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The Development of Early Childhood Naturalist Intelligence through Environmental Education
Get PDFEnvironmental education exists as a solution to improving the intelligence of early childhood naturalists, but its implementation is often forgotten or only as a hidden curriculum. The purpose of this study is to provide information related to the implementation of environmental education for early childhood to improve the intelligence of early childhood naturalists. The research method used in this study is a qualitative method presented in the form of an in-depth literature review. Literature study efforts are carried out by reading, observing, recognizing, and describing to analyze reading material in the form of related literature as a reference source. The result of this study is that the use of instructional strategies for gardening activities and creative game-based environmental learning can be considered to improve the intelligence of early childhood naturalists. In addition, it was also found that the material often used by educators to improve naturalist intelligence is the introduction of animals and plants. The trend of measuring the intelligence of early childhood naturalists uses many observation sheets, but it is also recommended to use research instruments that have been standardized or published in reputable scientific articles to obtain valid and reliable data.
Keywords: environmental education, early childhood, naturalist intelligence
References:
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Ardoin, N. M., &; Bowers, A. W. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31(November 2019), 100353. https://doi.org/10.1016/j.edurev.2020.100353
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Exploring the Labyrinth Of Thought: Teachers' Perceptions of the Importance of Science Learning in Early Childhood Education
Get PDFThis research aims to explore the understanding, planning, implementation, and evaluation of science learning carried out by early childhood education teachers, as well as identify the challenges faced and the solutions implemented. Using a qualitative approach, data was obtained through in-depth interviews with six teachers from various early childhood education institutions. Data analysis was carried out thematically by linking the research results to pedagogic theory and empirical context. The results of the study show that teachers have a diverse understanding of the concept of science, which is generally seen as a science to foster curiosity and critical thinking skills in children. In lesson planning, teachers use themes relevant to children's lives and develop exploration-based activities using simple tools and materials. The implementation of learning is carried out through hands-on experiments, demonstrations, and exploration-based projects designed to make science learning fun and meaningful. Evaluation of learning success focuses on children's enthusiasm, active participation, and understanding of science concepts. However, teachers face a variety of challenges, including limited tools and materials, limited learning time, and a variety of children's abilities. Creative solutions such as the use of local resources and additional motivation to children are often applied to overcome these obstacles. This research emphasizes the importance of science learning in early childhood education in supporting children's cognitive, social, and emotional development, as well as the need for institutional support in the form of training and the provision of resources to improve teaching effectiveness
Children’s Character Learning Model Based on Indonesian Local Wisdom: Implemented to Early Childhood Education in Play Centers
Get PDFCharacter education can equip young children to become Indonesia's golden generation who are superior and skilled in noble work. This research aims to produce an early childhood character learning model based on local Indonesian wisdom through the Playing Center title which will be implemented at Early Childhood Education Institutions (ECE) in Indonesia. This research method uses the steps of the Borg and Gall research and development model. The subjects in this research were 30 teachers from five ECE institutions in the DKI Jakarta area. The data used as the basis for building a framework for early childhood character learning models based on local intelligence were collected using observation and interview techniques. The findings show that the teacher prepares a learning plan program at the beginning of each semester which is listed in the weekly program and daily program. However, the teacher has not fully prepared a simulation program that leads directly to the introduction of early childhood character. Identification of character values in early childhood is done by providing examples of behavior and speech at school. The media that has been used to identify children's characters is through posters and non-digital story books. The learning environment needs to be improved because teachers have not been optimal in organizing the play environment in providing stimulation to children in class. The results of this research will enrich the character education model following the potential of the institution and the cultural background of early childhood as Indonesia's golden generation.
Keywords: character learning model, local wisdom, play center, early childhood
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Parental Role: Internalization of the Development of Independent, Disciplined, and Responsible Character Values for Children Aged 5-6 Years
Get PDFParents play a crucial role in shaping the character of their children, and the character of children is closely tied to the involvement of both parents. This study aims to examine how parents function as educators, motivators, role models, controllers, and providers (facilitators) in cultivating character values, discipline, and responsibility in children. The research was conducted using qualitative methods with a sequential and phenomenological approach. Photovoice, combined with thematic analysis, served as the type and source of data. Data collection involved interviews and observations, with six pairs of parents with 5-6-year-old children participating in the study. The analysis revealed that parents, through their various roles, internalize the development of independent, disciplined, and responsible character values in their children. The study concludes that children aged 5-6 exhibit character values learned through a process of observation and imitation. Future research is encouraged to utilize these findings as a reference for instilling character values in children.
Keywords: character value, early childhood, parental role
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The Effect of “Si Andi” Flashcard Games on Improving Personal Safety Skills
Get PDFOne of the highest and continually increasing phenomena of violence in Indonesia is sexual abuse. The most frequent victims of this phenomenon are early childhood. The purpose of this study is to determine the influence of the "SI ANDI - Siap Amankan Diri” (Ready to Protect Yourself) flashcard games on improving personal safety skills in early childhood. This study involved 40 subjects aged 4-6 years, divided into control and experimental groups (n=20 for each group). This research is a quasi-experimental study with a non-equivalent control group design. Assessment of personal safety skills employed the WIST-III instrument. The hypothesis was analyzed using independent sample t-tests. The "SI ANDI" flashcard games program was effective on improving personal safety skills among participants in the experimental group, as evidenced by a statistically significant p-value of sig. 0.000 < 0.005. This finding suggests that the "SI ANDI" flashcard games can be used as an alternative tool for teaching personal safety skills in early childhood. Further observation is necessary to ascertain the long-term effects of using the "SI ANDI - Siap Amankan Diri" flashcards on the personal safety skills of young children. This is essential for identifying changes that occur over an extended period, providing insight into the sustained impact of the intervention.
Keywords: personal safety skills; sexual abuse; early childhood; sex education
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Fostering Eco-literacy and Naturalistic Intelligence through Environmentally Based Education in Coastal Preschool
Get PDFThis research aims to analyze environmental-based education to increase environmental literacy and naturalistic intelligence. This research uses a qualitative descriptive method with interviews, observation, and document analysis as data collection techniques. Informants were selected using purposive sampling techniques. The criteria for selecting informants are teachers who have a minimum of five years of teaching experience and the ability to make environment-based learning plans. The sampling results were 15 teachers from five kindergartens in the coastal area. The research results show that Environment-Based Education (EBE) can increase children's eco-literacy and naturalistic intelligence which focuses on four main dimensions, such as knowledge, understanding, skills, values , and attitudes. Increasing children's positive attitudes and behavior towards the environment can increase awareness of coastal environmental preservation. Results also show increased acquisition of practical knowledge, skills, and positive attitudes towards the preservation and sustainability of the coastal environment. The findings of the above studies allow recommendations for understanding the long-term impact of such teaching on environmental literacy in children that requires long-term studies. A more organized learning model that other educational institutions may employ, and includes the creation of unique curricula, including outdoor education programs, and efforts in environmental initiatives.
Keywords: eco-literacy, naturalistic intelligence, environmental-based education, coastal ECCE
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Enhancing Early Childhood Educator Proficiency in Implementing STEAM-Loose Parts using a Project-based Learning Model
Get PDFApplying STEAM-based learning methods is challenging for early childhood (EC) educators because most of them need help to develop media and learning activities. This study aims to improve EC teachers' proficiency in implementing STEAM learning methods with loose-part materials through project-based learning (PjBL) models. This action research uses the Elliot model, which consists of 7 steps: initial idea identification, fact analysis, general planning, implementation, observation, evaluation, and idea improvement. The participants in this study were 15 preschool teachers from different institutions in Langsa, Aceh. Data collection techniques used observation and the instruments consisted of observation sheets and project assessment sheets. The results showed that the average score of teacher competence in cycles one and two increased. 80% of the total 15 teachers have reached the minimum success indicator. Therefore, the PjBL method is concluded to improve the competence of EC teachers in implementing STEAM method learning with loose parts. From the results of this study, it is hoped that teachers can apply it in their respective institutions to provide more comprehensive benefits to students. This study suggests that early childhood institutions should help EC teachers implement the STEAM-based loose parts. Further research can be conducted in ECE on the extend of STEAM implementation
Life Skills Children Aged 4-6 Years in Sragen
Get PDFThe abilities of children aged 4-6 years in Sragen Regency look poor, it is thought that this is because life skills at school and at home are not instilled well and in harmony. The aim of this research is to analyze how the life skills of children aged 4-5 years in Sragen district are seen from the age, gender and type of work of the parents. This research uses mixed methods, namely quantitative and qualitative. The results of the findings explain that children's life skills The age of 6 years looks better and because of the adjustments the cultivation of life skills is carried out at home and at school. The life skills possessed by children aged 4 years seem to be starting to emerge in the aspects of personal skills (including self-knowledge skills, rational thinking skills) and social skills (including functional language skills, empathy skills). The life skills of children aged 5 years seem to have developed in those who are female and are supported by the type of work and educational background of their parents in the form of Strata 1. Likewise, the life skills of children aged 6 years in female children have more life skills that are very developed from of personal skills and social skills.Several factors influence the development of life skills. What teachers do at school is as follows: starting from giving examples at school, giving invitations and commands and doing it directly to the children. This is the instillation carried out by teachers at school so that children receive life skills stimulus in the form of personal skills and social skills which become the basic provisions for life for children aged 4-6 years which are also supported by stimuli which are followed up at home by parents
Using the Somatic, Auditory, Visual, and Intellectual (SAVI) Learning Model for Improving Geometry Ability in Early Childhood
Get PDFOne of the most important areas of mathematics education that must be developed from a young age is geometry. Various studies state that arithmetic, geometry, and measurement are three mathematical disciplines that must be prioritized in early childhood education. This research aims to determine the effect of the Somatic, Auditory, Visual, and Intellectual (SAVI) learning model on the geometric abilities of children aged 5-6 years. This research uses a pre-experimental experimental method with a one-group pretest-posttest design. The sample in this study was 18 children aged 5-6 years old Harapan Bunda Kindergarten Pancung Sol Pesisir Selatan. Data collection was obtained from observation and documentation, then the data was analyzed using paired sample tests. The results obtained in this research are that the SAVI model can improve the geometric abilities of children aged 5-6 years. This is known from the results of the paired sample t-test, which obtained a significance value of 0.000 < 0.05, which means Ho is rejected and Ha is accepted so that children's initial mathematical abilities, geometry, increase through the SAVI learning model. Children may become actively involved in their education with the help of the SAVI learning model, particularly when it comes to teaching them geometric forms. Because the teacher may utilize real items to aid in learning, children can recognize and retain the geometric forms around them as they grow older.
Keywords: SAVI learning model, geometry ability, early childhood
References:
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Implementation of Stimulation, Early Detection, and Intervention Programs for Monitoring the Growth and Development of Children Aged 2-3 Years
Get PDFStarting from growth that supports development, in the end growth and development go hand in hand. An important period in a child's growth and development begins in infancy because basic growth is what will influence and determine the child's subsequent development. The aim of this research is to detect deviations in the development of early childhood children aged 2-3 years at the ECCE Rahmah El Yunusiyyah Padang Panjang through the Stimulation, Detection and Early Intervention of Child Growth and Development (SDICGD) instruments in the Android feature. This research was conducted using a cross-sectional approach. Participants in this study were 26 children aged 2-3 years using a consecutive sampling technique of 10 children whose growth and development were monitored using the SDICGD android application. The results of this study showed that several partisipants experienced malnutrition, one partisipant out of nine normal partisipants. The Developmental Pre-Screening Questionnaire (DPSQ) instrument of the ten child participants contained nine children (90%) who were according to the developmental stage aged 24-36 months, and one child was not according to the developmental stage. The results of the Attention Deficit and Hyperactivity Disorder (ADHD) test showed that three children (60%) were normal, and two children (40%) were hyperactive. Early detection of children's growth and development must be carried out regularly every month, and according to the child's age. For further research, it is hoped that early detection will also be carried out on the development of children's mental health, not just growth and development which is common and widely researched. Schools and parents must play an active role in children's growth and development so that no developmental stages are missed, and children grow and develop according to their age.
Keywords: simulation, detection, early intervention, child growth and development, development of children aged 2-3 years
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