scholarly journals IMPACT OF MULTILINGUALISM ON THE EARLY CHILD DEVELOPMENT

Al-Burz ◽  
2017 ◽  
Vol 9 (1) ◽  
pp. 142-152
Author(s):  
Iftikhar Shafiq ◽  
Dr. Naima Saeed.
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Private Schools ◽  
Early Childhood Development ◽  
Mother Tongue ◽  
Childhood Development ◽  
Primary Language ◽  
Public And Private ◽  
National Education

There is certainly found an instrumental role of primary language in early childhood development. The domains of child development and early learning are discussed in different terms and categorized in different ways in the various fields and disciplines that are involved in research, practice, and policy related to children from birth through age. The primary language has significant role for learning process in early childhood development. Keeping its importance, it is included in National Education Policy 2009. This is very general that many children speak a home language that differs from the language of instruction in education programs. Research confirms that children learn best in their mother tongue as a prelude to and complement of bilingual and multilingual education. Whether children successfully retain their mother tongue while acquiring additional languages depends on several interacting factors. This further help the students in early grades that students acquire much knowledge and easily learn in primary language. The most significant part of schooling is the early education or early development of child related to their social and educational problems ,the role of primary language cannot be ignored because such like Quetta city, the majority of the  students learn education in their secondary  language, the medium of instruction in private schools is mostly English and Urdu but in public school the Urdu is used commonly. However the large number of population lives in Quetta they speak their first language as Pashto, Balochi, Brahui, and Hazargi, but less number of students speak Urdu as first or primary language, not only in Quetta but also in all over the province the education system is not good enough to provide quality education to the students, the public and private schools are providing education in province but all of them lack the services

scholarly journals Optimalisasi Kecerdasan Bahasa Anak Usia Dini melalui Metode Bermain Peran

2018 ◽  
Vol 1 (1) ◽  
pp. 12-24
Author(s):  
Indah Fajrotuz Zahro ◽  
Nurul Azizah Ria Kusrini
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Oral Communication ◽  
Role Playing ◽  
Childhood Development ◽  
Dramatic Play ◽  
Language Functions ◽  
Language Knowledge ◽  
Important Means

Language is one of the important aspects for early childhood development. Language functions as a means of communication as well as being an important means for the lives of children. It is dangerous to be a means for children to be able to interact with each other, share their experiences, and be able to improve intellectually, namely in order to develop their language knowledge and skills. For early childhood it is a period of development that must be fostered and developed so that they can make full use of their language skills. If the guidance, direction, and handling are not appropriate or even not obtained by the child causes language development that is not in accordance with what is expected by parents at home or by educators at school. The methods that can be done to stimulate and optimize children's language intelligence, including the method of question and answer, storytelling, tourist visits and play play (dramatic play). The role playing method consists of playing the role of macro and micro by going through the stages of playing an artificial role, playing with the object, pretending to be related to actions and circumstances, perseverance and oral communication. Based on data analysis and discussion, information can be obtained that the method of playing drama (play dramatically) / role playing is carried out in several stages, namely identifying figures, determining story settings, interpreting stories and values ​​contained, reflection and observation. The application of this technique is expected to provide optimization of early childhood language intelligence.

scholarly journals Pathways to a more peaceful and sustainable world: The transformative power of children in families

2020 ◽  
pp. 1-12
Author(s):  
Pia R. Britto ◽  
Suna Hanöz-Penney ◽  
Liliana Angelica Ponguta ◽  
Diane Sunar ◽  
Ghassan Issa ◽  
...  
Keyword(s):  
United States ◽  
Early Childhood ◽  
Child Development ◽  
Young Children ◽  
Early Childhood Development ◽  
The United States ◽  
Childhood Development ◽  
Policy Advocacy ◽  
Children And Families ◽  
Transformative Power

Abstract This article provides an overview of selected ongoing international efforts that have been inspired by Edward Zigler's vision to improve programs and policies for young children and families in the United States. The efforts presented are in close alignment with three strategies articulated by Edward Zigler: (a) conduct research that will inform policy advocacy; (b) design, implement, and revise quality early childhood development (ECD) programs; and (c) invest in building the next generation of scholars and advocates in child development. The intergenerational legacy left by Edward Zigler has had an impact on young children not only in the United States, but also across the globe. More needs to be done. We need to work together with a full commitment to ensure the optimal development of each child.

scholarly journals The Nigerian Integrated Early Childhood Development Policy: Perspectives on literacy learning

2015 ◽  
Vol 5 (1) ◽  
pp. 17
Author(s):  
Linda Newman ◽  
Loveth Obed
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Development Policy ◽  
Early Childhood Development ◽  
Life Experiences ◽  
National Policy ◽  
Literacy Learning ◽  
Childhood Development ◽  
The Social

Many scholars and researchers now have a broadened vision of literacy that encompasses the social practices that surround literacy learning. What accompanies this vision is a shift towards thinking that children, and their families, can contribute actively to literacy learning by drawing on their strengths and life experiences to create and draw meaning from a broad range of everyday sources. For many, reading and writing from print-based texts is no longer considered the only, or most desirable, avenue to literacy learning. It is now recognised that children’s social and cultural lives should be used as a resource for literacy learning. Using four literacy learning lenses, we examine the Nigerian National Policy for Integrated Early Childhood Development. These lenses are: collaboration with families, the role of educators, literacy-rich environments, and diversity and multimodality. Recent research around early literacy learning underpins our analysis to identify where the policy could more strongly refer to the role of families and educators and to argue that there is scope for greater attention to early literacy learning in the policy.

Early Childhood Development Complexes — Where to from here?

1979 ◽  
Vol 4 (1) ◽  
pp. 26-31
Author(s):  
Yoland Wadsworth
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
School Child ◽  
Government Policy ◽  
Early Childhood Development ◽  
The State ◽  
Childhood Development ◽  
Research Officer

On March 20th of this year, it will be exactly five years since the Victorian Minister for Health released the Report of the Consultative Council on Pre-School Child Development, a document which was then adopted “in principle” as government policy for the State.This report yielded, amongst many detailed recommendations, the concept of an Early Childhood Development Complex (ECDC) which has since been implemented in practice in a number of different places throughout Victoria.As the research officer to the Consultative Council, I attended, from my appointment, all its deliberations and discussions, meetings, weekend workshops (some residential) and had the unique opportunity of witnessing the meshing of these experienced minds.

scholarly journals Muslim Women’s Roles in Early Childhood Education

2019 ◽  
Vol 13 (2) ◽  
pp. 264-280
Author(s):  
Munirah Munirah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Development ◽  
Muslim Women ◽  
Childhood Development ◽  
Future Research ◽  
Dual Function ◽  
Childhood Education ◽  
Role Of Women

The role of Muslim women in early childhood education is very urgent in education because women are the first source of knowledge for children. There are many supporting and inhibiting factors for the role of Muslim women executors. This study aims to find the role of female educators in Islam as a dual function that functions as a teacher, parent, and community member. The research method uses qualitative with a phenomenological approach. The findings show the role of Muslim women is not ideal, including the role of women as educators in schools, parents, and education experts. Women's awareness of  early childhood education is still very low. Suggestions for future research to dig deeper into the causes of the role of women is still low, and influence government policy in increasing the role of Muslim women or non-Muslim women. Keywords: Role of Muslim Women, Early Childhood Education References: Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … Bhutta, Z. A. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3 Edy, E., Ch, M., Sumantri, M. S., & Yetti, E. (2018). Pengaruh keterlibatan orang-tua dan pola asuh terhadap disiplin anak. Jurnal Pendidikan Usia Dini, 12(1). https://doi.org///doi.org/10.21009/jpud.122.03 Fauzia, S. N. (2017). Perilaku keagamaan Islam pada anak usia dini. Jurnal Pendidikan Usia Dini, 11(2). https://doi.org/://doi.org/10.21009/jpud.092.07 Frejka, T., Goldscheider, F., & Lappegård, T. (2018). The two-part gender revolution, women’s second shift and changing cohort fertility. Comparative Population Studies, 43, 99–130. https://doi.org/10.12765/CPoS-2018-09en Islamiyati, I. (2018). Hubungan kerjasama orang tua dengan perkembangan anak usia dini di kelompok bermain. Jurnal Pendidikan Usia Dini, 12(1). https://doi.org/://doi.org/10.21009//jpud.121.06 Jamhari, I. R. (2003). Citra Perempuan dalam Islam. Jakarta: Gramedia Pustaka Utama. Jum’ah, A. (2006). ). Sayyidinā Muhammad Rasulillah ila al-‘Alamin. Cairo: Dār al-Farouk. Kementrian Pendidikan dan Kebudayaan. (2013). Petunjuk Teknis Penyelenggaraan Pendidikan Anak Usia Dini. Jakarta: Direktorat Pembinaan Pendidikan Anak Usia Dini. Khan, M. Z. (2003). Woman in Islam and Her Role in Human Development. In The Muslim World. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1478-1913.1914.tb01384.x/abstract Kohli, R., Lin, Y. C., Ha, N., Jose, A., & Shini, C. (2019). A way of being: Women of color educators and their ongoing commitments to critical consciousness. Teaching and Teacher Education, 82, 24–32. https://doi.org/10.1016/j.tate.2019.03.005 Mansur. (2009). Pendidikan Anak Usia Dini dalam Islam. Jakarta: Pustaka Pelajar. Masnipal. (2013). Siap Menjadi Guru dan Pengelola PAUD Professional. Jakarta: PT Elex Media Komputindo. Megawangi, R. (1996). Perkembangan Teori Feminisme Masa Kini dan Mendatang serta Kaitannya dengan Pemikiran Keislaman, dalam Man-sur Fakih, et. al. Membincang Feminisme: Diskur-sus Gender Persfektif Islam. Jakarta: Risalah Gusti. Miles, M. B., & Huberman, A. M. (1984). Qualitative Data Analysis. London: Sage Publication. Moeslichatoen. (2004). Metode Pengajaran di Taman Kanak-kanak. Jakarta: PT Rineka Cipta. Shihab, M. Q. (2001). Tafsîr al-Mishbâh. Jakarta: Lentera Hati. Siregar, N. M. (2018). Peningkatan kecerdasan interpersonal melalui aktivitas fisik anak usia 4-5 tahun. Jurnal Pendidikan Usia Dini, 12(2). https://doi.org/://doi.org/10.21009/jpud.122.10 Sujiono, Y. N. (2012). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: PT Indeks. Sumantri, M., & Syaodih, N. (2006). Perkembangan Peserta Didik. Jakarta: Universitas Terbuka. Suryana, D. (2014). Dasar-dasar Pendidikan TK. Jakarta: Universitas Terbuka. Suyadi. (2011). Pegangan Bimbingan Konseling untuk PAUD. Yogyakarta: Diva Press. Tafsir, A. (n.d.). Pendidikan Agama dalam Keluarga. Bandung: PT Remaja Rosdakarya. Yamin, M., & Sanan, J. S. (2010). Panduan Pendidikan Anak Usia Dini (PAUD). Jakarta: Gaung Persada (GP) Press. Yusmawati, & Lubis, J. (2019). The Implementation of Curriculum by Using Motion Pattern. Jurnal Pendidikan Usia Dini. https://doi.org/DOI:https://doi.org/10.21009/10.21009/JPUD.131.14

scholarly journals Implementation of Blended Learning For Early Children in Kindergarten Bina Kebajikan

2021 ◽  
Vol 1 (8) ◽  
pp. 765-770
Author(s):  
Luli Andriany
Keyword(s):  
Early Childhood ◽  
Blended Learning ◽  
Early Childhood Development ◽  
Active Role ◽  
Childhood Development ◽  
Face To Face ◽  
Parental Assistance ◽  
Use Of Technology ◽  
Role Of Parents

The covid 19 pandemic that has hit the whole world has caused changes in various aspects of life, one of which is the world of education from the PAUD/TK, SD, SLTP, SLTA to tertiary levels must take online learning to break the chain of the spread of the covid 19 virus. This research uses the method qualitative (Classroom Action Research) which refers to observations and interviews. The learning carried out for early childhood uses the Blended-Learning method which is an approach using a mixed method between face-to-face and the use of technology for distance learning. Learning using blended-learning is suitable for the development of early childhood learning because teachers can directly interact or face-to-face through online media such as videocall, zoom, and google meet. Where this learning can also increase children's enthusiasm, school from home with parental assistance. The goal is that learning can run effectively and children can understand what the teacher is saying. The results showed that children can interact well, and are enthusiastic about doing activities that will be carried out the same as in schools in general, teachers can see the active role of students in activities, the active role of parents accompanying children at home during activities, teachers can assess directly how the role of the child during the activity, whether it is capable enough or still being helped. So that an assessment is achieved according to aspects of early childhood development.

Sign in / Sign up

Export Citation Format

Share Document