Strategi Pembelajaran Karakter Anak Usia Dini model Daring di masa Pandemic Covid-19 (Studi kasus pada PAUD Anak Kita Preschool Samarinda)

This study aims to describe how the strategy of early childhood educators in carryingout early childhood character learning during the coronavirus19 disease 19 when learningactivities are carried out at home. The researcher used a qualitative descriptive approach with acase study method to gain an understanding of the strategies of early childhood educators inimplementing early childhood character learning. Data collection techniques used are interviewsand documentation. The data collected was then analyzed using an interactive model with dataanalysis steps, namely data reduction, data presentation, conclusion drawing, and verification.The results showed that there were changes in learning activities carried out before and duringthe covid-19 pandemic, First: the strategy of implementing learning through collaborationbetween educators and parents by sharing tasks, namely, educators as planners and assessment oflearning outcomes while for the task of implementing learning carried out by parents, so thatparents become partners during learning activities at home, including the task of parents is toprepare tools and play materials that are lent by the school and added to the tools and playingmaterials that are around the house, accompanying children, motivating children anddocumenting activities that children do then send the documentation to the homeroom teacher tobe analyzed and reported as a child development report carried out PAUD educators are assistedby parents at home, secondly: Educator's Strategy in instilling character values through learningactivities from At home during the COVID-19 pandemic, there are 11 character values that canbe developed in Anak Kita Preschool, including: 1) Religious, 2) Honest, 3) Tolerance, 4)Discipline, 5) Hard work, 6) creative, 7) independent, 8) curious, 8) friendly/communicative, 9)likes to read, 10) cares about the environment, and 11) is responsible. These eleven charactersvalues are developed through stimulation, storytelling, facilitation and good habituation fromadults, namely educators and parents and are evaluated based on six aspects of childdevelopment.

Playing it straight: kindergarten children's perspectives on gender in play materials

This study focuses on the perspectives of kindergarten children regarding their perceptions of gender appropriateness of play materials. The theory of gender performativity has been used as a theoretical lens for the study. Six kindergarten children between the ages of four and five were individually interviewed about whether they believed toys to be gender-specific or gender-neutral. Results indicated that children displayed gender-stereotype knowledge as well as an understanding that toys can be gender-neutral, however, they were generally perceived to be gender-specific. Themes found include: perceptions of play materials as gender-neutral, perceptions of play materials as male-appropriate, perceptions of play materials as female-appropriate, notions of gender stereotypes, gender-role flexibility, contingent gender-role flexibility and external knowledge sources. Implications of these results regarding both gender-conforming as well as gender-non conforming children are provided and recommendations for educators are suggested. Keywords: gender performativity; children; masculinity; femininity; heteronormativity; toys; gender stereotypes, gender roles, gender non-conforming behaviour

Playing it straight: kindergarten children's perspectives on gender in play materials

This study focuses on the perspectives of kindergarten children regarding their perceptions of gender appropriateness of play materials. The theory of gender performativity has been used as a theoretical lens for the study. Six kindergarten children between the ages of four and five were individually interviewed about whether they believed toys to be gender-specific or gender-neutral. Results indicated that children displayed gender-stereotype knowledge as well as an understanding that toys can be gender-neutral, however, they were generally perceived to be gender-specific. Themes found include: perceptions of play materials as gender-neutral, perceptions of play materials as male-appropriate, perceptions of play materials as female-appropriate, notions of gender stereotypes, gender-role flexibility, contingent gender-role flexibility and external knowledge sources. Implications of these results regarding both gender-conforming as well as gender-non conforming children are provided and recommendations for educators are suggested. Keywords: gender performativity; children; masculinity; femininity; heteronormativity; toys; gender stereotypes, gender roles, gender non-conforming behaviour

Eager To Engage: Young Nigerian Children’s Interactions With Novel Play Materials

The purpose of this study was to observe, analyze, and document young Nigerian children’s interactions with novel play materials at their crèche. To date, limited studies have examined Nigerian infants’ and toddlers’ independent engagement with novel play materials. The children’s exploratory and play behaviours—cognitive and social play—were observed. An a priori coding scheme was used to simultaneously analyze cognitive and social play behaviours in the children, eight participants between 7- and 24-months of age. Over the course of four weeks, children were introduced to 11 novel play materials. Observed cognitive play behaviours included functional play, pretend play and constructive play, while social play behaviours consisted of solitary, parallel and simple social play. Although the results showed developmental progression in exploration and play, the varying degree of novelty of the play materials may have influenced children’s exploration and play. Despite these findings, children exhibited various exploratory and play behaviours with the introduction of play materials in a setting in which there were none.

Eager To Engage: Young Nigerian Children’s Interactions With Novel Play Materials

The purpose of this study was to observe, analyze, and document young Nigerian children’s interactions with novel play materials at their crèche. To date, limited studies have examined Nigerian infants’ and toddlers’ independent engagement with novel play materials. The children’s exploratory and play behaviours—cognitive and social play—were observed. An a priori coding scheme was used to simultaneously analyze cognitive and social play behaviours in the children, eight participants between 7- and 24-months of age. Over the course of four weeks, children were introduced to 11 novel play materials. Observed cognitive play behaviours included functional play, pretend play and constructive play, while social play behaviours consisted of solitary, parallel and simple social play. Although the results showed developmental progression in exploration and play, the varying degree of novelty of the play materials may have influenced children’s exploration and play. Despite these findings, children exhibited various exploratory and play behaviours with the introduction of play materials in a setting in which there were none.

Integrating Early Stimulation and Play at Scale: Study Protocol for “MAHAY Mikolo”, a Multi-arm Cluster-randomized Controlled Trial

Background: Hundreds of millions of children living in poverty worldwide are not reaching their full, developmental potential. Programs to promote nurturing and responsive caregiving, such as those in which community health workers (CHWs) conduct home visits to support optimal early child development (ECD), have been effective in small trials, but have not achieved similar success at scale. This study will explore two approaches to scale-up: converting a home-visiting model to a group-based model; and integrating the ECD curriculum into an existing government program. The objectives of the study are to: 1) Measure how the integration of ECD activities affects time and task allocation of CHWs and CHW psychosocial wellbeing; 2) Examine how the integration of ECD activities affects caregiver-child dyad participation in standard health and nutrition activities; and 3) Explore how the availability of age-appropriate play materials at home affects caregiver-child dyad participation rates in a group-based ECD program.Methods: We will randomize 75 communities in rural Madagascar into three arms: 1) [C], which is the status quo (community-based health and nutrition program); 2) [T], which is C + ECD group sessions [T]; and 3) [T+], which is T with the addition of an enhanced play materials package for home use. All children between 6-30 months old at the time of the intervention launch will be eligible to participate in group activities. The intervention will last 12 months and is comprised of fortnightly group sessions in which the CHWs provide caregiver-child dyads with information relating to ECD; CHWs will also include structured time for caregivers to practice the play and child stimulation activities they have learned about. We will administer monthly surveys to measure CHW time use and task allocation, and we will leverage administrative data to measure caregiver-child dyad participation in the group sessions.Discussion: The results from the trial will provide the evidence base required to implement an integrated package of nutrition, health and ECD promotion activities at scale in Madagascar, and findings may also be relevant in other low-income countries.Trial registration: This trial has been registered on the AEA RCT Registry (AEARCTR-0004704, https://www.socialscienceregistry.org/trials/4704, registered on November 15, 2019).

Associations between Children’s Risky Play and ECEC Outdoor Play Spaces and Materials

Children spend a large amount of time each day in early childhood education and care (ECEC) institutions, and the ECEC play environments are important for children’s play opportunities. This includes children’s opportunities to engage in risky play. This study examined the relationship between the outdoor play environment and the occurrence of children’s risky play in ECEC institutions. Children (n = 80) were observed in two-minute sequences during periods of the day when they were free to choose what to do. The data consists of 935 randomly recorded two-minute videos, which were coded second by second for several categories of risky play as well as where and with what materials the play occurred. Results revealed that risky play (all categories in total) was positively associated with fixed equipment for functional play, nature and other fixed structures, while analysis of play materials showed that risky play was positively associated with wheeled toys. The results can support practitioners in developing their outdoor areas to provide varied and exciting play opportunities.

Influence and Challenges of Teaching and Learning Resources on Children Creative Development Facing ECDE Programs in Nakuru East, Nakuru County, Kenya

Early Childhood Development Education (ECDE) which is the education for young children up to age of eight requires the effort of all stakeholders to provide kids from childhood through primary school age with embedded growth. This study thus, aimed at identifying how learners’ creativity is hindered by the availability of learning resources and the challenges facing the ECDE programs towards creativity development in children in Nakuru East Sub-County, Kenya. The study employed descriptive research survey design. The population of the study consisted of teachers of public ECDE centers in Nakuru East Sub-County. Data was analyzed for descriptive statistics and cross tabulation of data. The results were then presented in the form of tables. Majority of the respondents indicated that they lacked musical instruments (92.2 percent), display charts (74.4percent), play materials (79.5 percent), while 69.2 percent accepted that they had drawing materials, and also 74.4 percent had reading materials. It was also clear that, creative learners were too fast for the other normal learners which posed a challenge to the teachers on which speed to use in their teaching. These findings implied that most schools (over 75 percent) in the East Sub-County lacked musical instruments, displayed charts, reading materials and play materials which were key teaching resources which would enable the teachers enhance creativity in their learners.

Pedagogical intentions or practical considerations when facilitating children's play? Teachers’ beliefs about the availability of play materials in the indoor ECEC environment

This qualitative study investigated teachers' beliefs about the availability of play materials in the physical indoor environment of early childhood education and care (ECEC). The empirical data were gathered from fieldwork in eight child groups in ECEC institutions across Norway and comprised 13 semistructured interviews with teachers. The findings indicate a common ideological understanding among teachers that play materials should be available in children's play, enhancing play, learning, and development possibilities. However, many teachers described putting play materials out of children's reach during times of play. There are variations, but practical considerations often override pedagogical intentions when teachers plan and facilitate children's play. This study aims to enhance the indoor ECEC environment's quality by stimulating teachers' consciousness about play materials' availability, ensuring equal possibilities for children's play in ECEC. Implications for policy and practice are discussed.