Parents and Mathematical Games

1991 ◽  
Vol 38 (7) ◽  
pp. 14-16
Author(s):  
Owen Tregaskis
Keyword(s):  
Children’S Learning ◽  
The One ◽  
Technological World ◽  
Work Done ◽  
Children's Learning ◽  
At Home

In an increasingly technological world, parents are becoming more worried about the quality of children's learning of mathematics. Many parents become concerned about their own child's learning and visit the school to discuss the problem with the child's teacher. The result of this discussion is usually that the teacher confirms the parents' anxiety but offers few specific suggetions. If any help is offered. the parents are a ked to make the child practice more of the type of work done in school. This practice is often pitched at such a level that the parent have to do some teaching. At this juncture either the parent become confused because they do not know the method used in school or the child become confused because he or she is taught at home a method different from the one taught in school.

scholarly journals PENDAMPINGAN BELAJAR DI RUMAH BERBASIS KARAKTER DENGAN NILAI-NILAI RELIGIUS PADA MASA PANDEMIK COVID 19

2021 ◽  
Vol 6 (2) ◽  
pp. 132
Author(s):  
Imam Mawardi ◽  
Tri Wahyu Arissanti ◽  
Anif Magfiroh ◽  
Risma Zuliyana ◽  
Ulfa Berta Audina ◽  
...  
Keyword(s):  
Character Education ◽  
Student Learning ◽  
Learning Problems ◽  
Religious Values ◽  
Children’S Learning ◽  
Three Stages ◽  
Children's Learning ◽  
At Home

<p><strong><em>Abstract.</em></strong> <em>The importance of character is at the forefront of education, but during the Covid 19 period character education could not be optimally internalized to students. This causes the learning formulation to shift from school to home and neglect of character values in learning. Of course, realities like this require parents to have a role not only in controlling in terms of learning, but also paying attention to character, even though not all parents have pedagogical abilities. Therefore, the purpose of the PPMT program is to assist parents in accompanying character-based student learning with religious values at home. The scope of special activities for the children of the Dusun Penggaron Kidul. The method used by Participatory Rural Aprqissal (PRA) is divided into three stages, namely preparation, implementation, and report preparation. The results of the PPMT program are community assistance in solving children's learning problems and the existence of a pocketbook guide for home tutoring based on religious characters that makes it easier to accompany learning during the Covid 19 pandemic.</em></p><p> </p><p><strong> </strong></p><p><strong>Abstrak.</strong> Pentingnya karakter menjadi ujung tombak dalam pendidikan, namun dalam masa covid 19 pendidikan karakter tidak bisa optimal diinternalisasikan kepada peserta didik. Hal ini menyebabkan formulasi pembelajaran beralih dari sekolah ke rumah dan terabaikannya nilai-nilai karakter dalam pembelajaran. Tentunya realitas seperti ini menuntut orang tua berperan tidak hanya mengontrol dalam hal belajar, tetapi juga memperhatikan karakter, padahal tidak semua orangtua mempunyai kemampuan pedagogik. Oleh sebab itu tujuan dari program PPMT ini adalah membantu orangtua dalam mendampingi belajar siswa berbasis karakter dengan nilai-nilai religius di rumah. Lingkup kegiatan khusus untuk anak-anak masyarakat Dusun Penggaron Kidul. Metode yang digunakan Participatory Rural Apraissal (PRA) yang dibagi menjadi tiga tahap yaitu persiapan, pelaksanaan, dan penyusunan laporan. Hasil dari program PPMT adalah terbantunya masyarakat dalam pemecahan masalah belajar anak dan adanya buku saku panduan bimbingan belajar di rumah berbasis karakter religius yang memudahkan dalam mendampingi belajar di masa pandemic covid 19.</p><p> </p><div id="gtx-trans" style="position: absolute; left: 84px; top: 445px;"> </div>

Using Concept Mapping to Improve the Quality of Learning

2010 ◽  
pp. 316-336
Author(s):  
Maria Luisa Pérez Cabaní ◽  
Josep Juandó Bosch
Keyword(s):  
Concept Mapping ◽  
Learning Strategies ◽  
Concept Maps ◽  
The Other ◽  
The European Union ◽  
Quality Of Learning ◽  
European Higher Education ◽  
The One ◽  
Work Done

The European Higher Education Area, created to contribute to the development of quality education and encourage cooperation between Member States of the European Union, has created an opportunity for reflection on teaching methods in universities. These circumstances provide momentum for the use of learning strategies. Along these lines, this chapter presents work done on concept mapping, one of the methods that could significantly help prepare both students and teachers for the new roles expected of them. The results of two lines of study are presented: on the one hand, research that analyses the influence of the differential use of concept maps on the quality of learning; and on the other, an innovation in the use of concept maps in a course developed in the area of initial teacher training. Both initiatives serve to highlight increased interest in concept mapping in the field of learning and especially in collaborative learning.

scholarly journals App-based learning for kindergarten children at home (Learning4Kids): study protocol for cohort 1 and the kindergarten assessments

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Frank Niklas ◽  
Efsun Annac ◽  
Astrid Wirth
Keyword(s):  
Social Inclusion ◽  
Well Being ◽  
Kindergarten Children ◽  
Societal Implications ◽  
Control Group ◽  
Full Potential ◽  
Intervention Approach ◽  
Children’S Learning ◽  
Children's Learning ◽  
At Home

Abstract Background Children’s literacy and mathematical competencies are a critical platform for their successful functioning as individuals in society. However, many children, in particular those with low socio-economic status (SES) backgrounds who may not receive the home support needed to develop to their full potential, are at risk of not reaching sufficient competence levels. The overall aim of this project is to develop innovative computer tablet applications (‘apps’) and test whether the apps support parents in the provision of high-quality home learning environments (HLEs) and impact positively on the short- and long-term development of children’s competencies. Altogether, “App-based learning for kindergarten children at home” (Learning4Kids) is a 5-year longitudinal study funded by the EU and designed to assess the potential impact of a tablet-based family intervention on children’s learning, development, social inclusion and well-being. Methods/design This study uses a multi-method intervention approach and draws on expertise from psychology, education, informatics, and didactics to evaluate the effectiveness of learning apps and the intervention approach. It also exploits new technological possibilities afforded by tablet computers that are very common nowadays in families. Learning4Kids sets out to measure the quality of the HLE, children’s early mathematical, literacy, and cognitive competencies and their behaviour. Here, data will be gathered via standardized tests, observations, and parental and educator surveys and checklists. Data collection also includes the assessment of app usage times via mobile sensing. In cohort 1, 190 families are assigned to one of four groups. One business-as-usual group will only participate in the child assessments, whereas the three remaining groups are provided with tablets for about 10 months. Two intervention groups will receive mathematical or literacy learning apps as well as parental information about these topics and the tablet-control-group will receive similar apps and information that focus on general child development, but not on mathematics or literacy. Discussion Whilst offering substantive advances for the scientific fields of psychology and education, the Learning4Kids study also has broad societal implications. Improving young children’s learning trajectories is both a social and economic imperative as it equips them to achieve greater individual success and to contribute to societal prosperity.

Expression of the Freedom of a Child in the Informal Independent Learning Process

2015 ◽  
Vol 3 ◽  
Author(s):  
Kristina Rudyte
Keyword(s):  
Cultural Identity ◽  
Learning Process ◽  
Social Order ◽  
Independent Learning ◽  
Cultural Meanings ◽  
Home Setting ◽  
Children’S Learning ◽  
The One ◽  
Self Learning ◽  
Children's Learning

<p>Practice of children’s learning/teaching is frequently based on tradicional attitude to a child as a person and a childhood as an immature period in terms of social and cultural meanings (Juodaitytė, 2003, Gulløv, 2005b; Hviid, 2005; Juodaitytė, 2007). Contemporary pedagogy supports a variety of approaches to childhood: <em>from general</em> definition of it as a period, grounding it on psychogenetic peculiarities of this period and ascribing “imperfection” to it as a necessary and self-explanatory characteristics, <em>to</em> its <em>mythologized</em>, strained explanation, employing its pseudo-scientific interpretation, based on theories of “wild thinking”, “primitive civilisations” or “natural selection”.</p><p>Next to such socio-cultural discourse, which prevails in the educational reality, another discourse, which represents the culture children’s informal learning, emerges that implies the culture of children’s self-learning. It is based on the roles, rules that are acceptable to children themselves in the process of learning and the practice of children’s learning (Jurašaitė, 1999; Dencik, 2005; Gulløv, 2005a, 2005b; Hviid, 2005; Jenks, 2005;Juul, 2005a, 2005b). According to such conception, a child is a creator of social order, who is responsible for own learning process and its outcomes.<strong></strong></p><p>One of the conditions for children’s independent learning is a free choice of means, environments, sources, techniques and others. Informal home setting during summer creates favourable conditions for children’s independent learning because children are provided with a choice: how to use various aids, what environments and resources to use for self-learning and what learning methods to apply taking into account own needs and abilities.</p><p><strong>The problem questions</strong><strong>of theresearch: </strong>How does child’s freedom manifest itself in processes of self-learning and how is the socio-cultural identity of an informally learning child conceptualised?</p><p><strong>Research aim – </strong>to reveal the expression of the freedom of children<em>’</em>s who learn informally in a free (unstructured) setting when analysing how children conceptualisethemselves in this process and create the identity of the one learning in the informal independent way.</p><p><strong>Research object </strong>– expression of socio-cultural identity of children, who learn informally in a free (unstructured) setting.<strong></strong></p>

scholarly journals Motivation for the Family Visit and On-the-Spot Activities Shape Children’s Learning Experience in a Science Center

2021 ◽  
Vol 12 ◽  
Author(s):  
Pirko Tõugu
Keyword(s):  
Informal Learning ◽  
Learning Experience ◽  
Sound Waves ◽  
Science Center ◽  
Science Centers ◽  
Family Science ◽  
Children’S Learning ◽  
The Family ◽  
Children's Learning

Children’s learning often happens in the interactions with more knowledgeable members of the society, frequently parents, as stated by the sociocultural theory. Parent-child conversations provide children with a new understanding and foster knowledge development, especially in informal learning contexts. However, the family conversations in museums and science centers can be contingent on the motivation for the family visit or the activities organized on the spot. In order to establish how family motivation and on-the-spot activities influence children’s informal learning experience, the present study was carried out in a family science center. The study focused on children’s learning experience in a hands-on exhibit featuring objects that allow for the exploration of the concepts of sound waves and light. Thirty-nine 7–10-year-old children (21 boys and 18 girls) and their families participated in the study. Twenty families received a worksheet to prompt an experimentation activity with one of the light exhibits. Motivation for the family visit was probed at the end of the visit. The target children of the families wore a GoPro HERO 5 camera attached to a chest harness throughout their visit. The video was coded for family interaction and experimentation with the light exhibit. Family conversations were coded for open-ended questions, responses to open-ended questions, explanations, associations, attention directing, and reading signage aloud. Family motivation for the visit was related to the quality of family conversation during the visit. The experimentation activity prompt did not affect the likelihood of noticing and engaging with the particular exhibit. At the same time, it did affect the quality of engagement: children who received the experimentation activity prompt were more likely to explore the effects the exhibit provided and experiment rather than play with the exhibit. Family motivation and on-the-spot activities are discussed as two possible factors to influence children’s learning experience in science centers.

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 Parents' Perceptions of Distance Learning during Covid-19 Pandemic in Rural Indonesia

2020 ◽  
Author(s):  
Delipiter Lase ◽  
Sonny Eli Zaluchu ◽  
Dorkas Orienti Daeli ◽  
Amurisi Ndraha
Keyword(s):  
Distance Learning ◽  
Research Subjects ◽  
School Students ◽  
School Year ◽  
Children’S Learning ◽  
Offline Learning ◽  
Learning At Home ◽  
The Government ◽  
Children's Learning ◽  
At Home

This study aims to examine parents' perceptions of distance learning in response to the closure of many schools due to the Covid-19 pandemic. This research uses a qualitative approach with descriptive methods. The research subjects consisted of parents of elementary school students, and the data were collected using interview techniques. This study shows that distance learning in a research context is organized in the form of online and offline learning. For parents, the current learning approach is something that must be lived and supported in the absence of other options. Even though parents do not have negative perceptions, distance learning contributes to increasing the burden on parents or families economically, including psychological and social aspects. The lack of parental involvement and support in the learning process of children at home is generally due to the lack of time and the inability of parents to become teachers for their children at home. Actions to accompany and support children's learning at home are carried out in the form of providing internet packages, helping children to master the learning materials, and participating in completing assignments or tests given by the teacher. The surprising finding of this study is that children's learning motivation has decreased, and for the remainder of the school year, parents expect the government to reopen it so that children can study again in class and meet with their peers.

Parents and Digital Learning

2020 ◽  
pp. 145-170
Author(s):  
Della Rocca
Keyword(s):  
Extracurricular Activities ◽  
Digital Technologies ◽  
Digital Learning ◽  
Learning Potential ◽  
Children’S Learning ◽  
The Future ◽  
Learning At Home ◽  
Children's Learning ◽  
At Home

This chapter explores parents’ practical efforts to realize the promise that the believe digital technologies hold for learning –at home, at school and in extracurricular activities-- in the present and for the future. Our fieldwork contrasts the values and imaginaries of three extracurricular digital learning sites, bringing together the voices of educators and parents to understand how each conceives of the learning potential associated with digital technologies. Somewhat unexpectedly, although the chosen learning sites vary considerably in resources, each tends to underplay the importance of parents in scaffolding children’s digital interests and, through a series of minor but significant barriers, to disconnect parents from their children’s learning.

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