scholarly journals PELESTARIAN KEARIFAN LOKAL MELALUI PELATIHAN MENDONGENG BAGI BUNDA P.A.U.D. KELURAHAN DR. SOETOMO, SURABAYA

2015 ◽  
Vol 3 (1) ◽  
pp. 35-42
Author(s):  
Samuel Gunawan ◽  
Jenny M. Djundjung ◽  
Meilinda Meilinda
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Group ◽  
Inner City ◽  
Character Education ◽  
Community Service ◽  
Folk Tales ◽  
Childhood Education ◽  
Service Project

The Community Service Project funded by the Higher Education IbM grant as reported here was conducted in order to meet the real need of the focus group in terms of training attendants of Early Childhood Education (ECE) in Kelurahan Dr Soetomo, Surabaya to have the competence to tell Nusantara folk tales These skills of storytelling that have been rare and marginalized by the advancement modern means of communication were badly needed by attendants or would-be attendants who are organized under Early Childhood Education (ECE). Through the training, ECE attendants will be enabled to tell Nusantara folktales which are rich in local wisdom as a media of character education for todlers in the local ECE. Such a community service project could also be beneficial if it is disseminated in other focus groups that badly need it in the inner city of Surabaya.

scholarly journals PENDIDIKAN KARAKTER DAN EKSISTENSI PEMUDA

2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Arhanuddin Salim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Character Education ◽  
Education System ◽  
Tertiary Education ◽  
National Development ◽  
Learning System ◽  
National Education ◽  
Childhood Education ◽  
National Education System

To realize the vision of national development, namely to realize a society of noble character, morality, ethics, culture and civilization based on the Pancasila philosophy, the national education system must be the main focus that must be addressed. Based on the functions and objectives of national education, it is clear that education at every level must be organized systematically to achieve that goal. This concerns the reality of education in educational units from early childhood education to tertiary education which is currently experiencing fading and degradation in terms of forming the character of its students. All of this is due to the absence of a learning system focused on the direction of the formation of superior character values. Keywords:education, character education, youth and the future of the nation Untuk mewujudkan visi pembangunan nasional, yaitu mewujudkan masyarakat berakhlak mulia, bermoral, beretika, berbudaya dan beradab berdasarkan falsafah Pancasila, maka sistem pendidikan nasional harus menjadi fokus utama yang harus dibenahi. Berdasarkan fungsi dan tujuan pendidikan nasional, jelas bahwa pendidikan di setiap jenjang, harus diselenggarakan secara sistematis guna mencapai tujuan tersebut. Hal ini menyangkut realitas pendidikan di dalam satuan pendidikan dari pendidikan usia dini sampai perguruan tinggi yang saat ini mengalami pemudaran dan degradasi dalam hal pembentukan karakter peserta didiknya. Semua ini disebabkan karena tidak adanya sistem pembelajaran yang terfokus pada arah pembentukan nilai-nilai karakter unggul. Kata Kunci:pendidikan, pendidikankarakter, pemuda dan masa depanbangsa

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 Pentingnya Penilaian Pendidikan Karakter Anak Usia Dini

2018 ◽  
Vol 1 (3) ◽  
Author(s):  
Veny Iswantiningtyas ◽  
Widi Wulansari
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Character Education ◽  
Childhood Education

Kindergarten is an education for early childhood that is on the formal path, Early Childhood education not only to form children who are smart but personable and berakrakter. There are 18 values of character education to be implanted to early childhood. To gauge whether early childhood already has the character applied by the school within a certain period of time, an assessment is required. Assessment of character education is intended to detect the character formed in early childhood during study in Kindergarten.

scholarly journals Å gi rom for muslimske barns utprøving av faste i barnehagen

Prismet ◽  
2019 ◽  
Vol 70 (4) ◽  
pp. 311-326 ◽  
Author(s):  
Katrine Giæver
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Group ◽  
Key Words ◽  
Life Stories ◽  
Religious Diversity ◽  
Religious Practices ◽  
Education Students ◽  
Childhood Education ◽  
Part Time

I denne artikkelen utforskes muligheten til å gi rom for barns livshistorier knyttet til religiøse praksiser i barnehagen. I lys av en fokusgruppesamtale om barnehagebarn som vokser opp i hjem med muslimske praksiser, diskuteres det hvorvidt barns livshistorier gis begrenset plass når de kommer i konflikt med personalets forståelse av hva som er barns grunnleggende behov. Fokusgruppen besto av barnehagelærerstudenter som jobbet deltid i barnehage, og barns tilnærming til ramadan og faste ble brukt som eksempel på praksiser som kan oppleves utfordrende i barnehagen. Diskusjonen har utgangspunkt i Hannah Arendts teorier om livshistorier og Mikhail Bakhtins diskursteori. Avslutningsvis foreslås noen alternative måter til å gi plass til ulike livshistorier knyttet til kulturelt og religiøst mangfold i barnehagen. Nøkkelord: Barnehage, muslim, Islam, faste, diskurser, livshistorier   This article explores possibilities to embrace children's life stories connected to religious practices in kindergarten. In the light of a focus group conversation about children who grow up in homes with Muslim traditions, the author discusses the consequences when children's life-stories conflict with practitioners' understanding of children's fundamental needs. The focus group consisted of early childhood education students who worked part-time in kindergarten, and children's approach to Ramadan and fasting was used as an example of practices that were experienced as challenging in kindergarten. The discussion draws on aspects of Hannah Arendt and Bakhtin’s theorisations concerning life-worlds and discourses. In conclusion, some alternative ways of including diverse life-stories connected to cultural and religious diversity are suggested.   Key words: Kindergarten, Muslim, Islam, fasting, discourses, life stories.

scholarly journals Caracterización de los movimientos retóricos de Documentos Recepcionales (Tesis) en la Licenciatura en Educación Preescolar / Rhetorical Moves: Analysis of Recepcional Documents (Thesis) in a Bachelor of Early Childhood Education

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Tomás Alfredo Moreno de León ◽  
Esperanza De León Arellano
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching Strategies ◽  
Research Question ◽  
School Management ◽  
Genre Analysis ◽  
Childhood Education ◽  
Object Of Study

ABSTRACTThis paper is an investigation about the discursive genre analysis, which was based on receptianal documents elaborated by students of a higher education. The design followed by the research was case study. The Paltridge (2001) method was used to analyze 18 of 96 DRs, where 3 thematical lines were identified as well as 5 lines of investigation: 1) language; 2) socializations; 3) mathematical thoughts; 4) teaching strategies; and 5) school management, along with 7 rhetorical moves. The result showed that not all of the DRs had the same rhetorical moves, and for the 18 DRs covered too general of thematic which was not limited by the object of study nor the context in which the investigation would be done; also, 9 of the DRs lacked of a research question, while the rest of the papers presented from 3 to 20 of them. Therefore, one of the areas of opportunity for tutors of students who are doing DRs is that they receive training in the different areas and point of focus for the teaching of academic writing.RESUMENEste trabajo es una investigación sobre el análisis de género discursivo donde se caracterizaron los Documentos Recepcionales (DRs) elaborados por las alumnas de una Institución de Educación Superior (IES). El diseño que siguió la investigación fue el estudio de caso (Neiman y Quaranta, 2006). Se recurrió al modelo de Paltridge (2001) para caracterizar 18 de 96 DRs donde se identificaron tres líneas temáticas (SEP, 1999), posteriormente se encontraron cinco líneas de investigación: (1) lenguaje; (2) socialización; (3) pensamiento matemático; (4) estrategias de enseñanza; y (5) gestión escolar y siete movimientos retóricos. Sin embargo, no todos los DRs contaban con los mismos movimientos retóricos, por otro lado cuatro de los dieciocho DRs abordaron temas muy generales en los que no se delimitaban los sujetos a estudiar, ni el contexto en el que realizaría la investigación, además nueve de los DRs no contenía ninguna pregunta de investigación, mientras que el resto de los trabajos presentaban entre tres a veinte. Por lo tanto, una de las áreas de oportunidad de las tutoras de las futuras docentes es que reciban una capacitación en las diferentes teorías y enfoques para la enseñanza de la escritura académica. Contacto principal: [email protected]

scholarly journals The management Model of National Character Education for Early Childhood Education through based on Democracy

2019 ◽  
Vol 3 (1) ◽  
pp. 15-19
Author(s):  
Hasnidar Hasnidar ◽  
Elihami Elihami
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Character Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
National Character ◽  
Childhood Education ◽  
Asking Questions ◽  
The Subject ◽  
Goals And Objectives

This study is aware of the management of Early Childhood Education through National Character Education based on Democracy. The problems of this study are: 1) What is the process of applying the management of Early Childhood Education through the National Character Education based on Democracy; 2) Can through the management of Early Childhood Education be implemented the National Character Education based on Democracy. The type of research used the classroom action research which seeks to examine and reflect in depth some aspects of teaching and learning activities. The focus of this research is the management of Early Childhood Education through National Character Education based on human resources and local education activities with the management of Early Childhood Education. The subjects was the subject of the study TK PGRI Standard Corawali, Sidenreng Rappang Regency, consisting of 25 children consisting of 10 boys and 15 girls. The instrument that will be used is observation, tests and documentation. Data to be processed by percentage analysis and presented in the form of descriptions and presentations. The implementation plan begins with asking questions, thinking together and answering; 2) Application of the approach to improving learning outcomes and increasing character in TK PGRI Standard Corawali to apply the character of children. The goals and objectives of education held in schools are formal and informal channels. The main target of education can be achieved well, it needs to be initiated in the concept of integration through a character approach to TK PGRI Standard Corawali.

scholarly journals Educação Ambiental e Apropriação de Valores: um Diálogo Possível na Educação Infantil

2019 ◽  
Vol 20 (3) ◽  
pp. 332
Author(s):  
Cristiane Magalhães Bissaco
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
Moral Education ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Basic Education ◽  
Childhood Education ◽  
Education Environment

Partindo do entendimento de que a Educação Ambiental deve ser uma prática intencionalizada e coerente, este trabalho se propõe a realizar uma revisão bibliográfica que articule o campo teórico da Educação Ambiental com o da Educação Infantil, a fim de observar os limites e as possibilidades da prática docente ao tratar da construção ou apropriação de valores. Assim, os seguintes questionamentos norteiam a pesquisa: que práticas docentes podem ser identificadas em relação à apropriação de valores? Elas abarcam a temática ambiental? Em que contextos são pesquisadas? A Educação Infantil é um desses contextos? Para tal discussão foram levantados nove artigos internacionais, que levam o leitor a compreender que as práticas docentes em relação aos valores ensinados são distintas de um artigo para outro: sendo dois deles como prática moral, três como construção, dois como socialização, um como formação de hábitos e um como clarificação. Apenas dois dos artigos não abarcam a temática ambiental. Em relação ao contexto de pesquisa, neste levantamento os artigos estão assim distribuídos: cinco destinados à Infância - Educação Básica, um trata da Educação básica com adolescentes e três destinados ao Ensino Superior. Portanto, concluiu-se que a Educação Infantil é um dos contextos em que a Educação Ambiental tem sido pesquisada, principalmente, no que se refere à apropriação de valores pertinentes à temática ambiental. Palavras-chave: Educação Moral. Meio Ambiente. Infância. AbstractBased on the understanding that Environmental Education should be an intentional and coherent practice, this paper proposes to perform a literature review that articulates the theoretical field of Environmental Education with that of Early Childhood Education, in order to observe the limits and possibilities of teaching practice, when dealing with the value construction or appropriation. Thus, the following questions guide the research: What  teaching practices can be identified in relation to the values appropriation ? Do they cover the environmental theme? In what contexts are they researched? Is early childhood education one of these contexts? For this discussion nine international articles were raised, which lead the reader to understand that teaching practices in relation to the values taught are distinct from one article to another: two of them as moral practice, three as construction, two as socialization, one as habits formation and one as clarification. Only two of the articles do not cover the environmental theme. Regarding the research context, in this survey the articles are directed to: five for Childhood - Basic Education, one for Basic Education with adolescents and three for Higher Education. Therefore, it was concluded that early childhood education is one of the contexts in which environmental education has been researched, especially regarding the appropriation of values relevant to the environmental theme. Keywords: Moral Education. Environment. Childhood. 

Latvian Teachers’ Perspectives on Early Childhood Educational Practice

2017 ◽  
Vol 11 (2) ◽  
pp. 332
Author(s):  
Aija Ozola
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Group ◽  
Early Childhood Teachers ◽  
Educational Practice ◽  
Personal Meaning ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Childhood Education ◽  
Teachers Perspectives

The Education Law of Latvia recognizes early childhood education as an educational level in which multi-dimensional development of the child as an individual, strengthening of health and preparation for the acquisition of primary education takes place. Currently, early childhood education is undergoing considerable transformations and transition to a competence-based approach. Teachers’ perspectives serve as significant indicators for analysis of current educational situation and therefore highlight the core areas for enhancing early childhood educational practice. The design of the study is based on qualitative research using data from a survey and focus group discussions. The aim of the study is to identify and analyse teachers’ perspectives on early childhood educational practice. In accordance to the aim, the following research questions were posed: (1) what is early childhood teachers’ personal meaning of good educational practice; (2) what factors could contribute to enhance the early childhood educational practice in future? To identify teachers’ perspectives, a survey was conducted with early childhood teachers implementing curriculum in municipal early childhood education institutions around Latvia. The answers to two open-ended questions as a part of a larger questionnaire were analysed. The in-depth examination of perspectives was reached by implementing several focus group discussions. Data were analysed using the method of qualitative content analysis. The findings revealed wide diversity in teachers’ personal meaning of good educational practice. The issues related to developmental psychology-based learning outcomes and school-readiness still dominate among teachers’ perspectives. Postmodern views on a child emphasizing children’s diversity and uniqueness were often mentioned as well. The factors contributing to good educational practice were categorized into four main areas such as organization of the pedagogical process, teachers’ competences, environment of an early childhood setting, collaboration with parents. In general, Latvian teachers’ perspectives demonstrate readiness for transition to a competence-based approach in early childhood education. However, identified contributing and hindering factors should be taken into account during the process of transformations.

Sign in / Sign up

Export Citation Format

Share Document