EMPOWERING PARENTS IN INTRODUCTION TO SCIENCE IN EARLY AGE CHILDREN WITH THE THEME "SCIENCE IS FUN"

The responsibility of introducing science to early childhood should not only be borne by PAUD teachers, but it should also have been introduced by parents at home. This empowerment activity is focused on how the introduction of science to AUD can be done by parents at home, what media can be made by parents to introduce science to early childhood. The target activities are the Kumanis nagari community and Tanjung Bonai Aur Sijunjung Regency who have children aged 2 years - 6 years. The preparatory phase carried out includes: survey and stabilization and determination of location and targets. The Stages of the Workshop are as follows: 1) Techniques to read fairy tales about science: reading narratives, vocal techniques of cartoon characters to the sounds of animals, nature and various types of machines as well as "story telling" to participants, 2) Techniques of making fairy tales with natural themes, 3) Techniques to make science play tools for AUD as well as simulating the use of these tools. Evaluation of activities is carried out during the process and the end of the training. As for evaluating these activities, we conducted a questionnaire. From the questionnaire assessment it can be concluded that the activity participants were satisfied and gained new knowledge for their activities

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MEMBANGUN KEPRIBADIAN ANAK DENGAN DONGENG

ThufuLA Jurnal Inovasi Pendidikan Guru Raudhatul Athfal ◽

10.21043/thufula.v2i1.4272 ◽

2018 ◽

Vol 2 (1) ◽

pp. 183

Author(s):

Ida Vera Sophya

Keyword(s):

Early Childhood ◽

Fairy Tales ◽

Fairy Tale ◽

Early Age ◽

Television Programs ◽

Childhood Environment ◽

Early Childhood Environment ◽

The Times ◽

The Relationship ◽

Sophisticated Technology

Today, we can see that the negligence of parents and early childhood’s teachers could not keep pace with the times. This can be seen from the development of increasingly sophisticated technology and the rise of children’s television programs become more interested. Given this phenomenon, the parents and educators particularly in early childhood environment, should be flashback while they are still at an early age. The existence of storytelling activities tend to have waned since eroded by age and sophisticated era. Though keep in mind that there are many benefits by giving a fairy tale to children. Children’s tales are very useful for being able to glue the relationship between parents and their children, as well as helping to optimize the development of children’s psychological and emotional intelligence. The examples of fairy tales that can be given to children is a tale of local knowledge that can be drawn from the local legends and the unique stories.

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DONGENG ABAD 21: MODERNISASI SASTRA ANAK BERBASIS PSIKOLOGI PERKEMBANGAN

Jurnal Sastra Indonesia ◽

10.15294/jsi.v7i3.29846 ◽

2019 ◽

Vol 7 (3) ◽

pp. 202-211

Author(s):

Qurrota Ayu Neina

Keyword(s):

Early Childhood ◽

Research And Development ◽

Fairy Tales ◽

Developmental Psychology ◽

Early Age ◽

Development Research ◽

Complete Structure ◽

Story Structure ◽

Basic Principles ◽

Children's Stories

Tulisan ini memaparkan prinsip pengembangan cerita anak (dongeng) berdasarkan psikologi perkembangan anak. Penelitian ini menggunakan prosedur penelitian Research and Development (penelitian dan pengembangan). Data pada penelitian ini meliputi (1) deskripsi hasil analisis struktur cerita anak, (2) deskripsi hasil analisis keterkaitan tema dan jalan cerita dalam dongeng, dan (3) skor kecenderungan analisis kebutuhan psikologi, sosial, dan moral pada anak usia dini. Berdasarkan hasil analisis, diketahui bahwa seluruh dongeng anak nusantara tidak memiliki struktur yang lengkap. Selain itu, diketahui juga terdapat ketidaksamaan tema dengan alur, rangkaian peristiwa dalam cerita banyak berisi hal-hal yang negatif, dan hal ini bertentangan dengan nilai yang akan diajarkan pada tema. Selain itu, berdasarkan hasil sinkronisasi karakteristik data dari hasil analisis kebutuhan cerita anak pada usia dini serta pedoman mengembangankan cerita anak berbasis psikologi perkembangan, didapatkan tiga prinsip dasar pengembangan cerita anak, yaitu 1) struktur, 2) unsur intrinsik , dan 3) unsur ekstrinsik. This paper describes the principle of developing children's stories (fairy tales) based on the psychology of child development. This study uses Research and Development research procedures (research and development). The data in this study include (1) a description of the results of the analysis of children's story structure, (2) a description of the results of the analysis of the theme and storyline in fairy tales, and (3) the trend score for analyzing psychological, social, and moral needs in early childhood. Based on the results of the analysis, it is known that all Indonesian children's stories do not have a complete structure. In addition, it is known that there are also themes inequality with the plot, the series of events in the story contains a lot of negative things, and this is contrary to the value that will be taught on the theme. In addition, based on the results of synchronization of data characteristics from the analysis of children's story needs at an early age as well as guidelines for developing children's stories based on developmental psychology, three basic principles for developing children's stories are obtained: 1) structure, 2) intrinsic elements, and 3) extrinsic elements.

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PERANCANGAN ILUSTRASI DONGENG SI KANCIL DAN SI KERA UNTUK ANAK USIA 4-6 TAHUN

ArtComm : Jurnal Komunikasi dan Desain ◽

10.37278/artcomm.v1i1.64 ◽

2018 ◽

Vol 1 (1) ◽

Author(s):

Citra Kemala Putri, Dwi Agustini Indriani

Keyword(s):

Early Childhood ◽

Data Collection ◽

Fairy Tales ◽

Quantitative Methods ◽

Early Age ◽

Literature Study ◽

Qualitative And Quantitative ◽

Qualitative And Quantitative Methods ◽

Television Shows ◽

Fictional Story

The Fabel Story of Kancil in Indonesia generally contains a fictional story that has bad image so it is poorly delivered for early childhood. For example, TKQ student Miftahul Hidayah is familiar with the story of Kancil which has bad character, such as deceiving Crocodile to get across the river, and more familiar about The Story of Kancil through foreign-made television shows than fairy tales in Indonesian-made print media. Researchers use qualitative and quantitative methods in processing this phenomenon. Data collection techniques were conducted by interview, observation, literature study and questionnaire. This design is made for children of early age generally, and especially students TKQ Miftahul Hidayah which is more familiar with the typical Indonesian story of Kancil that came along with illustrations and narratives that are appropriate to children. So that it can educate the moral of the children through the story of the Kancil which has changed its view into the better character of Kancil. Keywords: tale, Kancil, early childhood, illustration, narrative

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The Role of Technology in Early Childhood

Enriching Teaching and Learning Environments With Contemporary Technologies - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-3383-3.ch012 ◽

2020 ◽

pp. 202-220

Author(s):

Nazan Kaytez

Keyword(s):

Early Childhood ◽

Early Age ◽

Educational Activities ◽

Parents And Children ◽

Long Time ◽

Home And School ◽

At Home

Today, children are acquainted with technological devices such as tablets, smartphones, and computers at an early age; they often use these devices both at home and school for educational and entertainment purposes. The age at which children should start to use technological devices has been discussed for a long time. Both parents and teachers should assume great responsibilities in this regard. Teachers need to consider curricula and decide on the use of technological devices within the framework of the objectives and achievements they determine. In addition, they should use technological devices together with traditional materials in educational activities. They should also guide parents and children about using technological devices effectively.

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Nilai-Nilai Pendidikan Karakter dalam Gending Rare sebagai Upaya Melestarikan Kearifan Lokal Bali

Diakronika ◽

10.24036/diakronika/vol19-iss1/80 ◽

2019 ◽

Vol 19 (1) ◽

pp. 66

Author(s):

Ida Bagus Brata

Keyword(s):

Early Childhood ◽

Character Education ◽

Hard Work ◽

Early Age ◽

Social Dimensions ◽

Individual Character ◽

Qualitative Descriptive ◽

Descriptive Method ◽

At Home

This study aims to find out the values of character education that can be transferred through gending rare to early childhood as an effort to preserve Bali local wisdom. The present study concerns on: what values of character can be educated through gending rare in an effort to preserve Bali local wisdom; part of character education values in gending rare that can be carried out in an effort to preserve local wisdom; when will the value of character education in gending rare as an effort to preserve local wisdom be carried out; how gending rare rhythms can instill character education as an effort to preserve local wisdom in early childhood. This study uses a qualitative descriptive method. The results showed that the value of character education that can be educated through gending rare can be of individual and social dimensions. The value of individual character education, such as religious, hard work, independence, responsibility, tough, humble, honesty, helpful, and cheerful. While those that are social, such as love the homeland, care for the environment, and togetherness. These character values are part of the universal value of local wisdom that is important to be instilled in the process of forming children's personality from an early age. The value of character education in gending rare can be done at home, at school, and in the community; when parents bathe the child, when the child is fed, when sleeping the child, when playing with peers, with caregivers or with their parents. It generally sung by parents with melodious rhythms and with joyful rhythms.

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Analisis Kemampuan Berbahasa dan Penanaman Moral pada Anak Usia Dini melalui Metode Mendongeng

Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini ◽

10.31004/obsesi.v1i2.34 ◽

2017 ◽

Vol 1 (2) ◽

pp. 139

Author(s):

Putri Hana Pebriana

Keyword(s):

Early Childhood ◽

Language Development ◽

Everyday Life ◽

Learning Process ◽

Fairy Tales ◽

Language Skills ◽

Early Age ◽

Story Listening ◽

Story Elements

A very important factor for the child in expressing his emotions is through language. In addition, moral planting should also be implanted in children from an early age. Language for children can be obtained through experience in everyday life. In this phase, the child experiences a stage of language development that can be said to grow rapidly if the method chosen in the learning process is also appropriate. One method that can be an alternative in developing the language for early childhood is to use the method of storytelling. Indirectly through listening activities children can absorb the information that is on the story. Listening to fairy tales involves adding new vocabulary in story elements as well as moral messages, so by this method the child easily accepts the addition of new vocabulary as well as the moral message contained in a story. Through storytelling it will automatically happen value transformation through the behavior and character of the characters in the story. From the exposure that has been described that the method of storytelling in addition to developing language skills of children, this method can also be used as an alternative in instilling moral in children.

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Pedanda Baka Story As Media Of Character Education Since Early Childhood

Vidyottama Sanatana International Journal of Hindu Science and Religious Studies ◽

10.25078/ijhsrs.v1i1.155 ◽

2017 ◽

Vol 1 (1) ◽

pp. 61

Author(s):

Ni Nyoman Sudiani

Keyword(s):

Early Childhood ◽

Cognitive Development ◽

Character Education ◽

Early Age ◽

Review Of The Literature ◽

Character Building ◽

At Home

Various media reported about poor child's behavior lately. Some violence committed by children to their own friends, lack of respect to parents and teachers, shows child’s bad character. It inspires the writer to dig back cultures that was used as a media of character building for children by their parents long ago. Bali communities has a variety of culture that can be used as a media of character education, such as storytelling culture for children, the story is believed to contain values of character education for children from an early age. The purpose of this paper is to explore values of characters that can be transferred through story of Pedanda Baka and how this story can be used as media of character education to children at an early age. This article is a review of the literature. After assessment, we found that character that can be educated through Pedanda Baka story is religious character. Character education through Pedanda Baka story was done by telling story to children by parents at home and by teachers at school because cognitive development of early childhood is a symbolic behavior, and the story is symbolic. Stories help abstract and intangible concept becomes concrete and tangible. Story can be used as a media of character education since early childhood, because it helps children imitate religious character in the story.

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Reproductive Organ Education for Psychic Health Development of Early Age

International Conference of Moslem Society ◽

10.24090/icms.2018.3255 ◽

2018 ◽

Vol 2 ◽

Author(s):

Dwi Darwati

Keyword(s):

Early Childhood ◽

Early Childhood Development ◽

Deviant Behavior ◽

Reproductive Organs ◽

Reproductive Organ ◽

The Body ◽

Childhood Development ◽

Early Age ◽

Digital Era ◽

Stage Of Development

Reproductive health education should be given since early childhood by using language that is adapted to the stage of development. If you procrastinate and wait until the teenager it is already too late because in the days of the digital era, as now, all the information can be easily accessed by anyone including children early age. If the early childhood misinformed about their reproductive organs it would disrupt the physical and psychological development due to the wrong behavior in caring for and maintaining reproductive organs. Qur’an as the holy book of Muslims describes the steps of reproduction and imparting education wisely as well as how to apply such education. This kind of education must be in accordance with the conditions of children and there should not be a lie about it We can also use media and methods such as pictures, songs, tap or other visual media which can give clearer information, so that children can clearly see parts of the body, their characteristics, and how to treat and care them. The impropriate approach in conveying this kind of knowledge will be very dangerous for children. The provision of early age reproductive organs education can prevent the occurrence of deviant behavior as well as protect children from dangerous influence in early childhood development.

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OPTIMALISASI PENGELOLAAN PERKEMBANGAN SOSIAL EMOSI ANAK USIA DINI

Edupedia ◽

10.35316/edupedia.v4i1.526 ◽

2019 ◽

Vol 4 (1) ◽

pp. 59-66

Author(s):

Khulusinniyah ◽

Farhatin Masruroh

Keyword(s):

Early Childhood ◽

Social Development ◽

Social Relationships ◽

Emotional Development ◽

Emotional Reactions ◽

Early Age ◽

Important Thing ◽

Emotion Development ◽

Social Emotion ◽

The Social

The social-emotionaldevelopment of children is important to be developed from an early age. The emotionaldevelopment in early childhood, takes place simultaneously with their social development. Even there is claim that their emotional development is influenced by their social development. Itcaused by the emotional reactions displayed by early childhood as a response to the social relationships that they live with other people. The emotional development of early childhood can also affect the sustainability of social relationships. Stimulation is an important thing to give by early childhood educators and parents so they can optimize their social emotion development. With this treatment, they can grow into the life ready person in facing the complex future.

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MENGENALKAN DAKWAH PADA ANAK USIA DINI

Jurnal Ilmu Dakwah ◽

10.21580/jid.v34i1.64 ◽

2014 ◽

Vol 34 (1) ◽

pp. 63

Author(s):

Siti Hikmah

Keyword(s):

Early Childhood ◽

Growth Process ◽

Role Model ◽

Role Playing ◽

Field Trips ◽

Early Age ◽

Cognitive Growth ◽

Playing Field ◽

Islamic Values ◽

Education Process

One of the important parts relating to education for children is teaching da’wah since their early age, so that it becomes a habit for their life till they reach adulthood. Da'wah is regarded as a good process of education and it really should refer to the Islamic values which is implemented to children since early age. If this education process can run well, it would generate younger generations who have strong commitment. Introducing da’wah in early childhood requires extra patience to understand the child's condition; like the pra-formal operational stage of cognitive growth process, so that it requires easily understandable methods for children in its implementation. There are some methods to introduce da’wah for children; namely singing, role model, role playing, field trips, poetry, and speeches.***Salah satu bagian penting yang harus mendapatkan perhatian terkait dengan pendidikan yang diberikan sejak usia dini adalah mengajarkan dakwah pada anak sejak dini, sehingga dakwah sudah menjadi kebiasaan dan menjadi bagian hidup anak ketika dewasa. Dakwah dipandang sebagai proses pendidikan yang baik dan benar-benar harus mengacu pada nilai-nilai Islam yang diterapkan sedini mungkin kepada anak-anak. Apabila proses tersebut dapat berjalan dengan baik, maka akan muncul generasi muda yang memiliki komitmen yang kuat. Untuk mengenalkan dakwah pada anak usia dini membutuhkan kesabaran yang ekstra dengan memahami kondisi anak misalnya proses pertumbuhan kognitifnya yang masih dalam tahap pra operasional formal, sehingga membutuhkan metode dalam aplikasinya yang mudah difahami anak. Metode dalam mengenalkan dakwah pada anak melalui bernyanyi, tauladan, bermain peran, karya wisata, bersyair, dan berpidato.

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