Pub Date : 2019-09-25DOI: 10.20961/ecedj.v1i1.34521
Tri Ulya Wardati Qori'ah
This study aimed to describe the application of the beyond centers and circle time in children aged 4-5 years at Surakarta Islamic Consecrated Kindergarten. This problem was examined with a qualitative approach and the type of research case study. The research subjects involved were children, teachers, and parents. Data collected by researchers through interviews, observation and documentation. The data analysis technique used the Miles and Huberman analysis model. The technique of data validity testing was by source and technique triangulation. The results research of the application of the central learning model was carried out by organizing learning focusing on children in a circle using four types of scaffolding, namely playing environment, before playing, during play, and after playing. Bakti IX Islamic Kindergarten applied five school days, as well as one type of center every day, there are five centers that are implemented namely beam centers, centers of life skills, arts centers, preparation centers, and role-playing centers. The application of beyond centers and circle time can stimulate children to be able to optimize the six developmental fields of children. Learning media used ware APE and also the use of used goods.
{"title":"CENTER LEARNING MODEL IN CHILDREN AGED 4-5 YEARS","authors":"Tri Ulya Wardati Qori'ah","doi":"10.20961/ecedj.v1i1.34521","DOIUrl":"https://doi.org/10.20961/ecedj.v1i1.34521","url":null,"abstract":"This study aimed to describe the application of the beyond centers and circle time in children aged 4-5 years at Surakarta Islamic Consecrated Kindergarten. This problem was examined with a qualitative approach and the type of research case study. The research subjects involved were children, teachers, and parents. Data collected by researchers through interviews, observation and documentation. The data analysis technique used the Miles and Huberman analysis model. The technique of data validity testing was by source and technique triangulation. The results research of the application of the central learning model was carried out by organizing learning focusing on children in a circle using four types of scaffolding, namely playing environment, before playing, during play, and after playing. Bakti IX Islamic Kindergarten applied five school days, as well as one type of center every day, there are five centers that are implemented namely beam centers, centers of life skills, arts centers, preparation centers, and role-playing centers. The application of beyond centers and circle time can stimulate children to be able to optimize the six developmental fields of children. Learning media used ware APE and also the use of used goods.","PeriodicalId":105931,"journal":{"name":"Early Childhood Education and Development Journal","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122445454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-23DOI: 10.20961/ecedj.v1i1.33020
Warananingtyas Palupi, Ruli Hafidah, K. Karsono
The early childhood learning should cover many aspects of development, ranging from religious and moral values, social, emotional, cognitive, physical motor, linguistic and artistic. Song and Movement are still identified with motion. Early childhood learning is synonymous with singing, clapping and playing while active. Motion and song activities are very tightly attached and can not be separated, especially in providing learning to young children. Motion and song learning is an activity in playing while learning and learning through playing, so activities performed through motion/movement and song are expected to please the child as well as touch the development of language, sensitivity to the rhythm of music, motor development, confidence, and the courage to take risks. Through motion or movement and song, children learn to develop their linguistic ability, it is through listening song dan music rhythm, children develop their receptive ability in language. And children’ expressive ability in language is developed while children sing the song. Therefore, it is necessary for an activity that can train early childhood educators in giving stimulation to children through motion and song.
{"title":"SONG AND MOVEMENT AS MEDIA OF EARLY CHILDHOOD LANGUAGE DEVELOPMENT","authors":"Warananingtyas Palupi, Ruli Hafidah, K. Karsono","doi":"10.20961/ecedj.v1i1.33020","DOIUrl":"https://doi.org/10.20961/ecedj.v1i1.33020","url":null,"abstract":"The early childhood learning should cover many aspects of development, ranging from religious and moral values, social, emotional, cognitive, physical motor, linguistic and artistic. Song and Movement are still identified with motion. Early childhood learning is synonymous with singing, clapping and playing while active. Motion and song activities are very tightly attached and can not be separated, especially in providing learning to young children. Motion and song learning is an activity in playing while learning and learning through playing, so activities performed through motion/movement and song are expected to please the child as well as touch the development of language, sensitivity to the rhythm of music, motor development, confidence, and the courage to take risks. Through motion or movement and song, children learn to develop their linguistic ability, it is through listening song dan music rhythm, children develop their receptive ability in language. And children’ expressive ability in language is developed while children sing the song. Therefore, it is necessary for an activity that can train early childhood educators in giving stimulation to children through motion and song.","PeriodicalId":105931,"journal":{"name":"Early Childhood Education and Development Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133517266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-23DOI: 10.20961/ecedj.v1i1.33250
Ana Rahmawati
School readiness is the readiness that children must have to enter elementary school. School readiness includes the abilities that children need to learn well in school so that school success can be achieved. This research is a phenomenological qualitative research which aims to obtain an overview of school readiness that children have when entering the first grade of elementary school. The informants of this study were the first grade elementary school teachers totaling five people. The results of the study show that school readiness must have to be prepared early is the child's internal readiness, family readiness and school institution readiness. The child's internal readiness consists of cognitive readiness and social emotional readiness. Although cognitive readiness has been possessed by majority children, but social emotional readiness has not been fully achieved, even though it seems less attention to its achievements. This condition should not be ignored, because the realization of optimal children's internal school readiness is a combination of cognitive readiness and emotional social readiness. In addition, family preparedness and readiness of school institutions must also be sought as a form of support for children, so that children's school readiness is expected to be fully achieved optimally.
{"title":"CHILDREN’S SCHOOL READINESS ENTERING ELEMENTARY SCHOOL","authors":"Ana Rahmawati","doi":"10.20961/ecedj.v1i1.33250","DOIUrl":"https://doi.org/10.20961/ecedj.v1i1.33250","url":null,"abstract":"School readiness is the readiness that children must have to enter elementary school. School readiness includes the abilities that children need to learn well in school so that school success can be achieved. This research is a phenomenological qualitative research which aims to obtain an overview of school readiness that children have when entering the first grade of elementary school. The informants of this study were the first grade elementary school teachers totaling five people. The results of the study show that school readiness must have to be prepared early is the child's internal readiness, family readiness and school institution readiness. The child's internal readiness consists of cognitive readiness and social emotional readiness. Although cognitive readiness has been possessed by majority children, but social emotional readiness has not been fully achieved, even though it seems less attention to its achievements. This condition should not be ignored, because the realization of optimal children's internal school readiness is a combination of cognitive readiness and emotional social readiness. In addition, family preparedness and readiness of school institutions must also be sought as a form of support for children, so that children's school readiness is expected to be fully achieved optimally.","PeriodicalId":105931,"journal":{"name":"Early Childhood Education and Development Journal","volume":"310 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132831483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-23DOI: 10.20961/ecedj.v1i1.32304
Siti Wahyuningsih
This study aimed to improve the language and logic mathematic ability of kindergarten children in group B through the application of educational tools “Papan Flanel Pintar”. The study method used Class Action Research. The study was conducted at Widya Putra Kindergarten group B which consisted of 9 boys and 11 girls. The study was done within 6 months from June to November 2010. The instruments in this study were the results of the work sheet, the results of observations, and documentation. The aspects observed in each cycle were the activities and influence of children's ability to use educational tools “Papan Flanel Pintar” to develop children’s language and logic mathematical ability. The data validation used checklists and triangulation. The data analysis technique used an interactive analysis model. The procedure of this study consisted two cycles and each cycle have two times of learning implementation in sequence; 1) action planning, 2) implementation of actions, 3) observation, and 4) reflection. The results of this study can be concluded that the application of Papan Flanel Pintar can improve the language and logic mathematic ability of children in group B Widya Putra Kindergarten, Darma Wanita, Sebelas Maret University Surakarta significantly at the stage of its development.
本研究旨在通过“Papan Flanel Pintar”教育工具的应用，提高B组幼儿园儿童的语言和逻辑数学能力。研究方法采用集体诉讼研究。该研究在Widya Putra幼儿园B组进行，该组由9名男孩和11名女孩组成。研究在2010年6月至11月的6个月内完成。本研究使用的仪器是工作表的结果、观察结果和文件。在每个循环中观察到的方面是儿童使用教育工具“Papan Flanel Pintar”开发儿童语言和逻辑数学能力的活动和影响。数据验证使用了检查表和三角测量。数据分析技术采用交互式分析模型。本研究的过程包括两个周期，每个周期有两次学习实施的顺序;1)行动计划，2)行动实施，3)观察，4)反思。本研究的结果可以得出结论，Papan Flanel Pintar的应用可以显著提高B组儿童在其发展阶段的语言和逻辑数学能力。Widya Putra幼儿园，Darma Wanita, Sebelas Maret University Surakarta
{"title":"THE INCREASING OF LANGUAGE AND LOGIC MATHEMATIC ABILITY OF EARLY CHILDHOOD EDUCATION THROUGH EDUCATIVE TOOLS “PAPAN FLANEL PINTAR” IN THE KINDERGARTEN","authors":"Siti Wahyuningsih","doi":"10.20961/ecedj.v1i1.32304","DOIUrl":"https://doi.org/10.20961/ecedj.v1i1.32304","url":null,"abstract":"This study aimed to improve the language and logic mathematic ability of kindergarten children in group B through the application of educational tools “Papan Flanel Pintar”. The study method used Class Action Research. The study was conducted at Widya Putra Kindergarten group B which consisted of 9 boys and 11 girls. The study was done within 6 months from June to November 2010. The instruments in this study were the results of the work sheet, the results of observations, and documentation. The aspects observed in each cycle were the activities and influence of children's ability to use educational tools “Papan Flanel Pintar” to develop children’s language and logic mathematical ability. The data validation used checklists and triangulation. The data analysis technique used an interactive analysis model. The procedure of this study consisted two cycles and each cycle have two times of learning implementation in sequence; 1) action planning, 2) implementation of actions, 3) observation, and 4) reflection. The results of this study can be concluded that the application of Papan Flanel Pintar can improve the language and logic mathematic ability of children in group B Widya Putra Kindergarten, Darma Wanita, Sebelas Maret University Surakarta significantly at the stage of its development.","PeriodicalId":105931,"journal":{"name":"Early Childhood Education and Development Journal","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130248685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-10DOI: 10.20961/ecedj.v1i1.34326
Defanny Fauziyah Pratiwi, Ruli Hafidah, A. R. Pudyaningtyas
The family is the place where the education process takes place. Parents hold the first and foremost role for child development which is an important task and cannot be separated from various challenges. Parenting style is one of the behavioral factors and actions of children since early to adulthood. The purpose of this study was to determine the relationship between authoritarian parenting and the aggressive behavior of children aged 5-6 years. Sampling using purposive sampling technique amounted to 37 parents and children aged 5-6 years in Mojolegi, Teras, Boyolali. Data in this study were obtained from questionnaires. The technique of analyzing questionnaire items using the total corrected item-total correlation. The results showed that there was a significant relationship between authoritarian parenting and the aggressive behavior of children with r = 0.996 with p = 0.000 with the help of SPSS 16 for windows. This value shows a positive result which means that the higher the authoritarian parenting style, the higher the child's aggressive behavior.
家庭是教育过程发生的地方。父母在孩子的发展中扮演着首要的角色，这是一项重要的任务，与各种挑战密不可分。父母教养方式是影响儿童早期到成年的行为因素和行为之一。本研究的目的是确定5-6岁儿童的专制父母与攻击行为之间的关系。采用目的抽样技术对博约拉里、特拉斯、莫乔雷吉的37名家长和5-6岁儿童进行抽样。本研究数据来源于问卷调查。使用总校正项目-总相关分析问卷项目的技术。结果表明，专制父母教养方式与儿童攻击行为存在显著相关，r = 0.996, p = 0.000。这个值显示了一个积极的结果，这意味着专制教育方式越高，孩子的攻击行为越高。
{"title":"AUTHORITARIAN PARENTING STYLE WITH AGGRESSIVE BEHAVIOR OF 5-6 YEARS OLD","authors":"Defanny Fauziyah Pratiwi, Ruli Hafidah, A. R. Pudyaningtyas","doi":"10.20961/ecedj.v1i1.34326","DOIUrl":"https://doi.org/10.20961/ecedj.v1i1.34326","url":null,"abstract":"The family is the place where the education process takes place. Parents hold the first and foremost role for child development which is an important task and cannot be separated from various challenges. Parenting style is one of the behavioral factors and actions of children since early to adulthood. The purpose of this study was to determine the relationship between authoritarian parenting and the aggressive behavior of children aged 5-6 years. Sampling using purposive sampling technique amounted to 37 parents and children aged 5-6 years in Mojolegi, Teras, Boyolali. Data in this study were obtained from questionnaires. The technique of analyzing questionnaire items using the total corrected item-total correlation. The results showed that there was a significant relationship between authoritarian parenting and the aggressive behavior of children with r = 0.996 with p = 0.000 with the help of SPSS 16 for windows. This value shows a positive result which means that the higher the authoritarian parenting style, the higher the child's aggressive behavior.","PeriodicalId":105931,"journal":{"name":"Early Childhood Education and Development Journal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130517940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20961/ecedj.v1i2.41206
Upik Elok Endang Rasmani
The purpose of this study is to implement a culture of energy-saving behavior. It is based on the implementation of basic energy-saving values, including (1) the development of a green education curriculum through energy conservation teaching materials of Economical, Wise and Smart to Use Energy. Also, (2) it encourages energy-saving behaviours, such as turning off devices that use energy while not in use, including lamp and AC. This strategy needs to be practiced continuously with teachers’ help to inculcate positive habits in children. The study uses a comparative approach which is often meant to describe the profound relationship and the influence between two or more facts and the object properties examined. A comparative study is used to determine the cause of behavioral differences or individual status. This study involves a follow-up to the correlation research.
{"title":"EDUCATION IN THE EARLY CHILDHOOD TOWARDS ENERGY SAVING BEHAVIOUR","authors":"Upik Elok Endang Rasmani","doi":"10.20961/ecedj.v1i2.41206","DOIUrl":"https://doi.org/10.20961/ecedj.v1i2.41206","url":null,"abstract":"The purpose of this study is to implement a culture of energy-saving behavior. It is based on the implementation of basic energy-saving values, including (1) the development of a green education curriculum through energy conservation teaching materials of Economical, Wise and Smart to Use Energy. Also, (2) it encourages energy-saving behaviours, such as turning off devices that use energy while not in use, including lamp and AC. This strategy needs to be practiced continuously with teachers’ help to inculcate positive habits in children. The study uses a comparative approach which is often meant to describe the profound relationship and the influence between two or more facts and the object properties examined. A comparative study is used to determine the cause of behavioral differences or individual status. This study involves a follow-up to the correlation research.","PeriodicalId":105931,"journal":{"name":"Early Childhood Education and Development Journal","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127629801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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