Parenting Relationship Between Parents and Family to Pre-School Child Development

Departemen Kesehatan RI melaporkan bahwa 0,4 juta (16%) balita Indonesia mengalami gangguan perkembangan, baik perkembangan motorik halus dan kasar, gangguan pendengaran, kecerdasan kurang dan keterlambatan bicara. Salah satu faktor yang mempengaruhi perkembangan anak adalah pola asuh orang tua dan keluarga. Penelitian ini bertujuan untuk mengetahui hubungan pola asuh orang tua dengan keluarga terhadap perkembangan anak usia pra sekolah. Penelitian ini menggunakan metode deskriptif korelasi dengan pendekatan cross sectional dengan jumlah sampel sebanyak 85 responden. Penelitian ini dilakukan di TK Kecamatan Sekongkang . Alat pengumpulan data penelitian ini adalah kuesioner. Analisis data menggunakan uji Spearman’s Rho. Berdasarkan hasil penelitian, peneliti dapat menyimpulkan bahwa sebagian orang tua dengan pola asuh demokrasi sebanyak 29 orang (67,4%), sebagian besar responden keluarga dengan pola asuh demokrasi sebanyak 24 orang (57,1%), sebagian besar responden dengan perkembangan anak usia prasekolah kategori normal sebanyak 83 orang anak(97,6%). Berdasarkan hasil uji statistik Spearman’s Rho didapatkan nilai p value 0,001 < α=0,05 yang menunjukan ada hubungan antara pengasuh keluarga dengan orang tua terhadap perkembangan anak dan termasuk dalam kategori kekuatan hubungan rendah.

PEDAGOGICAL FEASIBILITY OF THE USE OF A REFLECTIVE DIARY IN THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL CHILDREN

In the context of the problem of development of the personality of a primary school child, a reflective diary is considered as a pedagogical tool for personal development of a primary school child and the feasibility of its use in primary school is revealed. The purpose of creating a reflective diary is defined; the effectiveness of using the developed reflective diary is evaluated from the point of view of developing skills of independent work, reflexive skills of a primary school child, in accordance with the indicators of quantitative and qualitative changes in the level of development of the personality of a primary school child. A feedback system has been developed from primary school children in the form of a questionnaire. A number of pedagogical conditions for the effectiveness of the use of a reflective diary are listed: adherence to the frequency of keeping a diary, the use of diagnostic tools in the diary, the stages in filling out the diary, the completeness of the tasks of the diary and recording achievements in the corresponding section, conducting a secondary diagnosis of indicators of the personal characteristics of a younger student, recognizing improvements in the personality of the child by parents, teachers and the child himself. A scale for assessing the effectiveness of a reflective diary is provided. A conclusion is made about the degree of development of the system for assessing the effectiveness of the use of a reflective diary in the educational process of a primary school child.

How Do We Develop Modern Pre-School Education in Size 4K

Model 4Khas benefits which can help us to identify and differentiate it. Not only has it got advantages which can develop child' brain, but also it helps to adapt a child to the kindergarten and school. Child development theories fоcus on explaining how children change and grow over the course of childhood. Such theories center on various aspects of development including social, emotional, and cognitive growth. We help people find answers, solve problems and get inspired. Parents often focus on what are known as developmental milestones, which represent abilities that most children tend to display by a certain point in development. These typically focus on one of four different areas: physical, cognitive, social / emotional, and communication. Keywords: adaptation, nursery, kindergarten, child, teaching, training, modern, level, goal, communication.

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 .

Indonesian Government’s Effort to Defend Children from Abuse

This journal is done through observations of pressing issues surrounding human rights for children and their protection. It is aimed to look deeper into the condition of children in Indonesia which is said to be protected by the Indonesian government under human rights laws. The violations around children consist of children carrying the burden to provide for their families under harsh circumstances. Everyday, children on the streets ask for money, teenagers working in the cities as maids, when they all are supposed to be in school. Child labor revolves around pedophilia, child labor, and child physical and mental abuse. These are mostly done by adults for their personal needs and children are not taken as seriously as they are seen as minors, thus disregarding their feelings. Indonesia government should further investigate on this matter to prevent more child abuse happening in Indonesia. Awareness of child abuse are further observed through surveys from Indonesian general public to determine the perspective towards their consciousness towards this issue. Children should be the main priority as they are the future, thus protection should be more advanced.

The originality of the cognitive independence manifestation of the personality of an older preschool-age child

The article presents the originality of the cognitive independence manifestation of the cognitive independence of the personality of an older pre-school child. The author has proved that the child’s cognitive independence in older pre-school age is an integral part of the personal development process. The success in developing the cognitive independence of older pre-school children is related to their activation in educational activities based on the skillful implementation of the following didactic principles as awareness, activity and independence, creativity, considering the age and individual characteristics of children in the educational process. Cognitive independence is based on the inclusion of creative tasks in the educational process with a view to nurturing and developing a culture of thought and the ability to learn independently in the environment. An important condition for the development of the child’s cognitive independence is the development of creative thinking, which is ensured not by the child’s reproduction of known patterns and actions, namely, the ability of the child to regroup, to consider new things from different points of view, resort to associations. The formation and development of cognitive independence are divided into three levels: low, medium, and high. This sequence will increase cognitive independence. The older pre-school age is the foundation for the development of the basic skills and abilities that a person needs during lifetime. It provides for synergistic development of qualities and processes, reaching the appropriate age of physical and psychological maturity of emotional, intellectual, and voluntary development. It gives the child the opportunity to learn about a new social situation: the transition to systematic schooling, with a new social role for the pupil and the necessary functions and actions that help to learn new educational activities. It is the maturity of cognitive autonomy that ensures success in the development of educational skills in the next stages of school life. Early school-age education is based on the age of a pre-school child and requires appropriate pedagogical interventions. The prospects for further research could be examined by means of scientific analysis to determine the didactic conditions for the development of the cognitive independence of children before school-age

Honest answers

It could be that your pre-school child is asking questions about what death is, or there has been a death in the family due to the pandemic. Whatever the situation, it's good to be prepared to answer children's questions simply and honestly.