Desenvolvimento e aplicação de um objeto de aprendizagem m-learning para crianças da educação infantil

Este trabalho visa inferir se a utilização de tecnologia da informação como instrumento de apoio ao ensino-aprendizagem pode influenciar e ajudar na identificação de formas geométricas básicas e ligeira indicação das cores primárias na educação infantil. Foi proposto e desenvolvido um jogo para tablet (objeto de aprendizagem), aplicado e observado em turmas do maternal e jardim de infância. Neste artigo são descritas as etapas da implementação, a descrição das interfaces a fim de identificar a adequação desta proposta, que como resultado considerou-se adequado para as crianças da turma do jardim de infância, mostrando verbalmente que fixaram o conteúdo proposto. This work aims to infer whether the use of information technology as a support tool for teaching-learning can influence and help in the identification of basic geometric shapes and slight indication of primary colors in early childhood education. A tablet game (learning object) was proposed and developed, applied and observed in kindergarten and nursery classes. This article describes the stages of implementation, the description of the interfaces in order to identify the suitability of this proposal, which as a result was considered appropriate for the children of the kindergarten class, showing verbally that they fixed the proposed content.

Development of Children's Ability to Recognize Letters Through Unscrambled Words at BIAS Kindergarten Yogyakarta

The development of children's ability to recognize letters at the beginning of entering the B1 kindergarten class is still low. The purpose of this study was to improve children's ability to recognize letters through word deciphering games. The research method used is classroom action research, with the research subject of the BI group at the Integrated Islamic Kindergarten of Bina Anak Sholeh Yogyakarta. The technique in collecting data is in the form of observation, which is processed by the percentage technique. The results of the research in each cycle have shown an increase in the ability of children to recognize letters from the initial conditions, cycle I to cycle I. Thus it can be concluded that word deciphering games can improve children's ability to recognize letters.

Nationally Representative Evidence on the Association Between Preschool and Executive Function Skills Throughout Elementary School

Executive function skills are a set of cognitive processes that help individuals to engage in goal-directed behavior and have been linked to benefits in academic achievement and other learning-related outcomes. Recently, there has been interest in understanding how attending center-based preschool may relate to the development of executive function skills. This study used the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (n ~ 9,270) to examine the association between preschool attendance and executive function skills in each grade of elementary school. The results of the analysis suggest small initial associations of preschool attendance with some subdomains of executive function (working memory) but not others (cognitive flexibility). These associations are heterogenous based on preschool type (i.e., public vs. private). The longitudinal analysis revealed rapid attenuation of initially positive associations, but also some indications of so-called “sleeper effects” emerged in late elementary school for working memory. Implications for research and policy are discussed.

METODE GABUNGAN PEMBELAJARAN HAFALAN AL-QUR’AN UNTUK MENINGKATKAN KEDISIPLINAN SISWA KELAS B DI TK ABA SUTOPADAN YOGYAKARTA (Penelitian Deskriptif Kualitatif di TK ABA Sutopadan Yogyakarta)

ABSTRACTThis study aims to describe the combined method of rote learning the Qur'an to improve discipline students in kindergarten class B Sutopadan ABA Yogyakarta. This type of research is descriptive qualitative. Subjects were teachers and students. Research held in April 2017. Data collection techniques used were observation, interviews, and documentation. Data were analyzed using a model Milles and Huberman of data reduction, data display, and conclusion. Mechanical examination of the validity of data by triangulation of sources and techniques. The results showed that: the combined method of memorization of the Koran are applied in TK ABA Yogyakarta Sutopadan very helping teachers to improve discipline children through various stages that are contained within the combined method recitation of the Qur'an, not only improve discipline children get from a combined method of memorizing Qur'anic memorization but can improve children's ability to quickly and correctly, role of teachers in the implementation of the discipline through a combined method of recitation of the Qur'an is to provide room for the recitation of the Qur'an and also provide a special teacher for Qur'an memorization activities in order to apply the combined method recitation of the Qur'an properly, combined method recitation of the Qur'an are now children are able to follow all the activities in an orderly manner, to respect teachers and friends, to comply with the pseudoa regulation that exist in schools, only that children in kindergarten ABA Sutopadan has been able to memorize up to 30 juz quickly and correctly. ABSTRAKPenelitian ini bertujuan untuk mendiskripsikan metode gabungan pembelajaran hafalan al-qur’an untuk meningkatkan kedisiplinan siswa kelas B di TK ABA Sutopadan Yogyakarta. Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian adalah guru dan siswa. Penelitian dipelaksanakan pada bulan April 2017. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Data dianalisis dengan menggunakan model Milles and Huberman yaitu reduksi data, display data, dan penarikan kesimpulan. Teknik pemeriksaan keabsahan data dengan triangulasi sumber dan teknik. Hasil penelitian menujukkan bahwa: Metode gabungan hafalan Al-Qur’an yang diterapkan di TK ABA Sutopadan Yogyakarta sangat membantu guru untuk meningkatkan kedisiplinan anak melalui berbagai tahapan-tahapan yang terdapat didalam metode gabungan hafalan Al-Qur’an ini, bukan hanya meningkatkan kedisiplinan yang anak dapatkan dari metode gabungan hafalan Al-Qur’an ini melainkan dapat meningkatkan kemampuan menghafal anak dengan cepat dan benar, Peran guru dalam pelaksanaan kedisiplinan melalui metode gabungan hafalan Al-Qur’an ialah dengan menyediakan ruangan khusus untuk hafalan Al-Qur’an dan juga menyediakan guru khusus untuk kegiatan hafalan Al-Qur’an agar dapat menerapkan metode gabungan hafalan Al-Qur’an dengan baik dan benar, memalui penerapkan metode gabungan hafalan Al-Qur’an sekarang anak-anak mampu mengikuti semua kegiatan dengan tertib, dapat menghargai guru dan temannya, mampu mematuhi semua peraturan yang ada disekolah,bukan hanya itu anak-anak di TK ABA Sutopadan ini sudah mampu menghafal hingga juz ke 30 dengan cepat dan benar.

Prior Problem Behaviors Do Not Account for the Racial Suspension Gap

At the end of 2018, Obama-era disciplinary guidance aimed at reducing the use of suspensions in schools (especially for minorities and students with disabilities) was revoked by the U.S. Department of Education. A key piece of research supporting the decision was based on the analyses of the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS-K), which showed that the racial suspension gap was not really about race but resulted from the differential behavior exhibited by Black and White students. We reanalyzed the public-use ECLS-K and provide syntax for our analyses to show that the findings were primarily due to sample selection bias. Several alternative model specifications were tested and continued to show the persistence of the race-based suspension gaps regardless of model or measure used.

Applying the Measurement Model of Derivatives to Evaluate and Refine Measurement Scales in Longitudinal Education Data Using the ECLS-K

The Measurement Model of Derivatives (MMOD; Estabrook, 2015) provides the opportunity to evaluate and refine measurement scales used in longitudinal education data to clarify their theoretical distinctions and relationship to academic achievement. We demonstrate this using three teacher-rated scales of child self-regulatory behavior obtained from the Early Childhood Longitudinal Study Kindergarten Class of 2010-11 (ECLS-K:2011; Tourangeau et al. 2019). Theoretical measurement structures are compared to data-driven structures on a holdout sample, then compared in their ability to predict academic achievement on a validation sample to externally validate their utility. We discuss theoretical implications for self-regulation, as well as the MMOD’s applicability to other educational data sets.

effect of developmentally moderated focus on form instruction in Indonesian kindergarten children learning English as a foreign language

This short report summarises a current quasi-experimental investigation into the effect of developmentally moderated focus on form instruction (DMFonF; Di Biase 2002, 2008) in an EFL classroom in an Indonesian kindergarten. DMFonF is an instructional approach which combines Pienemann's (1984) teachability hypothesis within Processability Theory (Pienemann 1998, 2011) with Long's (1991) focus on form (FonF) feedback. Specifically, the current study focuses on the acquisition of English plural marking on nouns. One first-year Indonesian kindergarten class (K1) and one second-year kindergarten class (K2) participated in the study. Children in both K1 and K2 were assessed at the beginning of the study and all of them, bar one exception, were found to be at the lexical stage; that is, they produced only single words and formulaic expressions in English without any grammatical markings. Analyses for K1 after one semester of instruction with DMFonF indicated that all the children acquired lexical plural marking and nine out of ten children also acquired phrasal agreement between quantifiers and nouns. A comparison of these results with K2 children (who were one year ahead in their meaning-based instruction) suggests that DMFonF instruction is effective in promoting grammatical development in the second language acquisition of kindergarten children.

Elementary School Size and Differences in What Principals Emphasize and How They Train Their Teachers: A National Analysis

In this investigation, differences in what principals emphasized, in how they spent their work time, and how they trained their teachers were examined as a function of student enrollment numbers. Data were acquired from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 principal survey. Three school categories were generated with student enrolment data: Small-size schools, Moderate-size schools, and Large-size schools. Inferential statistical analyses revealed the presence of statistically significant differences in the way principals reporting spending their time and the training areas they emphasized. Principals of Large-size schools spent more hours at work, invested more time working with teachers, and emphasized more training their teachers than principals of Small-size schools and Moderate-size schools. Suggestions for future research and implications for policy and practice were made.