scholarly journals LAPORAN PENILAIAN KEGIATAN BELAJAR DARI RUMAH DI RA NURUL FALAH KALIDERES

Perspektif ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 187-194
Author(s):  
Dina Faradillah Syam
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Learning Styles ◽  
Assessment Report ◽  
Childhood Education ◽  
Assessment Of Learning ◽  
The Republic ◽  
Children's Development ◽  
Assessment Reports

Abstrak RA Nurul Falah adalah salah satu lembaga yang menyelenggarakan pendidikan anak usia dini yang regulasinya ada di bawah Kementerian Agama RI. Lokasi lembaga berada di Kecamatan Kalideres Kota Jakarta Barat, DKI Jakarta. Lembaga RA ini menerapkan kegiatan Belajar Dari Rumah (BDR) selama masa pandemi COVID-19 yang melanda Indonesia sejak bulan Maret tahun 2020. Demi terselenggaranya efektivitas kegiatan Belajar Dari Rumah, penyelenggara RA Nurul Falah memberikan laporan penilaian secara berkala tiap bulan. Laporan penilaian ini diberikan kepada 16 orang tua siswa yang ada di RA Nurul Falah. Program pemberian laporan penilaian kegiatan belajar dari rumah kepada orang tua ini dapat menjadi sarana pembinaan orang tua dalam pelaksanaan kegiatan Belajar Dari Rumah dan sarana komunikas antara orang tua dan guru dalam mengetahui kemajuan kemampuan enam aspek kemampuan perkembangan anak. Pemberian laporan penilaian selama kegiatan belajar dari rumah ini juga diberikan sebagai dukungan pembinaan kepada orang tua untuk memahami perkembangan dan gaya belajar anak. Orang tua sangat terbantu dengan adanya laporan penilaian ini karena dengan penilaian ini mereka dapat mengetahui kemampuan anaknya meningkat dari hari ke hari dan mengetahui kegiatan yang dilakukan selama masa Belajar Dari Rumah (BDR) adalah kegiatan yang bermakna dengan tujuan untuk mencapai perkembangan anak sesuai tingkatan usianya. Abstract RA Nurul Falah is one of the institutions that organize early childhood education whose regulations are under the Ministry of Religion of the Republic of Indonesia. The location of the institution is in Kalideres District, West Jakarta City, DKI Jakarta. This RA institution implements Learning from Home activities during the COVID-19 pandemic that has hit Indonesia since March 2020. To ensure the effectiveness of Learning from Home activities, the organizer of RA Nurul Falah provides an assessment report regularly every month. This assessment report was given to 16 parents of students at RA Nurul Falah. This program of providing reports on the assessment of learning from home activities to parents can be a means of fostering parents in implementing Learning from Home activities and a means of communication between parents and teachers in knowing the progress of the six aspects of children's developmental abilities. The provision of assessment reports during learning from home activities is also provided as coaching support for parents to understand children's development and learning styles. Parents are greatly helped by this assessment report because with this assessment they can find out their child's ability to improve from day to day and know that the activities carried out during the Learning from the Home period are meaningful activities to achieve child development according to their age level.

scholarly journals Early Childhood Education and Child Development Outcomes in Least Developed Countries: Empirical Evidence from Lao PDR

2018 ◽  
Vol 14 (6) ◽  
pp. 131
Author(s):  
Manivone Phongsopha ◽  
Piriya Pholphirul
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Lao Pdr ◽  
Cognitive Learning ◽  
Developed Countries ◽  
Least Developed Countries ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

Given the benefits of early childhood education, many countries try to ensure universal accessibilityto early childhood education. However, with their limited budgets and chronic poverty, least developed countries face a huge disadvantage in providing access to early childhood education, especially for children of lower income families and those living in remote areas. This study aims to determine how accessibility to early childhood education and child development affects cognitive, learning, physical, and social-emotional readiness.We use nationally representative data from the Lao Social Indicator Survey (LSIS) for a case study of Lao PDR, which is representative of least-developed countries. Our estimation indicates that mother’s educational attainment and economic status of the family have an important impact on children’s preschool enrollment. In terms of children’s development, receiving early childhood education is likely to play a significant role in developing cognitive skills. Furthermore, in addition to early childhood education per se, activities associated such education also play an important role in fostering children’s development. Hence, early childhood education should be promoted in order to enhance all children’s access to preschools and thus ensure that their development remains on track.

EFFECTS OF PEDAGOGICAL APPROACHES and PRACTICES FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION: A RESEARCH REVIEW

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Pushpita Rajawat
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Relative Effectiveness ◽  
National Level ◽  
The Other ◽  
Pedagogical Practices ◽  
Research Review ◽  
Childhood Education ◽  
Pedagogical Approaches

The relative effectiveness of different pedagogical approaches and pedagogies in early childhood has raised substantial debate. While the other are associated with the acquisition of basic skills and knowledge and some of them are associated with socio-emotional development and problem-solving abilities. In general, research revealed both positive and negative effects of pedagogical approaches, without favouring specific pedagogical approaches over mainstream ones. However, it is important to note that research evidence and studies considering the same approaches in the same context are very limited. On the other hand, specific pedagogical practices are found to enhance child development, including high-quality interactions involving sustained-shared thinking methods, play-based learning, scaffolding, as well as a combination of staff- and child initiated activities. Research impacts pedagogy and pedagogical practices in the sense that research findings can inform policy makers and practitioners on best practices and what works best in enhancing staff performance, process quality and child development. Research on pedagogy and practices is usually not conducted at the national level, but focuses on particular programmes. So, research review has been used as a guide or manual to provide pedagogical guidance for Early Childhood Education (ECE) staff not only in India but also worldwide. The main focus of the study is that how of the best pedagogical practices and approaches across the country can be useful and implemented in early childhood education

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.

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

scholarly journals The Importance of Developing Narrative Capacity

2018 ◽  
Vol 43 (1) ◽  
pp. 1-6
Author(s):  
Jennifer Lehmann
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Human Development ◽  
Developmental Psychology ◽  
Associate Professor ◽  
Childhood Studies ◽  
New Members ◽  
Childhood Education ◽  
And Gender

Welcome to our first Issue of Children Australia for 2018. We hope you have had a wonderful Christmas and entered the New Year with energy and enthusiasm for the challenges ahead. We also welcome back many of our Editorial Consultants and especially want to make our new members of the team feel engaged in the journal's activities for 2018. One of our new Editorial Consultants is Shraddha Kapoor who is Associate Professor at Department of Human Development and Childhood Studies, Lady Irwin College, University of Delhi. Dr Neerja Sharma, now retired, who has supported Children Australia for some years, was Shraddha's Professor before becoming her colleague and now a dear friend. Shraddha herself has been teaching in the department for last 27 years in the subjects of developmental psychology, child development, wellbeing, family and gender. Her particular interests are childcare, early childhood education and gender.

Beyond uniform reproduction: Exploring children’s imaginative play through the lenses of their teacher

2018 ◽  
Vol 21 (1) ◽  
pp. 58-69 ◽  
Author(s):  
Liv Torunn Grindheim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Role Play ◽  
Theoretical Framework ◽  
Basic Material ◽  
Historical Approach ◽  
Cultural Formation ◽  
Childhood Education ◽  
Imaginative Play ◽  
Children's Development

The voices of both early childhood education teachers and children tend to be weak in the choir of agents that constitute the aims and practices of early childhood education. In this article, a video that a teacher made of four children playing dragons, followed by open-ended interviews exploring why she found this particular activity of interest and then open-ended interviews with the involved children while watching and commenting on the video, forms the basic material for discussing how children’s imaginative play can inform what might be valuable activities in early childhood education. The theoretical framework and concepts for analysis draw on an understanding of cultural formation and a cultural-historical approach that outlines children’s development through participation in activities framed by contextual conditions. By tracing conflicts caused by differences in the involved children’s values and motives while meeting conditions and demands in their context, at the personal, institutional and societal levels, the exploration of friendship, danger, space, institutional rooms and what good play ‘is’ are depicted in children’s imaginative role play. From this, imaginative play is seen as being endowed with valuable activities in early childhood education and forms a contrast to the emphasis on future academic competences that are far removed from the children’s experiences.

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

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