Peran Guru Anak Usia Dini Dalam Pengenalan Bahasa Inggris Dasar di PAUD

2021 ◽  
Vol 5 (2) ◽  
pp. 21-35
Author(s):  
Taranindya Zulhi Amalia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Field Research ◽  
Secondary Data ◽  
Primary Data ◽  
Structured Interviews ◽  
Childhood Education ◽  
Basic English

Abstrak: Guru PAUD memiliki beragam peran seperti guru pada umumnya.  Namun pembedanya tampak pada peran guru PAUD yang bertugas mengembangkan beragam kemampuan dasar anak untuk menggali potensi anak sejak dini.  Kemampuan dasar bahasa asing pada usia ini dimulai dari pengenalan bahasa Inggris secara mendasar yakni melalui kosakata sederhana. Tujuan penelitian ini untuk: 1) mengetahui pengenalan bahasa Inggris dasar dan 2) peran guru anak usia dini dalam pengenalan bahasa Inggris RA/PAUD. Dengan menggunakan jenis penelitian lapangan serta pendekatan deskriptif kualitatif peneliti menentukan Sumber data primer nya adalah kepala RA/PAUD, sie kurikulum, serta wali peserta didik. Sedangkan sumber data sekunder adalah referensi yang relevan dengan pengenalan bahasa Inggris, peran guru, dan PAUD. Kemudian Data diperoleh melalui teknik observasi partisipatif wawancara semi terstruktur dan dokumentasi uji keabsahan data menggunakan uji credibility, transferability dan confirmability melalui reduction, display data dan conclusion drawing.Hasil yang diperoleh adalah pengenalan bahasa Inggris dasar di RA/PAUD dilakukan setiap hari menyatu dengan pembelajaran tema-tema dan sub tema dalam muatan kurikulumnya berbentuk kosakata harian dan sapaan peran guru anak usia dini dalam pengenalan bahasa Inggris dasar sangat bervariasi. Guru memiliki multi peran dalam satu waktu. Peran-peran tersebut adalah sebagai educator, mediator, observer, facilitator, motivator, administrator, dan composer. KataKunci: peran guru PAUD, pengenalan bahasa Inggris, PAUD     Abstract: Early Childhood Education (PAUD) teachers have various roles like teachers in general. But the difference is seen in their roles tasked with developing a variety of children's basic abilities to explore children's potential from an early age. The basic ability of foreign languages ​​at this age starts from the basic introduction of English through simple vocabulary. The purpose of this study is to: 1) determine the introduction of basic English and 2) the roles of early childhood teachers in the introduction of English in this level. By using the type of field research and the qualitative descriptive approach, the researcher determines that the primary data source is the head of the RA, curriculum courses, and guardians of students. While secondary data sources are relevant references to the introduction of English, the role of teachers, and PAUD. Then the data obtained through participatory observation techniques semi-structured interviews and documentation of data validity test using the test of credibility, transferability and confirmability through reduction, display data and conclusion drawing.The results obtained are the introduction of basic English in RA done every day together with the learning of themes and sub themes in the curriculum content in the form of daily vocabulary and the greeting of the role of early childhood teachers in the introduction of basic English varies greatly. The teacher has multiple roles at one time. These roles are as educator, mediator, observer, facilitator, motivator, administrator, and composer.   Keywords: the role of PAUD teachers, introduction to English, early childhood education

scholarly journals SITUATIONAL ANALYSIS OF ROLE OF BILINGUALISM ON EARLY CHILDHOOD EDUCATION WITH SPECIAL REFERENCE TO QUETTA CITY.

Al-Burz ◽  
2017 ◽  
Vol 9 (1) ◽  
pp. 153-167
Author(s):  
Nousheen Naseer ◽  
Dr. Naima Saeed ◽  
Abdul Nasir Kiazai
Keyword(s):  
Early Childhood ◽  
Second Language ◽  
Early Childhood Education ◽  
Educational System ◽  
Primary Schools ◽  
Secondary Data ◽  
Primary Data ◽  
Situational Analysis ◽  
Childhood Education

Multiple factors rests in nation’s growth but educational system plays a vital role in the development of a nation. The aim of this research article is to explore the role of bilingualism in early childhood education and also to investigate that multilingual educational system can be applied and run in a society, which is linguistically diverse like Pakistan and also investigates teacher’s experiences in primary schools, addressing children from different cultures and languages.  To address the issue, we randomly investigated 300 respondents from different primary schools of Quetta City. A mixed approach (qualitative and quantitative) was used in this investigation. The primary data was collected through teacher’s questionnaire survey and observation. On the other hand, secondary data included books, journal articles and websites. Data were analyzed using the Statistical Package for Social Science (SPSS).The findings of this study revealed that the proficiency in Urdu, and also analyzing an approach from which age the children are at their best to understand, start or adopt second language and even speak more fluently. Pertinently that is the age it can also be judged the children are mixing up the primary and secondary languages. The findings of the study reveals that 52.7% respondents were excellent in Urdu language, 46.7 % respondent suggested the best age of 4-6 year to start the second language, 59% respondents were of the view that children can mix-up primary and secondary languages. 61.3% agreed upon the bilingualismin theearly ages.  The survey concludes the bilingualism can effect on the education of the children at early age. Keeping in view the multilingualatmosphere of the Quetta city it is recommended that monoligualism is the best option of the children to be adopted in education system for better understanding.

scholarly journals Classificação na Educação Infantil: discutindo propostas, concepções e práticas Rank in Early Childhood Education: discussing proposals, concepts and practices

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Edneri Pereira Cruz ◽  
Ana Coelho Vieira Selva
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Common Property ◽  
Mathematics Classroom ◽  
Classroom Observation ◽  
Structured Interviews ◽  
Childhood Education ◽  
Conceptual Clarity ◽  
Role Of Teachers

O estudo investiga como a Classificação vem sendo tratada na Educação Infantil. Em particular, as atividades propostas em livros didáticos e a atuação de docentes em sala de aula. Esta pesquisa contemplou: análise de livros didáticos de Matemática, observação de sala de aula e realização de entrevistas semiestruturadas com professoras desta etapa de ensino. De modo geral, tanto nos livros didáticos quanto nas propostas em sala de aula, as atividades apresentam-se como contexto fecundo para se explorar aspectos numéricos, geométricos e lógicos, com a predominância de atividades que previam o agrupamento de objetos que possuíam uma propriedade comum ou mesmo atributo. Na preocupação em tornar o conhecimento acessível e com significado para a criança, se perdeu em algumas atividades a clareza conceitual.The study investigates how the Classification has been treated in kindergarten. In particular, the activities proposed in textbooks and the role of teachers in the classroom. This research included: analysis of textbooks of Mathematics, classroom observation and carrying out semi-structured interviews with teachers of this educational stage. In general, both in textbooks as the proposals in the classroom, the activities are presented as fruitful context for exploring numerical, geometric and logical aspects, with the predominance of activities that provide for grouping of objects that had a common property or even attribute. The aim of making it accessible and meaningful to the child's knowledge, was lost in some activities the conceptual clarity.  

Professional identity in the infant room

2019 ◽  
Vol 44 (3) ◽  
pp. 244-256 ◽  
Author(s):  
Belinda Davis ◽  
Rosemary Dunn
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Identity ◽  
Early Childhood Teachers ◽  
Childhood Education ◽  
Professional Recognition ◽  
Steady Growth ◽  
Education And Care ◽  
Infant Learning

The Organisation for Economic Cooperation and Development has shown that there is a steady growth in the numbers of infants attending early childhood services. Despite growing interest in infant learning, recognition of infant teachers as specialised professionals is limited. This research aims to explore the role of early childhood teachers working with infants in early childhood education and care settings through the following questions: (1) What are the teachers’ reported reflections about their role in working with infants? (2) How does this help shape their professional identity? Visual methodologies alongside narrative inquiry were used to capture the lived experiences of infants and their teachers in early childhood education settings. Thematic analysis was conducted within a constructivist paradigm utilising descriptive codes based on Molla and Nolan’s classes of professional functionings. Findings showed infant teachers’ pedagogical work with infants to be subtle, based on specialised understandings of individual children and this age group. The teachers were self-aware, making purposeful pedagogical decisions based on knowledge and experience. Nevertheless, communicating this work with parents, untrained staff and employers remains a challenge. Professional recognition and identity should be reconceptualised with wider recognition of the specialisation of infant teachers including changes in policy and remuneration.

scholarly journals Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

2018 ◽  
Vol 34 (1) ◽  
pp. 95-96
Author(s):  
Anita Croft
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Education For Sustainability ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Sustainability Practices ◽  
Preparedness To Teach

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

scholarly journals Urgensi Pendidikan Anak Usia Dini Dalam Perspektif Hadits di Masa Pandemi Coronavirus

2021 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Afifah Fatihakun Ni'mah Wahidah ◽  
Muhammad Alfatih Suryadilaga
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Values ◽  
Moral Values ◽  
Childhood Education ◽  
Children's Education ◽  
The Family ◽  
Children’S Education ◽  
Role Of Parents

Urgency Parents have an important role for Early Childhood Education especially with the covid outbreak so that children have to learn from home. This article aims to examine the urgency of Early Childhood Education education in the perspective of hadith, especially the hadith on the obligations of parents in educating children, which is associated with conditions in the era of the Coronavirus pandemi. Family is the first and foremost education for a person. Education in the family plays a role in developing character, personality, cultural values, religious and moral values, and simple skills. There is a physical distancing policy so that learning is carried out online (in a network) so that the role of parents is very urgent in ensuring the continuity of their children's education. is the responsibility of the parents; Second, the best gift parents give their children is a good education; Third, parents as the first and foremost madrasa, especially for early childhood, are responsible for their children's education.

scholarly journals The role of federal and state policy in addressing early childhood achievement gaps: parent perceptions and student outcomes related to 21st Century Learning Centers programming in the United States

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Heather P. Williams
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
21St Century ◽  
State Policy ◽  
Learning Centers ◽  
Community Learning Centers ◽  
Community Learning ◽  
Childhood Education ◽  
Insight Into

AbstractAs policymakers and school communities work to address underlying causes of achievement gaps and access to quality early childhood education, this study considers the use of 21st Century Community Learning Centers to address early childhood education needs on western U.S. state, Idaho. The study sought to understand the relationship between federal and state policies related to out-of-school opportunities to enhance early childhood education. Utilizing data from a statewide evaluation of Idaho’s 21st Century Learning Centers, the study examined 92 centers providing after school, before school, or summer programs in grades preschool through the third grade to predominately at-risk children. Data collection included quantitative data from a survey given to parents (n = 183), as well as qualitative data collected through site-based interviews, focus groups and observations. Data included a review of historical and current data on participation rates; attendance rates; standardized test scores for program participants in grades PK-3 (n = 3258). Data were analyzed for themes and transfer. The study findings provide further insight into understanding possible relationships between U.S. federal and state policy regarding 21st Century Community Learning Centers on both students’ outcomes and parent satisfaction. The findings further support the role of out-of-school time (OST) experiences in the larger ecosystem of learning and provides insight into understanding how the OST activities are carried over into family life.

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