scholarly journals Role of Philosophy Education for Children in Grade 3 of MINU Pucang Sidoarjo

2019 ◽  
Vol 1 (1) ◽  
pp. 52-64
Author(s):  
Fabiola D. Kurnia ◽  
Winda Sulistyoningsih
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Context ◽  
Philosophy For Children ◽  
Elementary School Age ◽  
Childhood Education ◽  
Philosophical Education ◽  
A Value ◽  
Grade 3 ◽  
Life Education

Philosophical education is needed for children's education. Philosophy as a value education, as well as life education that is very important for the development of human personality. Therefore, philosophical education should be given since elementary school age. The pattern of teaching philosophy applied is different from the teaching patterns of other sciences. Because in philosophy, humans are invited to think critically. In this case what is meant is that they think for themselves and find their own answers to the questions asked. However, philosophy for children should not burden the learning process. Because it must consider the local cultural context that has existed in Indonesia before. The philosophy of early childhood education seeks to uncover and examine the reality of the child's education process. The implementation of early childhood education must be based on philosophy and educational theory that are suitable for child development. Thus, the practice of education has a clear direction, goals that are relevant to the nature, needs and development of children. Children will be treated according to their situation and living conditions.

scholarly journals VIVENDO E NARRANDO O “SER PROFESSORA” DA EDUCAÇÃO INFANTIL: INCURSÕES DE FRANCISCA

2020 ◽  
Vol 17 (1) ◽  
pp. 336-349
Author(s):  
Silvia Adriana Rodrigues ◽  
Andreia Guilhen Pinto
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Context ◽  
Basic Education ◽  
Childhood Education ◽  
Teaching Identity

The discussion now presented is an excerpt from a collective investigation, in progress, which aims to understand the ways of constituting professionalism and teaching identity from narratives written by teachers of Basic Education and Higher Education. Thus, within the limits of this article, the reflections triggered by the story of an active teacher in Early Childhood Education are brought up. Reading the writings, based on dialogism and otherness, led us to affirm the formative and reflective potential of the narratives not only for those who narrate, but also for those who read them; as well as the extent to which the teaching construction/constitution paths -even being singular -are influenced by plural and collective elements of the socio-cultural context (concrete and subjective) that the subjects are inserted in.

scholarly journals Interactions between children and their early childhood educators: The effect of cultural match on communication

2019 ◽  
Vol 44 (1) ◽  
pp. 48-62 ◽  
Author(s):  
Gwendalyn Webb ◽  
Cori Williams
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Context ◽  
Care Setting ◽  
Early Childhood Setting ◽  
Cultural Match ◽  
Childhood Education ◽  
Education And Care ◽  
Aboriginal Children

This paper describes the findings of research into children’s interactions with educators who were of the same or different culture from that of the children. The research investigated the effect of cultural context on the children’s communication and the quality of their interactions in one mainstream early childhood setting. Aboriginal and non-Aboriginal educators were video-recorded interacting with Aboriginal and non-Aboriginal children in an early childhood education and care setting. The interactions between the children and their educators were categorised according to whether the culture of the educator matched that of the child (cultural match), or not (cultural non-match). The interactions were transcribed and the children’s communication analysed across a variety of linguistic measures. Results indicated that the children’s communication with their educators differed in qualitative but not quantitative measures in response to cultural match. These findings support the need for further research in this area.

scholarly journals PENDIDIKAN FILSAFAT UNTUK ANAK? PENDASARAN, PENERAPAN DAN REFLEKSI KRITIS UNTUK KONTEKS INDONESIA

2016 ◽  
Vol 26 (2) ◽  
pp. 163
Author(s):  
Reza A.A. Wattimena
Keyword(s):  
Cultural Context ◽  
Teaching Method ◽  
Personality Development ◽  
Philosophy For Children ◽  
Philosophical Education ◽  
Life Education

This article argues for the importance of philosophical education for elementary school's students in Indonesia. Philosophy can be understood as value education and also life education. Both are very important for the human's personality development. Therefore, ideally, this kind of education should be provided since childhood age. But, philosophy has different teaching method in compare to other sciences. It asks the children to think for themselves and try to find answers for their questions independently. It should not be a burden for children that already have loads of subjects to learn. The program philosophy for children should also bear in mind the existing cultural context that already exists in Indonesian society.

scholarly journals Early Childhood Education Students' Experiences of Engaging with Academic Text

2021 ◽  
Author(s):  
◽  
Lacey Blass
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Context ◽  
Learning Theories ◽  
Student Identity ◽  
Education Students ◽  
Specific Group ◽  
Practicing Teachers ◽  
Childhood Education ◽  
Undergraduate Study

<p>Academic text is viewed in most university environments as a tool for supporting student learning which generates knowledge, skills and the capacity to critique ideas. Yet there is little research undertaken to understand early childhood education (ECE) students’ experiences and beliefs of engaging with academic text. Therefore, in order to understand this specific group of students’ text engagement practices and beliefs, this ethnographic research followed a group of ten third-year ECE students at Victoria University in Wellington New Zealand through one course of their undergraduate study. The researcher collected data using ethnographic methods (including a non-traditional visual participatory method of identity portfolio collages) to identify patterns which help understand students’ beliefs and experiences of engaging with academic text. Based on social learning theories, the research examined the influence of student identity and cultural context on their motivation and interest in engaging with academic text. The study found that while this group of ECE students reported valuing academic text for a number of reasons, they were most likely to engage with assigned text for assessment purposes. The prevalent use of a surface learning approach, skim reading, when reading academic text also left students feeling frustrated with the reading they completed during their programme. Group expectations of reading mainly for assessment and a lack of text engagement by practicing teachers they encountered also encouraged these students, who hold positive reader identities, to limit their engagement with academic text. The results from this study indicate that students and educators can examine ways to increase student motivation to engage deeply with academic text on a more regular basis for students to achieve deeper and more meaningful learning experiences.</p>

scholarly journals Penerapan Metode Multi Attribute Utility Theory Pada Peserta Didik Penerimaan Bantuan Operasional Penyelenggara (BOP) Pendidikan Anak Usia Dini

2019 ◽  
Vol 1 ◽  
pp. 564
Author(s):  
Mona Debora Sinambela ◽  
Handrizal Handrizal ◽  
Irawan Irawan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Spiritual Development ◽  
Utility Theory ◽  
Further Education ◽  
Childhood Education ◽  
Number Of Children ◽  
A Value ◽  
Multi Attribute Utility Theory ◽  
The Government

Early Childhood Education (PAUD) is one of the government programs in guidance aimed at children from birth to the age of six years which is carried out through providing educational assistance to help growth and physical and spiritual development so that children have readiness in entering further education. MAUT application (Multi Attribute Utility Theory) is intended to select PAUD that has the right to get assistance from the government. Determination of policies taken as a basis for decision making, must use criteria that can be defined clearly and objectively. The criteria used as a requirement in the selection of receiving operational assistance (BOP) for early childhood education are parents 'work (C1), parents' income (C2), number of children (C3), number of children attending school (C4), number of college children (C5). The results of the calculation using the MAUT algorithm are alternatives that can receive the operational assistance of the organizer who has the highest value is alternative A1 with a value of 1, alternative A3 with a value of 0.7, alternative A9 with a value of 0.63, alternative A7 with a value of 0.46 , alternative A4 with a value of 0.43. Therefore, it can be concluded that the MAUT algorithm can be applied to VBNet-based applications where from the results of the calculation we get the similarity between the system and calculations using the MAUT algorithm. This research is expected to be a recommendation to the Principal in selecting the selection for receiving operational assistance for early childhood children at Kindergarten Daniel HKBP Tomuan Pematangsiantar.

scholarly journals Teachers’ Relationships with Children in the Finnish Early Childhood Education Context: A Validation Study

2021 ◽  
pp. 073428292110191
Author(s):  
Wenwen Yang ◽  
Eero Laakkonen ◽  
Maarit Silvén
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Measurement Invariance ◽  
Cultural Context ◽  
Professional Competence ◽  
Factor Model ◽  
Short Form ◽  
Qualified Teachers ◽  
Childhood Education

This study examined the factorial validity and measurement invariance of the Student–Teacher Relationship Scale–Short Form (STRS-SF), modified by Whitaker et al. (2015) , in the Finnish Early Childhood Education (ECE) context. Confirmatory factor analysis (CFA) supported the two-factor model of Closeness and Conflict after some item modifications and partial strong measurement invariance across ECE student teachers and two qualified ECE teacher groups. In general, the participants perceived high levels of closeness and low levels of conflicts with children. The qualified teachers who voluntarily enrolled in training to improve their professional competence perceived their relationships with children as more conflictual, reported less working experience, and had younger children in their classrooms, compared to the other qualified teachers. The student teachers perceived less closeness than the teachers but reported fewerconflicts than the teachers enrolled in training. This study extended the application of the STRS-SF in teacher education and research to a Nordic cultural context.

scholarly journals Early Childhood Education Students' Experiences of Engaging with Academic Text

2021 ◽  
Author(s):  
◽  
Lacey Blass
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Context ◽  
Learning Theories ◽  
Student Identity ◽  
Education Students ◽  
Specific Group ◽  
Practicing Teachers ◽  
Childhood Education ◽  
Undergraduate Study

<p>Academic text is viewed in most university environments as a tool for supporting student learning which generates knowledge, skills and the capacity to critique ideas. Yet there is little research undertaken to understand early childhood education (ECE) students’ experiences and beliefs of engaging with academic text. Therefore, in order to understand this specific group of students’ text engagement practices and beliefs, this ethnographic research followed a group of ten third-year ECE students at Victoria University in Wellington New Zealand through one course of their undergraduate study. The researcher collected data using ethnographic methods (including a non-traditional visual participatory method of identity portfolio collages) to identify patterns which help understand students’ beliefs and experiences of engaging with academic text. Based on social learning theories, the research examined the influence of student identity and cultural context on their motivation and interest in engaging with academic text. The study found that while this group of ECE students reported valuing academic text for a number of reasons, they were most likely to engage with assigned text for assessment purposes. The prevalent use of a surface learning approach, skim reading, when reading academic text also left students feeling frustrated with the reading they completed during their programme. Group expectations of reading mainly for assessment and a lack of text engagement by practicing teachers they encountered also encouraged these students, who hold positive reader identities, to limit their engagement with academic text. The results from this study indicate that students and educators can examine ways to increase student motivation to engage deeply with academic text on a more regular basis for students to achieve deeper and more meaningful learning experiences.</p>

scholarly journals Kultur som mangfold og enfold i barnehagen

2010 ◽  
Vol 3 (2) ◽  
Author(s):  
Olav Kasin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Diversity ◽  
Social Life ◽  
Practical Work ◽  
First Year ◽  
Childhood Education ◽  
A Value ◽  
Education And Care ◽  
Way Of Thinking

Cultural diversity and cultural naivete in early childhood education and care: In this article I focus on cultural diversity as it is presented in the Norwegian Framework Plan for the Content and Tasks of Kindergartens. The concept Kindergarten does not refer to first year in school as in USA, but refer to any kind of early childhood education and care institutions. I argue that the understanding and interpretation of culture is too narrow in this plan. It presents culture mainly as a value and as something that should be made visible and carried out in practical work in the kindergartens. I argue that this understanding of culture and cultural diversity can lead to stereotype understanding of children - children as representatives for cultural diversity. Children should only be understood as representatives of themselves and not as some kind of cultural "marionettes". As an alternative to this way of understanding culture, I present the term as way of analyzing social life, as a way of thinking, and also as different kinds of practice, something that characterize activities between people, not primarily as qualities within people.

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