Aplikasi Berbasis Android Dalam Meningkatkan Kognitif Anak Usia Dini

2021 ◽  
Vol 3 (2) ◽  
pp. 169-184
Author(s):  
Desy Ayuningrum ◽  
Nur Afif
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Data Collection ◽  
Golden Age ◽  
Educational Games ◽  
Digital Age ◽  
Children's Development ◽  
Children’S Development

Early  childhood cognitive formation is formed more quickly in the first four years of life in the golden age. The phenomenon of android-based application media in the digital age has been widely used as a means to optimize children’s cognitive development by some parents. The purpose of this study was to determine the role of android based application media in improving cognitive development in children. The method used in observasion is qualitative. As for the data collection techniques in the study are interview and observasions to five parens of android-based application usersas a means of stimulation to optimize children’s development in lampung. The result of the study illustrate that there is an increase in cognitive development in children. This it can be concluded that the android-based application media in the form of educational games and youtube kids can be used as a means to optimize cognitive development in early childhood.

scholarly journals The Role of YouTube Media as a Means to Optimize Early Childhood Cognitive Development

2018 ◽  
Vol 205 ◽  
pp. 00002
Author(s):  
Dwi Asmiarti ◽  
Guntur Winangun
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Data Collection ◽  
Phenomenological Approach ◽  
Optimal Development

Early childhood cognitive development is formed faster in the first four years of life. YouTube as a video-based application media is used as a means to optimize children’s cognitive development by some parents. The objective of this study was to determine the role of YouTube media in optimizing cognitive development in early childhood. The method used is qualitative with a phenomenological approach. Data collection techniques in this study were interviews and observations to parents of YouTube media users as a means of optimizing a more optimal development in aspects of imagination, language, curiosity, and concentration. Thus it can be concluded that YouTube media can be used as a means to optimize cognitive development in early childhood.

scholarly journals Mengasah Keterampilan Bahasa Anak Usia Dini Melalui Kegiatan Bernyanyi

2018 ◽  
Vol 1 (1) ◽  
pp. 1-11
Author(s):  
Eka Rizki Amalia ◽  
Hasana Hasana
Keyword(s):  
Early Childhood ◽  
Literature Review ◽  
Social Relations ◽  
Golden Age ◽  
Language Skills ◽  
Literature Study ◽  
Language Abilities ◽  
Children's Development ◽  
Children’S Development

During the children’s development, they will experience a phase called the golden age. This phase is the most crucial stage in children's development because they will grow and develop rapidly. This phase is the foundation for developing cognitive, motoric, socio-emotional, religious, moral and language abilities. Regarding the development of children's language skills, it will be optimal if it is conducted with stimulation from the surrounding both from the parents or family and the teachers. This literature study discusses the importance of directing and fostering the children’s language skills from early childhood and activities that can support the stimulation process of early childhood language skills. The results of the literature review show that children’s language skills must be directed and nurtured since early childhood. A person's language skills show his intelligence in expressing certain words and sentences regularly and precisely. For early childhood, the best stimulation is given by singing activities. Singing activities cannot be separated from social relations, both with the environment, society, friends, and family. By singing activities, children will be introduced to how to respect others, to put themselves in a new environment, and train their ability to communicate.

scholarly journals PENGUNAAN MEDIA MOVING FLAHSCARD UNTUK STIMULASI KEMAMPUAN LITERASI ANAK USIA DINI

2018 ◽  
Vol 2 (2b) ◽  
pp. 54-62
Author(s):  
Asdi Wirman ◽  
Yulsyofriend Yulsyofriend ◽  
Yaswinda Yaswinda ◽  
Andriana Tanjung
Keyword(s):  
Early Childhood ◽  
Computer Technology ◽  
Digital Age ◽  
Literacy Skills ◽  
Working Together ◽  
Computer Based ◽  
Literacy Ability ◽  
Moving Media ◽  
Children's Development ◽  
Children’S Development

  ABSTRAK Aspek kemampuan literasi adalah salah satu potensi anak yang mesti dikembangkan semenjak dini. Pengembangan kemampuan literasi mesti seimbang dan terintegrasi dengan lingkup perkembangan anak lainnya. Optimalisasi pengembangan kemampuan literasi menuntut kesiapan para pendidik yang mampu memberdayakan berbagai fasilitas untuk menfasilitasi perkembangan literasi, termasuk perihal media pembelajaran. Pergeseran ke era digital terkadang menjadikan pembalajaran monoton berbasis teknologi komputer. Pada hal tidak tertutup peluang bagi pendidik untuk menggunakan media yang tidak berbasis komputer. Salah satunya adalah media moving flashcard. Media ini akan menfasilitasi anak baik yang memilii gaya belajar visual, audio apalagi kinestetik. Sehingga anak bisa secara bersama-sama belajar dengan fun dan menyenangkan. Selain itu anak juga bisa berkompetisi, bekerja sama sehingga pembelajaran lebih efektif.     Kata Kunci: media moving flaschcard; literasi anak usia dini   Abstract The aspect of literacy ability is one of the children's potential that must be developed early. The development of literacy skills must be balanced and integrated with the scope of other children's development. Optimizing the development of literacy skills requires the readiness of educators who are able to empower various facilities to facilitate the development of literacy, including about learning media. Shifting to the digital age sometimes makes monotonous learning based on computer technology. In the case of not being closed, opportunities for educators to use media that are not computer-based. One of them is flashcard moving media. This media will facilitate children who have visual, audio and kinesthetic style of learning. So that children can learn together with enjoyfull and fun. In addition, children can compete, working together so that learning is more effective. Keywords: Moving Flashcard; Literacy of early childhood

Monitoring children’s development in early childhood education settings to promote early detection of autism

2021 ◽  
pp. 183693912199808
Author(s):  
Beth Mozolic-Staunton ◽  
Josephine Barbaro ◽  
Jacqui Yoxall ◽  
Michelle Donelly
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Education ◽  
Early Detection ◽  
Population Surveillance ◽  
Early Childhood Educators ◽  
Policy Reforms ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

Autism is a developmental condition that can be detected in early childhood. Early intervention can improve outcomes, though many children are not identified until they reach primary school. Early childhood educators are well placed to monitor children’s development and identify those who may benefit from additional supports, though implementation of standardised tools and processes is limited. The National Disability Insurance Scheme in Australia has increased the onus on educators to support families to access funded services. A workshop on evidence-informed practice in early detection for autism was provided for early childhood professionals. The theory of practice architectures informed development and analysis of pre- and post-workshop surveys to explore changes in early childhood educators’ perspectives on factors influencing universal developmental monitoring and referrals to early intervention supports using an evidence-based tool, the Social Attention and Communication Surveillance-Revised (SACS-R). Post-workshop increases in early childhood educators’ perceived knowledge and confidence are evident, though recent policy reforms present challenges. Population surveillance using SACS-R in early childhood education is effective for identification and referral for children who have autism, and capacity building for professionals to use SACS-R is recommended.

scholarly journals Analyzing input quality along three dimensions: interactive, linguistic, and conceptual

2019 ◽  
Vol 47 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Meredith L. ROWE ◽  
Catherine E. SNOW
Keyword(s):  
Socioeconomic Status ◽  
Early Childhood ◽  
Language Learning ◽  
Pretend Play ◽  
Three Dimensions ◽  
Book Reading ◽  
Future Research ◽  
Input Quality ◽  
Children's Development

AbstractThis paper provides an overview of the features of caregiver input that facilitate language learning across early childhood. We discuss three dimensions of input quality: interactive, linguistic, and conceptual. All three types of input features have been shown to predict children's language learning, though perhaps through somewhat different mechanisms. We argue that input best designed to promote language learning is interactionally supportive, linguistically adapted, and conceptually challenging for the child's age/level. Furthermore, input features interact across dimensions to promote learning. Some but not all qualities of input vary based on parent socioeconomic status, language, or culture, and contexts such as book-reading or pretend play generate uniquely facilitative input features. The review confirms that we know a great deal about the role of input quality in promoting children's development, but that there is much more to learn. Future research should examine input features across the boundaries of the dimensions distinguished here.

Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia

2021 ◽  
Author(s):  
Carolina Maldonado‐Carreño ◽  
Hirokazu Yoshikawa ◽  
Eduardo Escallón ◽  
Liliana Angélica Ponguta ◽  
Ana María Nieto ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Study ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

Impact Study: Early Education use and Child Outcomes up to Age 5

2020 ◽  
Vol 8 (10) ◽  
pp. 414-417
Author(s):  
David Hancock
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Education ◽  
Child Outcomes ◽  
Impact Study ◽  
Childhood Education ◽  
Education And Care ◽  
The Subject ◽  
Children's Development ◽  
Children’S Development

There is evidence to suggest that early childhood education and care has a significant impact on children's development. A recent report on the subject has revealed some interesting conclusions about the link between settings and outcomes

scholarly journals ‘Grandmother, aren’t you going to sing for us?’ Current childcare practices and caregivers’ perceptions of and receptivity to early childhood development activities in rural Burkina Faso

2019 ◽  
Vol 4 (2) ◽  
pp. e001233 ◽  
Author(s):  
Jennifer Hollowell ◽  
Mari Dumbaugh ◽  
Mireille Belem ◽  
Sylvain Kousse ◽  
Tessa Swigart ◽  
...  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Burkina Faso ◽  
Early Childhood Development ◽  
Sub Saharan Africa ◽  
Childhood Development ◽  
Media Intervention ◽  
Sub Saharan ◽  
Children's Development ◽  
Children’S Development

IntroductionEffective stimulation and responsive caregiving during the first 2 years is crucial for children’s development. By age 3–4 years, over 40% of children in sub-Saharan Africa fail to meet basic cognitive or socioemotional milestones, but there are limited data on parenting and childcare practices. This study, conducted to inform the design of a mass media intervention, explored practices, perceptions, motivators and obstacles to childhood development-related practices among parents and caregivers of children aged 0–2 years in rural Burkina Faso.MethodsWe performed two rounds of six focus groups with 41 informants in two villages, using an adapted version of the Trials of Improved Practices methodology. These first explored beliefs and practices, then introduced participants to the principles and benefits of early childhood development (ECD) and provided illustrative examples of three practices (interactive ways of talking, playing and praising) to try with their children. One week later, further discussions explored participants’ experiences and reactions. Data were analysed inductively using thematic content analysis.ResultsExisting activities with young children were predominantly instructive with limited responsive interaction and stimulation. Participants were receptive to the practices introduced, noted positive changes in their children when they adopted these practices and found engagement with children personally rewarding.ConclusionInteractive, stimulating activities with young children did not appear to be widespread in the study area, but caregivers were receptive to information about the importance of early stimulation for children’s development. ECD messages should be tailored to the local sociocultural context and consider time limitations.

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