scholarly journals KETERLIBATAN ORANG TUA DALAM PEMBELAJARAN ANAK USIA DINI SELAMA BELAJAR DARI RUMAH DI MASA PANDEMI COVID-19

2020 ◽  
Vol 6 (2) ◽  
pp. 63-74
Author(s):  
Jane Gresia Akollo ◽  
Meike Elsa Toisuta
Keyword(s):  
Early Childhood ◽  
Parental Involvement ◽  
Learning Process ◽  
Children’S Learning ◽  
Parents And Children ◽  
Learning Development ◽  
Early Childhood Learning ◽  
Children's Learning ◽  
At Home

AbstrackIn children learning process that is conducted from home during the Covid-19 pandemic, parents must function as “teachers”.  As the 'teachers', parents must prepare themselves, starting from reading books, participating in webinars, following learning videos or videos of children's creativity activities in order to nourish their intellectuals with various information and knowledge.  This study employs a qualitative approach with a case study method on 10 parents (father or mother) who had early childhood (5-6 years) at PAUD Rafflesia Arnolis, Kayu Tiga, Soya Village Ambon City. The data were obtained through interviews and documentation. The result of this study reveal some foms of parental involvement namely there is a communication between parents and teacher, accompany and help children learn as well as privide learning facilities. In addition, there are several positive things created between parents and children, such as the closeness of parents and children, parents can follow and know about children's learning development and parents are enriched intellectually and creatively while being 'teachers' for children at home. The benefit of the research is that the parents realize how important it is for them to be involved in their childrens' learning process and recognize the forms of involvement. Thus, parents can improve the quality and intensity of their children's learning involvement at home during the Covid-19 pandemic.Keywords: parental involvement, early childhood, learning from home

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2019 ◽  
pp. 1066-1082 ◽  
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

scholarly journals Memahami Lebih Dalam Mengenai Pentingnya Pencegahan Penularan Covid-19 Sejak Usia Dini di TPQ Al-Mubarok

2021 ◽  
Vol 2 (2) ◽  
pp. 46-49
Author(s):  
Fajar Rohman Hariri
Keyword(s):  
Early Childhood ◽  
Immune System ◽  
Learning Activities ◽  
Spread Rate ◽  
Or Education ◽  
Prevention Education ◽  
Children’S Learning ◽  
Corona Virus ◽  
Children's Learning ◽  
At Home

It takes an intensive understanding of the corona virus and how to deal with it so that the spread rate does not increase. Especially early childhood, including those who are vulnerable to the Covid-19 virus because they do not understand how fast this virus spreads and still have an immune system that is vulnerable to the virus. With the Covid-19 virus, it has resulted in children being unable to study at school, so learning activities must also be supported by parents at home and teachers are also responsible for monitoring children's learning activities. This Covid-19 virus also brings fear and worry to children, this is because children do not understand how they understand the virus and how to prevent it. Therefore, it is very important to carry out socialization or education about the prevention of Covid-19 for children -child. Covid-19 prevention education contains the introduction of the Covid-19 virus, how to deal with worry, and how to prevent the Covid-19 virus through short animated videos that are interesting and easy for children to understand, so that children's worries can be reduced and parents will also understand how to teach children to prevent the virus.

scholarly journals Community Participation in Education: A Case Study in the Four Remote Primary Schools in Samlot District, Battambang Province, Cambodia

2021 ◽  
Author(s):  
◽  
Loeurt To
Keyword(s):  
Parental Involvement ◽  
Community Participation ◽  
Primary Schools ◽  
School Development ◽  
School Support ◽  
Education Development ◽  
Children’S Learning ◽  
Resource Contribution ◽  
Children's Learning

<p>This study was conducted to investigate the nature of community participation in education in a remote district in Cambodia. A case study approach was used to explore the issue and employed mixed research methods for data collection. Epstein‘s participation and Bray‘s degree of community participation were used as analytical frameworks. The study contributes to a wide body of literature in participation in education, but which is under-researched for rural Cambodia. The study focussed on the forms and processes of participation by parents, community members and education stakeholders in primary schools in remote areas.  The study discovered a range of social practices in community participation in education. The degrees of participation varied depending on the types of participation and the participants. Parents had direct participation in their children‘s learning at home, and indirect participation through resource contribution for school development. In addition, the community participated in education through their main representatives, the School Support Committees (SSCs). SSCs were found to possess power in the decision-making processes in school and education development.  The most common type of participation was collaborative resource contribution for school development. This practice reflected the traditional culture of participation of Cambodian society but there was also a sign of behavioural change to focus more on children‘s learning. Teachers and School Support Committees were the drivers in bringing community and parents to participate in education. They were the facilitators, communicators, network connectors and mobilizers for school and education development.  This case study suggests that a shift in focus (on the part of the government, non-governmental organizations and education stakeholders) to support parental involvement in children‘s learning, rather than the traditional resource mobilisation, may better promote children‘s learning. Further research on parental involvement in children‘s learning could be conducted.</p>

scholarly journals Influence of Parental Involvement on Learning Outcomes at Public Early Childhood Centres in Nairobi City County, Kenya

2020 ◽  
Vol 4 (3) ◽  
pp. 26
Author(s):  
Orpha Nyakundi ◽  
Grace Nyagah ◽  
Jeremiah Kalai ◽  
Simon Munayi
Keyword(s):  
Early Childhood ◽  
Parental Involvement ◽  
Learning Outcomes ◽  
Parental Support ◽  
Structured Interview ◽  
County Government ◽  
Head Teachers ◽  
Children’S Learning ◽  
Involved Parents ◽  
Children's Learning

Purpose: Parental support is essential in achieving pupils’ learning outcomes. The purpose of this article is to discuss how parental involvement in pupils’ learning programmes influences pupils’ learning outcomes. The study was conducted in public Early Childhood centres in Nairobi City County, Kenya, to investigate the influence of parental involvement in pupils’ learning programmes on children’s learning outcomes. The problem is that, despite that parents have a responsibility and an influence in the education of their children, not all parents are involved in the learning programmes at the early childhood centres. The objectives of the study were to assess the extent of parental involvement in pupils’ learning programmes and to determine the influence of parental involvement in children’s learning programmes on learning outcomes.Methodology: The study employed descriptive survey targeting the 21 public stand-alone early childhood education centres, 2243 children aged 3-5 years, 21 head teachers and all teachers at the learning centres. Quantitative and qualitative data was collected by using structured interview schedules for head teachers, closed questionnaires for teachers and document analysis guide to process pupils’ learning outcomes (performance).  Records of Pupils of PP1 and PP2 levels from each centre were simple randomly sampled for review. By purposive sampling, 48 teachers were sampled, at least one teacher for each of the levels from the 21 institutions. The study employed, means, percentages and the coefficients in the analysis of the data.Findings: The study revealed that 38.1 percent of the learning centres had parents who gave less than 50 percent of the expected support and that centres that involved parents in the learning programmes had higher learning outcomes. The conclusion is that parental involvement in the education of their children leads to high learning outcomes.Unique contribution to theory, practice and policy: The study recommended that The County Government should develop and implement a policy to support establishment and enforcement of a framework through which parents can work in partnership with the teachers at the learning centres. There is need for government instituted structures for sensitization of the parents on their role in the education of their children.

scholarly journals Advices for Involving Parents in Children’s Learning Activities from School to Home

2020 ◽  
Vol 5 (2) ◽  
pp. 1073-1082
Author(s):  
Alfiana Falan Syarri Auliya ◽  
Pujiyanti Fauziah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Literature Review ◽  
Parental Involvement ◽  
Growth And Development ◽  
Recent Literature ◽  
Learning Activities ◽  
Childhood Education ◽  
Children’S Learning ◽  
Children's Learning

 Parental involvement in children’s learning activities is important for the optimal of their growth and development. The aims of writing this article is to provide advices that can be applied in early childhood education institutions in terms of involving parents in children's learning activities at home. This article used the literature review method by reviewing recent literature such as books and research journals that provide an explanation of the topic of parental involvement in children's learning. In this research, several topics related to parental involvement are explained, including factors that influence and the type of parental involvement, forms of parental involvement in children's learning and advices for involving parents in children's learning activities. In short, this article is expected to help educators find strategies for involving parents to continue children's learning activities from school to home. Then, it is recommended for educators to use the results of this study, which is advices for involving parent in children's learning activities. Every parent must accompany the child's learning activities so that learning activities run effectively and can optimize the child's growth and development.

scholarly journals Manifestation of parental support for primary form students learning at home

2020 ◽  
Vol 10 ◽  
pp. 50-57
Author(s):  
Monika Zilinskyte ◽  
Ausra Kazlauskiene
Keyword(s):  
Parental Involvement ◽  
Parental Support ◽  
Parent Support ◽  
Children’S Learning ◽  
Depth Interview ◽  
Learning At Home ◽  
Supportive Practice ◽  
Primary Form ◽  
Children's Learning ◽  
At Home

The research deals with the parental support for primary form student learning at home. The following problem questions were raised: what are the types of parental involvement in children’s learning and how does parental support manifest in practice of children learning at home. The problem is also relevant because the primary form students’ age is the time when parent support has the highest value and creates conditions for comprehensive personality growth: academic skills, children’s future prospects, mental health and formation of social relationships. By applying the data collection method of in-depth interview, the conditions to understand what types of parental involvement in children’s learning manifest while providing learning support at home have been created. The method of content analysis helped to reveal the following types of parental involvement in children’s learning: control and autonomy supportive practice. Expression of the said roles manifested during the following parents’ initiatives/ actions: collaboration, motivation, intrusion of rules, instructions of parents, preaching, continuous observation.

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2016 ◽  
pp. 85-101
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

Sign in / Sign up

Export Citation Format

Share Document