Educação Infantil: O Uso do Lúdico no Processo de Aprendizagem / Early Childhood Education: The Use of the Ludic in the Learning Process

O presente artigo intitulado Educação Infantil: O Uso do Lúdico no Processo de Aprendizagem; se caracteriza como uma pesquisa bibliográfica de cunho qualitativo que buscou fazer uma análise ao uso dos jogos na educação infantil, como facilitadora no processo de aprendizagem de crianças. Objetivou-se com este trabalho discorrer sobre a infância, a criança, o ensino infantil e o lúdico, pretendendo fazer uma abordagem a estes assuntos, estabelecendo uma relação entre eles, e para que fosse possível, conceitos de autores que publicaram sobre o assunto, foram utilizados ao longo de todo o trabalho. A escolha deste tema para constituir o artigo, se deu a partir da necessidade de discutir sobre as estratégias pedagógicas que o professor precisa ter para tornar o seu trabalho ainda mais atrativo, principalmente dentro da educação infantil. Alia se a isso, a relevância da ludicidade como mediadora de todo esse processo ensino e aprendizagem. Do ponto de vista acadêmico, o trabalho tornou possível a aquisição de notórios conhecimentos, e do ponto de vista pessoal, a realização da pesquisa, bem como da escrita, foram fundamentais para conhecer mais sobre questões que se manifestam como pertinentes, não somente no campo da educação, mas também no meio social. A ludicidade não se trata de jogos e atividades sem nexos, mas sim planejamentos metodológicos que contemplem dentre outras coisas as dificuldades do alunado, por isso é essencial deixar claro que a ludicidade em sala de aula precisa ter um objetivo real para a sua aplicação. --- This article is characterized as bibliographic research of a qualitative nature that sought to analyze the use of games in early childhood education, as a facilitator in the learning process of children. The aim of this work was to discuss childhood, children, early childhood education and play, intending to approach these issues, establishing a relationship between them, and so that it was possible, concepts of authors who have published on the subject, were used throughout the work. This topic was chosen to constitute the article, based on the need to discuss the pedagogical strategies that teachers need to make their work even more attractive, especially in early childhood education. Allied to this, the relevance of playfulness as a mediator of this entire teaching and learning process. From an academic point of view, the work made it possible to acquire notorious knowledge, and from a personal point of view, conducting the research, as well as writing, were essential to know more about issues that appear to be relevant, not only in the field. education, but also in the social environment. Playfulness is not about unrelated games and activities, but rather methodological planning that addresses, among other things, the difficulties of the students, so it is essential to make it clear that playfulness in the classroom needs to have a real objective for its application.

Intensifikasi Program Satu Sekolah Satu Buku untuk Meningkatkan Kemampuan Menulis Cerita pada Guru SD

The goal to be achieved in this research is that teachers at SD Negeri Tenggilis Mejoyo I Surabaya have the ability to write stories in the 2021/2022 Academic Year. This action research was carried out at SD Negeri Tenggilis Mejoyo I, Tenggilis Mejoyo sub-district, Surabaya City, involving 18 teachers as research subjects from August to September 2020. This research was an action research because the author who carried out the action was the head of SD Negeri Tenggilis Mejoyo I who was responsible for fully on the development of human resources in the school environment. Story writing activity is one of the most complicated teacher professional development jobs because it requires accuracy based on the formulation of indicators. The form of story writing really depends on the indicators to be measured. Each form of this story has advantages and disadvantages, therefore the form of the story is adjusted to the indicators to be measured. Therefore, efforts are needed to improve teacher competence, especially in writing stories, one of which is through efforts to organize workshops. Workshop is a scientific meeting in a similar field (Education) to produce real work. Based on data analysis, it can be concluded from this research that the intensification of the One School One Book Program through a Workshop in writing stories is very effective. The attitudes and abilities of the teachers at Tenggilis Mejoyo I Elementary School, Tenggilis Mejoyo Subdistrict, Surabaya City have increased after the Workshop. In addition, it can also improve the ability of teachers in writing stories professionally. This can be seen in the second cycle of activities after the intensification of the One School One Book Program through the Workshop the average score obtained was 70.3. The story is said to be feasible if at least 65% of the criteria can be met. Thus, it can be stated that in the first and second cycles 100% of teachers were able to write stories that deserved to be published through the One School One Book program.

Do Health-Care Students Know About Chemical Biological Radioactive Nuclear Weapons?

Objective: The aim of this study was to determine the level of knowledge of students receiving different levels of health-care education (doctors, nurses, paramedics) on chemical, biological, radioactive, and nuclear weapons (CBRNW). Methods: This study was designed as a qualitative, descriptive, and cross-sectional research. The study reached 87.68% of the population. A survey form was created by the researcher in line with the literature. Ethical permission and verbal consents were obtained. The data were collected by face-to-face interviews. Results: It was observed that there was no difference between the enrolled departments, that the participants had very low levels of knowledge on the subject despite considering it a likely threat for Turkey, and that they thought the public and the health-care professionals in this field had insufficient knowledge. Sex, age, and field education were the variables that created a difference. Conclusion: Training regarding CBRNW should be further questioned and individuals should receive ongoing training to increase and update their knowledge and skills.

Climate Change Awareness among the Teachers of Higher Secondary Schools

Climate change has been a global threat, however, promoting awareness of climate change will reduce its risk. The study analyzed awareness on three aspects of climate change—causes, impacts, and mitigation among 90 teachers from three high schools, selected using stratified random sampling. We identified a total of 15 statements or variables from each of the causes, impacts, and mitigation to study the teacher’s awareness of climate change. We found that teachers have a medium level of awareness, being more aware of impacts than causes and mitigation of climate change. Three factors– teaching field, education level, and seminar attendance have significantly influenced the teachers’ awareness level on climate change. The result suggests that upgrading education, incorporating environmental studies in educational curriculum, and promoting seminar and workshop on environmental issues increases awareness on climate change.

Responding to COVID-19 in social work field education in Australia, New Zealand and the United States

This descriptive article reports immediate responses to COVID-19 by social work field education faculty in four universities in Australia, New Zealand and the United States. Moving swiftly to online innovations, tele-supervision, teaching remote practice methods, and establishing alternative placements allowed students to meet required competencies while supporting students during the immediate crisis. Collaboration between field education faculty teams, professional bodies and agencies and clear communication with students and supervisors enabled all stakeholders to be open to flexible placement options. To conclude, COVID-19 brought opportunities to reflect on responses and explore new possibilities for field education in a post-COVID-19 world.