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.

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 The role and potential of Information Communication Technology (ICT) in early childhood education in South Africa: A theoretical perspective

2021 ◽  
Author(s):  
King Costa ◽  
Mfanelo Patrick Ntsobi ◽  
Blondel Nyamkure
Keyword(s):  
South Africa ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Schools ◽  
Best Practice ◽  
Theoretical Perspective ◽  
Local Context ◽  
Childhood Education ◽  
The Impact

This paper discusses the role of ICT in early childhood education in South Africa. It gives a reflection of the best practice alongside the current local status of ICT in Education. The study adopted a qualitative research method leaning more towards the interpretivist research paradigm. Desktop literature review was conducted in order to have a feel of the nature of ICT, looking at the Global, Continental (Africa) and local context. The research encompasses literature on both children and educator’s use of ICT in early childhood education and elaborates on the role of ICT with regards to teaching and learning and professional development. Key findings were that, through the adoption and proper usage of ICT, great value is added to the learning and teaching process. The study found that instead of being passive assimilators of information, learners become more engaged not only in recollection and understanding but also in application, evaluation and creation during the learning process. In order to optimise the impact of ICT in early childhood education in South Africa, the research recommended: the deployment of more ICT infrastructural resources in public primary schools, the need to train all role players on the usage of ICT, prioritisation of ICT in strategy formulation and budget allocations, introduction of learners to basic ICT skills in the lower classes, comprehensive repair and maintenance of the ICT equipment for optimal functioning, shifting focus from learner performance to capacity development, a phased approach comprised of appropriate interim targets, needs analysis have to be conducted and the measurement of progress to assess if objectives are met and taking corrective measures where deviations are experienced.

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.

scholarly journals Kemandirian Anak Usia 5-6 Tahun di Lembaga PAUD pada Budaya Suku Dayak Kanayant

2020 ◽  
Vol 4 (1) ◽  
pp. 13-20
Author(s):  
Lailatul Aisi Alhq ◽  
Hapidin Hapidin ◽  
Karnadi Karnadi
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Research Data ◽  
Ethnographic Research ◽  
Early Age ◽  
West Kalimantan ◽  
Childhood Education ◽  
Tribal Culture

INDEPENDENCE OF CHILDREN AGED 5-6 YEARS AT INSTITUTION OF EARLY CHILDHOOD EDUCATION IN THE DAYAK KANAYANT CULTURE. This study aims to get an overview of empirical data information on the Independence of Children 5-6 Years in Early Childhood Education Institutions in the Dayak Kanayant Culture in Nanga Kelampai Village, Tumbang Titi District, Ketapang Regency, West Kalimantan Province. This research is a qualitative research with ethnographic research. Data analysis is Spradley. The data of this study were obtained from observations, interviews and documentation. The findings of the study indicate that the independence of children aged 5-6 years in early childhood education institutions in Kanayant Dayak tribal culture is shaped by the roles and attitudes of parents and teachers and the role of the environment. The conclusion of the research shows that independent children are not formed by themselves. Parents need to equip children from an early age to be able to do their own activities without having to rely on parents.

scholarly journals Analysis of Parent Cooperation in Early Childhood Education Institutions

2021 ◽  
Vol 9 (3) ◽  
pp. 445
Author(s):  
Vevi Sunarti ◽  
Jamaris Jamna ◽  
Sufyarma Marsidin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Institution ◽  
Education Institution ◽  
Large Contribution ◽  
Considerable Influence ◽  
Childhood Education ◽  
Children's Education ◽  
Role Of Parents

Children's education cannot be separated from the large contribution of parents, who realize it or not will have a considerable influence on the success of an education. Therefore, in any situation, the role of parents cannot be ignored. One of the things we can observe is the need for parental cooperation in the implementation of existing education in an educational institution, we call it an early childhood education institution. Early childhood education cannot be separated from the cooperation of parents, the low cooperation of parents with early childhood education institutions will affect the success of the program itself. In this study the researchers tried to analyze the things that caused the low work of parents in early childhood education institutions, questionnaires were distributed to 21 who had children who were in early childhood education institutions and distributed randomly. With the results of good job research in terms of orientation to tasks that are considered quite good, (2) Orientation to the process which is considered quite good (3) Orientation to the assessment is quite low. The conclusions we can draw from this research are the need for an approach given to parents, so that parents want to be involved and cooperate in early childhood education institutions.

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