Early Chilhood Education

Pendidikan Agama Islam di dalam GBPP PAI adalah upaya sadar dan terencana dalam menyiapkan peserta didik untuk mengenal, memahami, menghayati hingga mengimani ajaran agama Islam dengan disertai dengan tuntutan untuk menghormati penganut agama lain dalam hubungannya dengan kerukunan antar umat beragama hingga terwujud persatuan dan kesatuan bangsa. Pendidikan Agama Islam diharapkan menghasilkan manusia yang selalu berupaya menyempurnakan iman, taqwa, dan akhlak, serta aktif membangun peradaban dan keharmonisan kehidupan, khususnya dalam memajukan peradaban bangsa yang bermartabat. Manusia seperti itu diharapkan tangguh dalam menghadapi tantangan, hambatan, dan perubahan yang muncul dalam pergaulan masyarakat baik dalam lingkup lokal, nasional, regional maupun global. Mata Pelajaran Agama Islam (PAI) perlu perhatian khusus dari berbagai pihak termasuk para pemangku kebijakan pemerintah. Tujuannya adalah untuk menunjukkan eksistensi urgensinya mata pelajaran agama bagi peserta didik.  Untuk mempertegas peran PAI tersebut, ada beberapa hal yang harus diperhatikan. Pertama, mata pelajaran PAI bukanlah mata pelajaran suplemen, kedua PAI harus lebih berorientasi kepada pengamalan dari pada pengetahuan dan pemahaman. Ketiga, PAI diharapkan mampu bekerja sama dengan seluruh komponen sekolah, baik dengan unsur pimpinan maupun dengan sesama guru bidang studi lain, keempat PAI harus mampu mewarnai mata pelajaran lain. Kemampuan PAI dalam mewarnai mata pelajaran lain diwujudkan dalam bentuk pembelajaran yang berbasiskan agama, tentu dilakukan oleh guru yang beragama Islam. Dan kelima partisipasi perguruan tinggi umum (PTU) dalam mempersiapkan guru berwawasan agama sesuai dengan spesifikasi keilmuan yang dimilikinya. Selama ini, PAI di PTU hanya dalam bentuk Mata Kuliah Umum (MKU) dengan materi-materi dasar keislaman.

Communication as a process in delivering messages to achieve a goal, the main component is a communica- tor or source message, communicant or recipient of the message and the message itself. In the learning process for early childhood, communication should be developed with strategies tailored to the  growth  and  development of children, one the foccus of study is the development to the language of children who will give a big influence on communication strategies against early age. The popular mistake communicators is an adults in the language of communication, and communication barriers for children should be great  interest in devising communication strategies. three things that are very urgent is the use of appropriate terms, continuoust, and the presence of cues to switch themes

En aquest article s’argumenta, en primer lloc, quin és el paper de l’educació infantil en l’adquisició progressiva de l’alfabetisme matemàtic o de la competència matemàtica; en segon lloc, s’ofereixen algunes bases al professorat d’aquesta etapa educativa, principalment a partir de les declaracions de
posició sobre les matemàtiques a l’educació infantil del context americà i australià; i, finalment, es documenta i s’interpreta una pràctica matemàtica en la qual un grup d’infants aprèn a usar d’una manera comprensiva i eficaç els coneixements matemàtics en un context d’aprenentatge de la vida quotidiana, perquè progressivament identifiquin i entenguin la funció de les matemàtiques, emetin bons judicis
i les usin i s’hi relacionin per a satisfer les necessitats de la seva vida com a ciutadans constructius, compromesos i reflexius.

The present study will offer an analysis of the images in books illustrated between 1927-2010 from a plastic, composition and aesthetic point of view. In addition, we will discuss the features of illustration in each of the
following periods: 1927-1936: galician plastic artists, precursors to illustration; 1950-1980: Galaxia Publishing, an open door to illustration; 1980-1998: From the appearance of illustration to the Kalandraka editorial; and, finally, 1998-2010: From the appearance of Kalandraka “boom” to first years of 21th century. The last section of the present study analyses thoroughly three selectec books from three Galician illustrators of our days.

Esta investigación se propone realizar un estudio exploratorio de las prácticas de enseñanza de la lectura y escritura en la formación docente inicial en el marco del traslado de la enseñanza a la modalidad remota durante la pandemia de covid-19. El análisis se focaliza en los procesos de reconfiguración de la enseñanza de dichas prácticas en dispositivos pedagógicos (talleres y tutorías) destinados a la enseñanza de la lectura y la escritura, en la formación de futuros profesores de educación inicial y de educación primaria, en la ciudad de Buenos Aires en el año 2020. La indagación sobre este contexto en particular apunta a identificar las continuidades y los cambios en las prácticas educativas de un campo de saberes en construcción, atendiendo a la especificidad de la formación docente para la educación inicial y primaria. Así pues, se sostiene que el contexto de emergencia y la modalidad remota han tensionado la enseñanza de la lectura y escritura en la formación inicial de modo tal que provocó una reconfiguración en el diseño y la implementación de las prácticas de enseñanza a partir de los cambios en la materialidad escolar. En estas reconfiguraciones, es posible identificar permanencias y cambios variables, que se moldean en diálogo con las trayectorias académicas y profesionales de los formadores de docentes y sus concepciones de la identidad de los sujetos en formación. [This research is an exploratory study of the reading and writing teaching practices in the pre-service teacher education within the framework of the shift in instruction to remote mode during the COVID-19 pandemic. The analysis focuses on the processes of reconfiguration of the teaching practices in pedagogic devices (workshops and tutorials) aimed at teaching reading and writing, in the early childhood and elementary teacher education programs, in the city of Buenos Aires in 2020. The inquiry into this particular context aims to identify continuities and changes in educational practices in a field of knowledge under construction, considering the specificity of teacher training for early childhood and elementary education. Thus, it is argued that the emergency context and the remote modality have strained the teaching of reading and writing in pre-service teacher training in such a way that it caused a reconfiguration in the design and the implementation of the teaching practices due to the changes in school materiality. In these reconfigurations, it is possible to identify continuities and variable changes, which are shaped in dialogue with the academic and professional careers of the teacher trainers and their conceptions of the trainees’ identity.]

Öz Bu çalışmada erken çocukluk dönemi kronolojik düşünme becerilerini ortaya koymak ve çocukların bu becerileri nasıl işe koştuklarını sorgulamak amaçlanmıştır. Araştırmanın çalışma grubunu 2012-2013 eğitim-öğretim yılında anaokuluna devam eden 4,5-6 yaş arası 12 çocuk oluşturmuştur. Araştırma nitel bir çalışma olup durum çalışması deseni kullanılmıştır. Araştırmanın verilerini görsel zaman çizelgesi dokümanları ve zaman çizelgesi üzerine çocuklarla yapılan görüşme kayıtları oluşturmaktadır. Veriler betimsel ve içerik analizi tekniğine uygun olarak çözümlenmiştir. Araştırmadan elde edilen sonuçlar 4,5 ile 6 yaş arası çocukların kronolojik sıralamada ortalamanın üzerinde bir başarı gösterdiklerini ortaya koymuştur. Çocukların kronolojik düşünmede, genel olarak en uzak zamana ait materyalleri belirlemede neden sonuç ilişkisi içerisinde malzemenin özelliğine ve rengine dayalı olarak ve yer yer sezgisel ve/veya çağrışımsal düşünerek çıkarımda bulundukları; daha yakın zamana ait materyalleri belirlemede ise geçmiş zamana ait gezip gördükleri mekânı ve yaşlı insanları referans aldıkları; en yakın zamana ait materyalleri kronolojik sıralarken de neden sonuç ilişkisi içerisinde malzemenin özelliği ile ya da kendi günlük yaşam alanı içerisinde deneyimledikleriyle ilişkilendirdikleri görülmüştür. Anahtar Kelimeler: Erken çocukluk eğitimi; tarih eğitimi; kronolojik düşünme; kronolojik sıralama. Abstract This study aims to explore early childhood chronological thinking skills and to inquire how children use these skills. Sample of the study consisted of 12 children aged 4,5-6 who attended preschool in the academic year of 2012-2013. This is a qualitative research that use case study design. Research data consisted of visual timeline documents that children created and interview recordings of children about the timeline. Data were analyzed using descriptive and content analyses. It is found that children aged between 4.5 and 6 showed success in the chronological sequences above the average. In general,it was observed that when children used chronological thinking, they made inferences partly through thinking intuitively and/or associatively based on properties and colors of the materials to determine the materials that belong to the most distant time in relation to ‚cause and effect‛ ; when determining materials that belong to the more recent past, they used historical places that they visited and older people as references; when arranging the materials that belong to the most recent time in a chronological order, they associated this order with the properties of the materials or their own daily experiences in relation to ‚cause and effect‛.

Resumen. Poniendo de relieve el foco de estudio que ha orientado nuestra investigación 1 , mostramos en este artículo algunas propuestas formativas que desarrollamos en las materias del Grado de Maestra/o en Educación Infantil que tenemos a nuestro cargo. Nuestra premisa es que el oficio docente no se sustenta, únicamente, en los saberes disciplinares transmi-tidos durante el período formativo. Los estudios con docentes de Infantil y Primaria que hemos hecho nos muestran que hay aspectos del hacer, del saber y del ser docente que escapan a esa formalización del conocimiento disciplinar; lo que nos ha hecho interrogar nuestras propias prácticas formativas. Por ello, hemos ido buscando en los saberes experienciales de las maestras su valor formativo para nuestras y nuestros estudiantes; pero sobre todo hemos ido explorando formas de ir incorporándolos en los procesos formativos. Exponemos aquí nuestros relatos de formación, las prácticas formativas que creamos y re-creamos para hacer lugar a la experiencia en la formación y para que los saberes de la experiencia tengan lugar en la formación inicial del profesorado de educación infantil. Palabras clave: educación infantil; formación inicial; saber de la experiencia; narrativas.

El propósito de este texto es suscitar la reflexión respecto al trabajo educativo con niñas y niños que se encuentran dentro el sistema de protección de menores, concretamente, en relación al contexto profesional de los llamados `pisos de acogida´, donde vengo desarrollando mi trabajo durante algo más de tres años. Para ello, propongo situar la reflexión acerca de `lo educativo´ en el terreno de las relaciones pedagógicas, procurando ir abriendo otras maneras de encarar (y encarnar) la práctica educativa de la protección a la infancia. Igualmente, trataré de poner en cuestión algunas elementos de lo que he denominado `cultura profesional´ que funcionan en el contexto de la protección de menores diluyendo el sentido pedagógico a favor de intereses jurídico-administrativos.

Projeto de conclusão de curso de Design em Comunicação Visual realizado na PUC-Rio no ano de 2018. O projeto consiste em uma cartografia de pesquisa que busca os possíveis encontros dos universos do Design e da Educacão.

Final project in the Design course at Pontificial University of Rio de Janeiro, 2018. This project consists in the research of Design and Education universes and its possibles encounters.

(Paper only disponibly in portuguese (BR))

Moya-Maleno, P.R. (Dir.) (2010): Cuadernos de Arqueología Didáctica 'Entorno Jamila'. Asociación Manchega para la Historia y la Arqueología. Villanueva de los Infantes. Nº 1: Yuste Mourelle, M.P. (2010): Cuaderno del Taller Arqueológico 'Entorno Jamila': Yacimiento de Jamila (Villanueva de los Infantes). ISBN: 978-84-693-6192-4.

Early childhood is an important period that needs proper treatment. Some education experts argue that early childhood is a period of very rapid development and is fundamental to the next life. Early childhood has the characteristics of active, dynamic, enthusiastic, and always curious about what they see and hear as if they never stop to learn. To fulfill all of that, it is very important for an institution to place educators who really meet the established competency standards, so that students can develop optimally and naturally. Education management is an activity or a series of activities in the form of a collaborative process of managing a group of people who are members of an educational organization, to achieve predetermined educational goals by utilizing available resources and using management functions to achieve goals effectively and efficiently including in it management of educators. The management of educators aims to empower educators effectively and efficiently to achieve optimal results, but still in pleasant conditions. Keyword : Educator, Management, Professional PENDAHULUAN Anak usia dini mengalami proses perkembangan yang fundamental dalam arti bahwa pengalaman perkembangan pada masa usia dini dapat memberikan pengaruh yang membekas dan berjangka waktu lama sehingga melandasi pros perkembangan anak selanjutnya. Setiap anak memiliki sejumlah potensi, baik potensi fisik biologis, kognisi, maupun sosio-emosi. Anak yang sedang mengalami proses perkembangan sangat pesat sehingga membutuhkan pembelajaran yang aktif dan energik. (Suryana, 2013:54). Anak usia dini merupakan anak yang berada pada rentang usia 0-8 tahun, yang tercakup dalam program pendidikan di Taman Penitipan Anak, penitipan anak pada keluarga (family child care home), pendidikan prasekolah baik swasta maupun negeri, TK, dan SD. Anak usia dini ini adalah anak yang memiliki usia 0 sampai 8 tahun. Pada masa ini disebut sebagai masa emas. Dimana pada masa ini aspek perkembangan manusia sangat berkembang pesat. Masa usia dini merupakan masa yang penting yang perlu mendapat penanganan yang tepat. Beberapa ahli pendidikan berpendapat bahwa masa anak usia dini merupakan masa perkembangan yang sangat pesat dan fundamental bagi kehidupan selanjutnya. Anak usia dini memiliki karakteristik aktif, dinamis, antusias dan selalu ingin tahu terhadap apa yang dilihat dan didengarnya, seolah-olah tak pernah berhenti untuk belajar. Untuk memenuhi 1

This study aims to 1) to know the effectiveness of interactive karaoke multimedia of children in improving the ability to recognize writing (letters and numbers) for early childhood education. 2) to know the significance of differences in the ability of children to know the writing between those who apply interactive karaoke multimedia in learning with those who do not apply the interactive karaoke multimedia.Research method in this third year is true experiment with its data collection techniques are: questionnaire, test, observation, and documentation. The data analysis technique used is t-statistical analysis. The results showed that 1) interactive interactive karaoke product of children is effective to improve the ability of verbal communication in the form of know writing for early childhood. This is indicated by the comparison score between the ability of the child in recognizing the initial writing and the end to 10.571with to <tt 5% that is 10,571> 2.048 2) There is a significant difference in the verbal communication skills of children in the form of know writing, between those who apply interactive multimedia karaoke with those who do not implement interactive karaoke multimedia.

This chapter uses a comparative approach to examine the maintenance of Indigenous practices related with Learning by Observing and Pitching In in two generations—parent generation and current child generation—in a Central Mexican Nahua community. In spite of cultural changes and the increase of Western schooling experience, these practices persist, to different degrees, as a Nahua cultural heritage with close historical relations to the key value of cuidado (stewardship). The chapter explores how children learn the value of cuidado in a variety of everyday activities, which include assuming responsibility in many social situations, primarily in cultivating corn, raising and protecting domestic animals, health practices, and participating in family ceremonial life.
The chapter focuses on three main points: (1) Cuidado (assuming responsibility for), in the Nahua socio-cultural context, refers to the concepts of protection and “raising” as well as fostering other beings, whether humans, plants, or animals, to reach their poten- tial and fulfill their development. (2) Children learn cuidado by contributing to family endeavors: They develop attention and self-motivation; they are capable of responsible actions; and they are able to transform participation to achieve the status of a compe- tent member of local society. (3) This collaborative participation allows children to con- tinue the cultural tradition and to preserve a Nahua heritage at a deeper level in a community in which Nahuatl language and dress have disappeared, and people do not identify themselves as Indigenous.

We use the symbol of circle as a unit, but know little of circle unity. Folding circles demonstrates qualities belonging to unity of the whole. Unity is not constructible, but can be experientially realized in transforming the circle through folding. Traditional 2-D & 3-D geometry and fundamental math concepts are revealed in the folds of the circle. Within every polygon and random shape is a circle-pattern of organized movement that can be revealed through a proportionally ordered folding process.

In this critical, qualitative study, we utilized Disability Critical Race Theory and
revolutionary mothering to understand how Mothers of Color who have
young children with disabilities made meaning of underlying constitutions
of competence within schools, and how they conceptualized possibility for
justice in early childhood. Findings reveal how Mothers enacted political
clarity regarding ableism and racism as they mothered for respect and care.
Specifically, Mothers challenged dominant notions of competence in early
childhood and strategically resisted early educational practices that positioned their children as unworthy of childhood. Simultaneously, Mothers
dreamed beyond the status quo, imagining early childhood systems that
decentered educator expertise, and recentered multiply-marginalized children’s (and their families’) agency. We conclude with implications for teaching and learning in early childhood.

Common Sense Media translation of the tips published on the blogs at the TEC Center at Erikson Institute (http://teccenter.erikson.edu/tec/tec-tips-reading-e-books-with-young-children/) and the Joan Ganz Cooney Center at Sesame Workshop (http://joanganzcooneycenter.org/2017/03/27/five-tips-for-reading-e-books-with-young-children/)

ABSTRACT Los estragos que la contienda producía en la infancia fue un tema que preocupó a ambos bandos durante el desarrollo de la Guerra Civil española. Numerosos niños y niñas, sobre todo aquellos que habitaban en zonas especialmente conflictivas como Madrid, fueron separados de sus familias. Además de los casos de evacuaciones al extranjero, como los “niños de Rusia”, un gran número de menores de edad fueron trasladados a zonas más amigables del territorio español, como el Levante mediterráneo, para huir de la pesadilla de la guerra. Se organizó una importante red de colonias infantiles que ya tenían sus antecedentes en las colonias vacacionales El cuidado de la salud de los menores incluía no solo una alimentación y una higiene adecuadas, sino también otras medidas como la incorporación de ejercicios de educación física En la presente comunicación se presta especial atención al cuidado de la salud infantil refugiada durante la guerra civil, siguiendo los postulados higiénicos que habían asentado con fuerza en las primeras décadas del siglo XX en España. Palabras Clave: Higienismo, Guerra Civil, Colonias de niños refugiados. Keywords: Hygienism, Spanish Civil War, Children refugee camps.

This article examines Slovak early years teachers’ concerns with conceptions of teacher professionalism. It suggests that there is a mismatch between understandings of professionalism, policy aspirations and the attitudes of teachers to their own professionalism, and that this mismatch fuels early years teachers’ sense of agency. These tensions between conceptions of professionalism, teaching practice and actual working conditions have led to a groundup approach to self-governance within the early years teacher workforce. We analyse teachers’ discussions in an early years online forum of 12,500 members that was started and remains governed by the teachers themselves. It represents in itself a very particular attitude and response to the need to determine what it means to be a professional teacher. This analysis examines intersections of policy, quality and professionalism, and highlights considerations of power and voice, and the complexities of uncertainty and change. The article c...

Jonathan&#39;s scholarship has provided a social conscience (with solid philosophical and theoretical grounding) for many early childhood educators; a strong rationale to challenge the status quo, as well as inspiration at the theoretical and practical levels. (Grieshaber, 2013, p. 13)

This study was undertaken in order to examine differences in gross motor achievements among children of four to five years of age as the result of the development of physical education programmes offered by private and public institutions in Kosovo. Research was ...