NON-VIOLENT ISLAMIC ELEMENTARY SCHOOL: CHILD-FRIENDLY SCHOOLS IN INCLUSIVE CLASSES DURING THE COVID PANDEMIC

The rise of child abuse cases in Indonesia has demanded the school to implement an anti-violence policy. Thus, the inclusion school of MI Amanah has implemented an anti-violence policy as an implementation form of the Child-Friendly School program. The objective of this research was to describe the implementation of the anti-violence policy during the learning process in the inclusion class as an embodiment of a child-friendly school in MI Amanah, Malang District. This research exerted a qualitative approach; the research data were collected through interviews, observation, and documentation; the data were then analyzed qualitatively and descriptively. The research location was at MI Amanah, Turen Sub-district, Malang District. The research was conducted from August to December 2020 by employing the foundation's president, principal, and teachers as the research subjects. The research finding indicated that implementing an anti-violence policy in student learning was covered in planning, implementation, and assessment. The learning planning was conducted by designing and organizing the learning materials without ignoring the child specificity; also allocating play, time, and rest. The learning implementation was to use polite greetings, put forward a psychological approach and positive discipline, make study groups in the inclusion class, care for students when they got through learning difficulties, raise tolerance environment, and provide worship and sleeping time. The learning assessment was done objectively by featuring authentic assessment; the assessment should be employed without comparing; the assessment regards the student's potential and skill.

THE NATURE-BASED SOCIAL-EMOTIONAL APPROACH AND SCIENCE EDUCATION FOR ELEMENTARY SCHOOL CHILD: A NECESSARY RELATION

The article presents the Nature-based socio-emotional approach and science education for primary school child as a necessary relation on two levels. At the conceptual level the approach is analysed through the prism of the cumulative effects of nature and society to the cognitive and socio-emotional development of the child’s personality: in primary school age cognitive and emotional-volitional mental processes are socially predetermined and have the essence of a result. At the applied level, the Nature-based socio-emotional approach is analysed through active learning in nature as an authentic learning environment – the focus is on the acquisition of knowledge, the formation of cognitive and socio-emotional skills to overcome consumer culture and sustainable development of nature. In this regard, the effects of active learning are viewed in sync with the learning environment, which collectively generate added value to learning and become a kind of „key“ to creating a modern vision of science education in primary school today .

The Anxious Elementary School Child

This chapter provides an overview of anxious elementary schoolchildren who have difficulty attending school due to substantial distress while there. The chapter focuses on understanding the feeling, thinking, and doing parts of distress; easing physical feelings of distress through better breathing and relaxation; dealing with the thinking part of distress or when a child says he does not want to go to school; and managing the doing part of distress by gradually reintroducing a child to school and increasing his time in the classroom. The chapter is designed to educate parents about these parts of distress and presents strategies for addressing each one. These strategies include breathing retraining and muscle relaxation training and gradual exposure to the school setting. The chapter also covers special topics and circumstances that are common to this type of situation.

The Attention-Seeking Elementary School Child

This chapter provides an overview of attention-seeking elementary schoolchildren who have difficulty attending school due to desires to be with parents at home. The chapter focuses on setting up a regular morning routine; paying attention to appropriate behaviors and ignoring inappropriate behaviors; setting up formal rewards for going to school without behavior problems; setting up formal disincentives for refusing school with behavior problems; changing what parents say to their child and how they say it; handling excessive calls, texts, and questions; dealing with a child who runs away from the school building; and physically bringing a child to school under certain circumstances. The chapter also covers special topics and circumstances that are common to this type of situation.

Organizational and methodological features of accompanying an elementary school child with disabilities in a general educational organization

The article reveals the relevance of the organization in a general educational institution of support the family of a child with developmental disabilities; the aim, objectives, principles, directions, stages and forms of interaction of teachers with parents (legal representatives) in matters of assistance in the development of educational programs by students with disabilities are described.

Psychological Safety of Educational Environment as a Condition of an Adaptation of Schoolchildren to the Middle Level of Education

Elementary-school age is characterized by the involvement of a child in educational activity. The elementary school child must have a sustainable positive motivation, which includes educational, cognitive, social and personal components to study effectively. Its forming and progress depend on many factors, one of them is a psychologically safe educational environment, which also includes a lot of aspects. The influence of the educational process on the student's educational motivation is considered.

Emma’s Negotiation of Number: Implicit Intensive Intervention

We investigated the extent to which one elementary school child with ­working-memory differences made sense of number as a composite unit and advanced her reasoning. Through ongoing and retrospective analysis of eight teaching-experiment sessions, we uncovered four shifts in the child’s real-time negotiation of number over time: (a) initial “2s” and symmetry to consider counting on, (b) participatory awareness of 10 and use of algorithmic knowledge, (c) break apart and growing anticipation of tacit counting, and (d) advanced participatory tacit double counting. The results suggest a possible link between the child’s participatory knowledge and the extent to which her enacted activity met her goals for solving the problem more than her current “knowing.” The implications regarding a possible proof of concept toward implicit, intensive instruction are shared.

The Attention-Seeking Elementary School Child

Chapter 4 focuses on elementary school children who refuse school primarily due to attention-seeking behavior. Many of these children are not necessarily anxious about school, though separation anxiety could be present, but instead desire to remain home from school to be with a parent or primary caregiver. This chapter includes detailed recommendations for psychoeducation, contingency management, and reintroduction to school, with a focus on parents. Recommendations are made for encouraging parents to supervise attendance more closely, refrain from keeping a child home from school, maintain a regular morning routine for school preparation behaviors, and implement consequences for attendance and nonattendance as appropriate. Core intervention components and procedures to expand the effectiveness of these core components are covered.