Childhood Education ◽  
Academic Knowledge ◽  
Children’S Learning ◽  
Children's Learning

Contemporary curricula of early childhood education were founded on perspective of playing learning child.  Although that approach leads to children’s well-being, research by Yahya (2006) has shown that parents do not want their children to learn through play, rather to focus on early and preschool education and teaching academic skills. If parents expect professionals to deliver the knowledge necessary for the development of academic skills to their children, research has been conducted on parental experience of a child’s learning. The aim of the research was to find out how parents understand their children's learning and approach to the contemporary concepts of child learning as well as children’s competence. The research was conducted in the period from November 2017 to May 2019. Parents involved in the study, documented how their children learn in a family environment, assessing their children’s competencies. Results show that parents see learning through everyday situations whereas learning was related to the academic mode (direct teaching of letters), has only appeared in one example. At the end of the research, parents participated in a group interview, discussing their expectations of the institution towards educating children. The results showed that parents expect the institution to encourage the development of a child's social knowledge and skills, while academic knowledge and skills are ranked lower.

Perceptual burdens in learning mathematics

1973 ◽  
Vol 20 (8) ◽  
pp. 626-629
Author(s):  
Alan R. Osborne
Keyword(s):  
Instructional Strategies ◽  
Research Evidence ◽  
Mathematical Ideas ◽  
Children’S Learning ◽  
Learning Mathematics ◽  
Children's Learning

Teachers use a number of instructional strategies that depend upon physical and pictorial devices. The accumulated experiences of generations of teachers and research evidence concerning children's learning indicate the wisdom of using physical embodiments of mathematical ideas as a base for teaching.

scholarly journals Vygotsky’s Legacy on Teaching and Learning Writing as Social Process

2018 ◽  
Vol 4 (2) ◽  
pp. 149 ◽  
Author(s):  
Sitti Nurfaidah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Social Process ◽  
Work Activity ◽  
Learning And Teaching ◽  
Children’S Learning ◽  
Learning Development ◽  
Teaching Learning ◽  
Children's Learning

Vygotsky has imprinted many influences on learning and teaching learning development. Although his main works focus on psychological aspects of children’s learning, it is very useful both for the teachers and researchers in understanding and exploring the best they can do for the development of the children’s learning. One of Vygotsky’s legacy can be traced in the process of teaching and learning writing in which this skill is regarded as social process. Scholars believe that his idea on sociohistorical perspective becomes the foundation in giving scaffolding in teaching writing, collaborative work activity in writing lesson, as well as teacher reflection on his teaching and learning activities in the classroom, as much as the teaching and learning writing as social process. This article, therefore, represents review on how Vygotsky’s influences on language learning and teaching development, particularly in writing which is considered as social process.

scholarly journals Not Just for Boys: Good Pedagogy is Good for All

in education ◽  
2014 ◽  
Vol 20 (1) ◽  
pp. 40-56
Author(s):  
Scott Hughes
Keyword(s):  
Instructional Strategies ◽  
Role Model ◽  
Children’S Learning ◽  
Gender Education ◽  
Conceptual Paper ◽  
Good For ◽  
Ways Of Being ◽  
Children's Learning

This conceptual paper examines the education of boys through the filter of pedagogy and goodness. In this paper, I posit a distinction between instructional strategies (the toolkit of practical activities and strategies used to support children’s learning) and pedagogy (the relational and practical response to the needs of children in the lived moments of teaching). Through a discussion of the role model hypothesis, which posits that like-gender teachers are good for like-gender students, I argue that it is not only a teacher’s gender but also a teacher's non-gendered human qualities such as fairness and kindness that are most relevant to students’ learning. This paper concludes with discussion on strength and masculinity as being multi-dimensional constructs, and considers the notion of good pedagogy, which endeavours to place a multiplicity of all boys’ and all girls’ ways of being at the centre of practical and pedagogical thinking in order that they may flourish fully at school and in learning.Keywords: gender; education of boys; pedagogy; goodness; role model

scholarly journals STUDENTS LEARNING PROBLEMS IN EARLY READING AND WRITING AT GRADE 1 OF ELEMENTARY SCHOOL

2021 ◽  
Vol 13 (2) ◽  
pp. 58
Author(s):  
Rosmayasari Rosmayasari
Keyword(s):  
Elementary School ◽  
Learning Difficulties ◽  
Learning Problems ◽  
Learning Material ◽  
Reading And Writing ◽  
Children’S Learning ◽  
Learning Attitudes ◽  
Good Learning ◽  
Learning Development ◽  
Children's Learning

Characteristics of students who have learning difficulties are minimum IQ levels, tend to have lower academic self-esteem than able students, cannot be good listeners, think, speak, read and write, write spelling, and even calculate the calculation of natural mathematics. This research is a qualitative study with the participants of grade 1 students in an elementary school in Bandung. The focus of this research is on students' difficulty in reading and writing initially. The results of the study found a way to deal with students who have difficulty learning to read and write initially by connecting the initial knowledge students have with the material to be taught, structuring a comfortable environment for learning, using interesting resources, learning material and media, provide lessons for improvement or improvement, provide repetition of material or enrichment, provide learning motivation, and build good learning attitudes and habits. The involvement of parents in overcoming student learning difficulties is to be able to establish communication with class teachers to find out their children's learning development, provide free time with children to discuss lessons that have been given at school, provide learning facilities, understand children's learning difficulties and provide guidance, and provide motivation in learning.

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