Showing papers in "Early Childhood Education in 2019"

Ongoing Process of the Integration of Kindergarten and Childcare of Korea

Abstract: This paper is part of a research project examining young children's musical experiences in a particular setting. An initial focus of the research was to explore children's competence when exposed to a more competent member of the culture, in this instance a skilled musician, and to develop observational and interpretive tools for recording these experiences. Surprised at the children's musical activities and understandings we then broadened our discussion to examine the wider context of the child's right to music in the early years. Using a three-year-old group of children participating in formal music sessions as a focus, a theme of this paper therefore is the relationship between research, policy and practice. This relationship is complex and needs to be unpacked so that underlying assumptions about children and childhood, what children should learn and wider social agendas for education can be discovered. We decided to start this journey by observing daily practice. We argue underlying systems of beliefs and values will be reflected in practice, and obsewations and interpretations of daily experience can assist in determining future research and accompanying policy decisions about support for music in early childhood services.

Pengelolaan Kegiatan Agama dan Moral Di Taman Kanak-Kanak Telkom Schools Padang

Abstract: This study aims to describe how the management of religious and moral activities at the Padang Schools TK. The method used by the researcher in this research is descriptive method with a qualitative approach. Data collection techniques by means of observation, interviews and documentation. The analysis technique carried out is data triangulation. The results of the study at Padang TK TK Schools, that the religious and moral activities at the Padang Telkom Schools TK had been carried out in accordance with the planned plans. Activities carried out such as shaking children, pledging and praying, ablution, reading the Asmaul Husna, short letters, prayer, humming al-Quran, tahfidz, reading prayers before washing hands and eating, reading prayers after eating, and reading daily prayers before going home school. Furthermore, after the child has carried out the activities the teacher conducts an evaluation by means of daily assessment, weekly assessment, and final semester assessment.

Assembled policies : the finnish case of restricted entitlement to early childhood education and care

Abstract: In this article, we utilize an application of Deleuze and Quattari’s (1987) concept of assemblage to explore and better understand the interconnectedness and materiality of the policies of early childhood education and care (ECEC). To exemplify how directing our focus to assemblages can further the understanding of policies in the everyday life of families, we will present a Finnish case of entitlement to ECEC. Since 1996, children under school age have enjoyed the entitlement to full-day ECEC provided by local authorities. In 2016, the Finnish parliament enforced new legislation that allows municipalities to limit this entitlement to 20 hours per week unless the child’s parents work or study full-time. By drawing on interviews with parents of one-year-old children (n=14), we will illuminate the component parts of ECEC arrangements. The case offers empirical insights in terms of how constructing ECEC policies as “assembled” can aid us in contesting two beliefs that have a firm position in the public debate: the idea of the parent’s “free choice” and the notion of national policies having a hegemonic role in determining opportunities for agency.

Wearing and daring the hat – Exploring the materialities of children’s experiences in research

Abstract: The aim of the paper is to explore how the materialities of EEG caps became vital to produce knowledge on children’s experiences in a research project. By closely examining a six-week exploration t ...

Decolonising the Finnish Baby Box: A sociomaterial approach to designing interventions for infant and maternal health and well-being in Zambia

Abstract: The global spread of the Finnish baby box without empirical evidence to support initiatives raises concern that the concepts of the box are being introduced uncritically in a diverse number of countries, spaces and places without concern for local historical, social, cultural and material understanding. Such appropriation of a significant cultural and social tool for infant health and well-being risks the material object – the box and its contents - being used to develop western, normative parenting practices whilst maintaining power relations between children, parents, expert others and between the Global North and South. To explicate these concerns this article explores potential problems of the box that empirical research is yet to explore including the promotion of westernised parenting practices and child development theory. This gives rise to concerns about colonisation and the need for ethical research practices in a project in Zambia seeking to meet the aims of the UN sustainable development goal 3 – for good health and well-being for all. We draw on sociomaterial understanding in a design project to develop a culturally sensitive and particular concept of the baby box for use in Zambia. One possible local solution is a ‘chitenge’, a multi-purpose garment, rather than a box.

02. When “words do not work”: Intervening in children’s conflicts in kindergarten

Abstract: Conflict situations occur in daily life in kindergarten. Often children find solutions by negotiations and compromises, but sometimes they also can use physical force against each other. The focus in this article is kindergarten practitioners’ interventions in conflict situations when children use physical force and do not stop when they are told. This may cause new conflicts between the child and the practitioner who intervenes. The aim is to contribute to a discussion about ways to meet children in conflict situations when words do not work. Data consist of semi-structured group interviews with practitioners from a Norwegian kindergarten for children from 1 to 6 years of age. Excerpts from the interviews underwent thematic and dialogic analysis. When children do not obey oral directions as the practitioners demand, they get angry and use physical force themselves. Analysis reveals that words as well as feelings and physical behavior influence actions not only for children but also for practitioners. The practitioners were not comfortable with this means of handling the situation, acknowledging the need to explicitly discuss, with each other, what to do. Exploring and understanding more of the complexity of intervening in children’s conflicts when words do not work, can contribute to choosing strategies that don’t undermine overarching democratic aims for conflict solutions in kindergartens.

01. Does cultural capital matter in professional settings? Educational value profiles among the personnel in kindergartens

Abstract: This article presents a study on plausible correlations between social background and educational values in a group of 700 employees in 80 Danish kindergartens. It investigates whether the pedagogical efforts of the staff are indebted to their living milieus of upbringing. The basic premises of research are developed along Pierre Bourdieu’s theory of practice, outlined in the concept of “normative acts”, which also serves as a point of departure for the research design. Employing the multiple correspondence analyses in continuation of the theoretical framework of Pierre Bourdieu, the first section of the questionnaire used gathers information on the respondents’ capital assets. In the second section, participants are asked a number of value questions based on the framework of Mary Douglas. Subsequently, I examine the structural interrelationship between the two sections. The research results show that the respondents typically share pedagogical values across social background, age, and position in the professional job hierarchy. However, it also shows that there are correlations between the possession of acquired capital and particular educational values.

Implementasi manajemen pembelajaran inklusi berbasisbudaya lokal di tk laboratori pedagogia unyyogyakarta

Abstract: Ahmad Mushlih, S.Pd, Implementasi Manajemen Pembelajaran Inklusi Berbasis Budaya Lokal Di TK Laboratori Pedagogia UNY Yogyakarta. Prodi PIAUD FITK UIN Sunan Kalijaga Yogyakarta, 2019. Pembelajaran inklusi merupakan penggabungan proses pembelajaran antara anak normal dan anak berkebutuhan khusus, baik secara fisik maupun non fisik. Setiap lembaga pendidikan memiliki branding khusus dalam proses pembelajaran, salah satunya yaitu inklusi berbasis budaya lokal. TK Laboratori Pedagogia UNY merupakan salah satu sekolah yang melaksanakan pembelajaran Inklusi berbasis budaya lokal di wilayah Yogyakarta. Adapun permasalahan dalam penelitian ini adalah: 1) mengapa menggunakan pembelajaran inklusi berbasis budaya lokal, 2) apa saja nilai-nilai luhur budaya lokal penyusun manajemen pembelajaran inklusi. 3) bagaimana manajemen pembelajaran inklusi berbasis budaya lokal Penelitian ini merupakan penelitian kualitatif pendekatan studi kasus. Pengambilan data lapangan peneliti menggunakan observasi, wawancara, dokumentasi. Data yang terkumpul kemudian dianalisis dengan mereduksi data, penyajian data, dan verifikasi. Kemudian dilakukan uji kredibilitas temuan dengan menggunakan triangulasi teknik. Temuan hasil penelitian: 1) alasan pembelajaran inklusi berbasis budaya lokal di TK Pedagogia, karena adanya perundang-undangan tentang pendidikan inklusi dan budaya, kebutuhan pendidikan inklusi bagi anak usia dini, dan pelestarian budaya lokal. 2) nilai luhur budaya penyusun pembelajaran inklusi yaitu, tepo sliro, unggah-ungguh, andhap asor, gugur gunung, welas asih, tertib, tekun, nerimo ing pandum. 3) proses manajemen pembelajaran inklusi berbasis budaya, Planning (kalander akademik, materi pembelajaran, rencana program semester, merencanakan kegiatan pembelajaran budaya dan etika lalu lintas, perangkat pembelajaran (pemetaan tema, KD, KI, promes, pembeajaran budaya dan etila lalulintas), RPPM, RPPH, perencanaan penggunaan shadow atau tanpa shadow, dan rencana capaian ABK sesuai kebutuhan), Organizing (pembagian guru, jadwal mengajar, shadow teacher, petugas circle, upacara dan senam), Actuating meliputi, kegiatan awal (permainan tradisional, salam, doa, tembang jawa, lagu nasional, lagu, janji anak pedagogia, menyebutkan sila pancasila, mars pedagogia, dan pengarahan kegiatan main), kegiatan inti (pembelajaran sentra sesuai tema), dan kegiatan akhir (evaluasi, tembang jawa, doa, salam), dan Controlling, (diawasi kepala sekolah dan guru. evaluasi satu bulan sekali)

Visualisasi Video Pembelajaran dalam Melatih Kemampuan Mencuci Tangan bagi Anak Tunagrahita Kategori Sedang di SLB Negeri 2 Padang

Abstract: This research is motivated by a problem found in class VII SLB Negeri 2 Padang in moderate retardation students in January 2019. Researchers found a student who could not wash their hands properly. This study aims to determine whether the training method using effective learning videos to improve the ability to wash hands. This study uses a class action research method consisting of two cycles, each cycle consisting of planning, action, observation and reflection. The results of the study in the initial conditions were 12.90%. After the first cycle, the results of the first meeting (22.58%), the second meeting (32.25%), the third meeting (38.70%) and the fourth meeting (48.38). The results of the second cycle of the first meeting (58.06%), the second meeting (67.74%), the third meeting (74.19%) and the fourth meeting (77.41%). These results indicate that the training method using video learning can improve the ability to wash hands for mentally retarded students in the moderate category. From these results it can be seen that the training method with learning videos can improve the ability to wash hands.

Pola Asuh Orang Tua dalam Mengembangkan Interaksi Sosial Anak Tunagrahita Sedang di SLB N 02 Padang

Abstract: Penelitian ini membahas tentang pola asuh orang tua dalam mengembangkan interaksi sosial anak tunagrahita sedang di SLB N 02 Padang, dimana terdapat seorang anak tunagrahita sedang memiliki kemampuan interaksi sosial yang baik. Penelitian ini bertujuan untuk menggambarkan bentuk pola asuh orang tua yang mampu mengembangkan interaksi sosial anaknya yang mengalami tingkat kecerdasan dibawah rata-rata mengakibatkan anak mengalami kesulitan dalam berinteraksi sosial terhadap lingkungan sosial sehingga nantinya dapat dijadikan motivasi bagi setiap orang tua dalam memberikan bentuk pola asuh tepat untuk anaknya. Penelitian ini menggunakan metode deskriptif kualitatif, responden penelitian ini yaitu orang tua anak tunagrahita, anak tunagrahita, saudaranya, masyarakat, dan guru kelas. Agar semua data dapat terkumpul peneliti menggunakan observasi, wawancara, dan dokumentasi. Hasil penelitian ini adalah orang tua memiliki tipe pola asuh Authoritative, dimana orang tua memiliki keterbukaan serta mewujudkan kominikasi yang baik terhadap anaknya sehingga membuat interaksi sosial anak tunagrahita sedang menjadi baik dan mampu bergaul dengan lingkunganya.

유아들의 유튜브 문화와 다문식성 이해하기: "캐리와 장난감 친구들" 유튜브 비디오 중심으로

Abstract: 유튜브 문화는 세계적으로 많은 유아들의 놀이 문화와 학습에 영향(Marsh, 2015)을 주고 있음에도 불구하고 많은 유아교육현장에서는 관심을 받지 못했다. 본 연구는 오늘날 유아들의 하나의 놀이문화로 유튜브 문화의 가능성을 인정하고, 이를 다문식성(multiliteracies)이라는 개념으로 유아들의 유튜브 문화와 디지털 놀이를 탐색하였다. 본 연구는 서울의 한 어린이집 만 5세 유아들을 대상으로 이루어진 문화기술적 사례연구이다. 한국 유아들에게 가장 인기있는 유튜브 컨텐츠 중 하나인 캐리와 장난감 친구들을 감상하고, 유아들이 직접 캐리가 되어 자신들이 교실에서 가장 좋아하는 장난감을 직접 소개하고 이를 영상으로 제작하는 프로젝트를 진행하였다. 그 결과, 유아들은 적극적인 지식 생산자이자 소통자로서 새로운 사회적 지식과 기술을 생산하며 이를 효과적으로 표현하는 모습을 보여주었다. 또한 적극적인 사회참여자이자 문화적 의미생산자로 유아 자신들의 다양한 역할과 의미를 만들어 소통하기도 하였다. 따라서 본 연구는 디지털 대중문화는 유아들의 복합양식학습(multimodal learning)의 장소가 되기도 하며, 디지털 테크놀로지, 교사, 또래, 장난감, 그리고 지역문화 등과 소통하는 하나의 친화공간(affinity space)이 될 수 있음을 주장한다.

Stimulasi Kesantunan Berbahasa Anak Usia Dini di PAUD Hauriyah Halum, Padang

Abstract: The purpose of this study was to describe how the stimulation of early childhood language politeness in class B1 children at Hauriyah Halum PAUD Padang was carried out. This research is a descriptive approach with qualitative methods. The research was conducted from April 19 to May 19 2019. Researchers used teachers and parents as informants. The way to collect data that the researcher uses is observation, interview, and documentation, while the data analysis technique is done using data triangulation techniques. This study found that the development of children's language politeness in Hauriyah Halum PAUD was carried out through the application of donated duo baleh in accordance with Minangkabau culture and integrated in the learning process, the center. Every activity of developing language politeness is carried out through the process of habituation until it is finally embedded properly for the child. The center which is the focus of politeness-language research is the beam center, natural center, Islamic center, arts center and preparation center. The teacher carries out the development of language politeness by providing simulations through various types of activities in the classroom and outside the classroom. The teacher uses a variety of methods in implementing the development of children's language politeness, namely using, direct practice methods, demonstration methods, and methods of assigning assignments. Then it can be concluded from this study that the implementation of stimulation of speaking politeness in early childhood at PAUD Hauriyah Halum Padang has gone well in accordance with the principles of Minangkabau cultural politeness.

The Development of Early Mathematical Skills : A Theoretical Framework for a Holistic Model

Abstract: This article presents a theoretical framework for a holistic model of the development of early mathematical skills in early childhood education. The first aim of this study was to conduct a comprehensive international review of the literature to explore early mathematical skills categories. The literature review yielded three early mathematical skills categories, namely (1) numerical skills, (2) spatial thinking skills and (3) mathematical thinking and reasoning skills. Previous studies have shown that several mathematical skills develop gradually and simultaneously in early ages and that these skills areas are interconnected in mathematical skills learning. Accordingly, the second aim of this study was to build a holistic theoretical model illustrating the interconnections between the three developing skills categories. The mathematical skills gained in early childhood influence later mathematical achievement. Thus, the importance of simultaneous strengthening of versatile early mathematical skills through conscious early learning practices should be addressed in early mathematical learning.

A study of Measures to Include More Men in Early Childhood Care and Education:Focusing on an Action Plan Implemented in Norway

Abstract: The purpose of this paper is to obtain some knowledge about the direction of strategies that increase men in early childhood care and education ECCE in Japan through describing and examining the Norwegian policies and efforts to increase men in ECCE. In this paper, we described the development of the policies to increase the proportions and numbers of men working in ECCE in Norway, with reference to “An action plan for gender

The Effects of Digital Game-Based Learning on Early English Literacy Task for Non-Native Speakers

Abstract: Despite the growing evidence for the benefits of digital game-based learning (DGBL) in promoting learning in various contexts, the effects of DGBL on...

예비 유아교사의 마인드셋, 사회적지지, 그릿 간의 관계

Abstract: 이 연구는 예비유아교사의 개인적 특성과 사회적 요인이 그릿에 어떠한 영향을 미치는지 살펴보기 위하여 마인드셋, 사회적지지, 그릿 간의 관계를 파악하였다. 이를 위해 서울 및 경기 지역 4년제 대학교에 재학중인 예비유아교사 290명을 대상으로 설문조사를 실시한 후, 상관분석 및 구조방정식분석, bootstrapping 기법을 통한 간접효과의 유의성 검증을 실시하였다. 그 결과 첫째, 예비유아교사의 마인드셋은 그릿에 직접적인 효과를 가졌다. 둘째, 예비유아교사가 받는 사회적지지 수준은 그릿에 직접적인 효과를 보였다. 셋째, 예비유아교사의 마인드셋과 그릿 간의 관계에서 사회적지지는 간접적인 효과를 나타냈다. 이러한 결과는 예비유아교사의 그릿이 마인드셋과 사회적지지에 따라 변화가능한 특성을 가지며 대학 내에서 또래 및 교수 등과 형성하는 친밀한 관계, 교육적 개입 등에 따라 더 높은 수준으로 발달될 수 있음을 보여준다. 나아가 예비유아교사의 그릿을 증진시키기 위한 대학교육과정의 관련 프로그램 및 운영방안 개발에 대한 뒷받침 자료로 활용될 수 있을 것으로 예상된다.

한국과 미국 유아인성교육과정 비교 연구: 한국 전통적 가치와 서양적 가치의 역동적인 협상 과정

Abstract: 본 연구는 중요한 질문에 대한 답을 다룬다: 국제화와 다문화주의에서 균형을 찾을 수 있는가? 특히, 한 국가에서 유아를 위한 교육과정을 구성할 때, 본 국가의 전통문화적 요소를 유지하면서 다른 국가들의 교육과정적 요소를 동시에 균형적으로 적용하는 것이 가능한가? 본 연구는 국제화는 협상의 역동적인 과정이라는 명제를 기본으로 하여, 한국 유아인성교육과정 안에서 두 가지의 가치, 즉 근본적이고 전통적인 한국적 가치와 한국 유아교육학계에 뿌리 깊게 영향을 미친 서양적 가치가 어떻게 역동적으로 상호작용하는지 구체적으로 분석하고자 한다. 이를 위해, 미국의 대표적인 유아인성교육 프로그램인, 아동발달프로젝트(The Child Development Project)를 한국 유아인성교육과정과 비교분석하였다. 두 가지 유아인성교육과정의 주요 세 가지 요소인 교육내용, 교수학습방법, 주요 목적을 비교 분석한 결과, 한국 유아인성교육과정은 한국 전통적 가치(예: 효, 배려)를 유지하면서, 서양적 실제(예: 토의, 현장학습)를 적용하고 있음이 나타났다. 이는 한국 유아인성교육과정은 한국 전통적 가치를 교육내용 측면에서 서양적 가치를 교육학적 측면에서 균형적으로 강조하여 적용하고 있음을 의미한다. 더불어, 한국 유아인성교육과정의 주요 목적 측면에서, 한국 전통적 가치와 서양적 가치가 서로 상호보완적인 관계에 있음이 나타났다.