Journal articles on the topic 'Early childhood education – Activity programs – Zimbabwe'

Education will be more meaningful if it is in accordance with children's talents and development. If talents can be recognized from an early age, it will be easier for children to reach the gates of success. This study aims to discuss educational dance programs that facilitate the identification of early childhood dance talents. This study used a qualitative method with data collection through observation, interviews, video documents, and reflection journals. The study was conducted on fifteen students aged 5-6 years in a kindergarten in the Special Capital Region of Jakarta. Findings of the study show that educational dance activity programs can make it easier for teachers and parents to identify early childhood dance talents. The audio-visual activities in the process of exploring dance movements make it easier for teachers and parents to identify early childhood dance talents compared to other movement stimuli. New approach to identify children's dance talents that can be used as a guide by teachers and parents in identifying and developing children's dance talents from an early age.

This research is aimed to increase the effectiveness of Early Childhood Education through evaluation of accreditation programs. By evaluating the PAUD accreditation program, it can be seen the overall phenomena of the evaluation which is principally for improvement in early childhood education, as well as to determine the success rate of the PAUD accreditation program in Serang City. This research approach is an Evaluation Research approach, the approach used descriptive approach. The qualitative approach creates a complex picture, examines the words, detailed reports and views of the respondents and conducts studies on natural situations. Evaluative research are the evaluative programs with using case studies method, this research are program evaluation with using CIPP (Context, Input, Process, Product) model which developed by Stufflebeam. The results shows that (1) evaluation on the context evaluation to good category, (2) the implementation of process evaluation are in the category enough (3)evaluation on the program preparation (input evaluation) part of most of them are at the Good category leveland (4) evaluation of the results and benefits of program activity implementation (Product Evaluation) is at the Good category level. Evaluation of PAUD Accreditation Program using the CIPP method, Based on the results of the previous evaluation, this study concluded that there are 14 (fourteen) aspects that have a "Good" value, namely aspects of facilities and infrastructure resources, human resource support, support for facilities and infrastructure, identification of scheduling programs, assessments, program outputs, and program outcomes of PAUD accreditation results are proposed, maintained and implemented.

Children with special needs are attending early childhood programs more and more frequently as the philosophy of inclusion influences the development of services. Many professionals working with children feel nervous when asked to include a child with special needs, however, the skills necessary to work effectively with children with special needs are the same as those used everyday working with all children. This article discusses an activity-based approach to working with children and shows how planning for children with special needs fits easily within this approach.

The purpose of this study is to provide an overview of the development of learning models that can stimulate students to interpret every learning activity in shaping the character of early childhood. The research method is a qualitative method in which the researcher captures the phenomenon of the development of religious and moral values of early childhood is only limited to habituation and the discovery of data that the teacher does not compile a special program of character development in learning. The study was conducted in Jakarta with 60 samples consisting of University students Open early childhood education programs majors who are early childhood education programs teachers in DKI Jakarta. Data analysis techniques from interviews, observation and questionnaire distribution and also documentation. The results of the study stated that a constructive learning model is needed that is able to give meaning to the learning process in character development

We shortly introduce some main ideas of a project of scientific research collective “School” (Shkola) led by academic V.V. Davydov. The collective elaborated a new project — “Concept of preschool education” [9] that would better meet the developmental and educational needs of young children and create the basis for learning activity at school. The project has inspired development of playworld pedagogy in Sweden and Finland. Now 30 years later, attempts to design systems of developmental early childhood education try to concretize central concepts of Davydov’s project. This article presents interpretation and elaboration of the main ideas of the project in playworld pedagogy developed in Scandinavian early childhood education. We propose a systematic transition from joint adult — children play, to independent children initiated play. Children’s personality development presupposes esthetic reaction and contradictory unity of affect and intellect in narrative role play. We have concluded that present attempts to design new developmental early childhood education programs cannot forget the ideas of the collective from the 1990’s.

Recent evidence has emphasized the importance of the early childhood years for developing lifelong physical activity patterns. As such, evidence-informed programs that create opportunities for young children to engage in physical activity are needed and education settings present an important context. This review aimed to identify strategies that are implemented by teachers to promote physical activity in early childhood education and care settings. This is a scoping review that followed the framework proposed by the Joanna Briggs Institute. Searches were conducted using the databases of PubMed, SCOPUS, PsycINFO, SPORT Discus, ERIC and Web of Science for publications up to September 2020. From a total of 8974 articles, 19 were deemed eligible. Ten types of strategies, performed by teachers with the intention to improve physical activity-related primary outcomes, were identified. Physical activity promotion by teachers in early childhood settings is recommended to take a multi-strategy approach, in conjunction with professional development training opportunities and continuous follow-up support for teachers. Future work is warranted to fill the evidence gap in other regions (e.g., Asia, Africa and South America) and strengthen the evidence base to establish best practice standards.

Traditional motor development programs for preschool children with disabilities usually utilize a behavior-analytic approach in which children are given specific training and instruction on identified IEP objectives. While this approach has its merits in terms of time-on-task and focus on critical IEP objectives, it is not consistent with current developmentally appropriate philosophies in early childhood education. One of the newer techniques suggested by early childhood educators as a “best practice” in educating young children is an activity-based or play-based approach. Children still have individually determined goals and objectives, but these goals and objectives are “embedded” in a variety of child-directed play activities. The teacher acts as a facilitator, encouraging the child to practice individual goals while exploring the environment. The purpose of this article is to introduce the concept of activity-based intervention and provide examples of how it can be implemented within a motor development/physical education context for preschool children with disabilities.

This service aims to socialize and assist the partnership program of parents, schools, and the community in involvement in the implementation of early childhood education, as mandated by the Minister of Education and Culture No. 30 of 2017 concerning Family Involvement in Education. This activity was carried out in Lawela Village, South Buton Regency. This service activity consists of 3 stages. The first stage is the Community Service Team together with parents, schools and communities to carry out FGD (Forum Group Discussion) to socialize the partnership program. The second stage is partnership assistance to families, schools and communities. Third Stage The Service Team conducts interviews and observations to parents, teachers and the community regarding involvement in children's education at the Lawela Village Kindergarten. The results of this service show that through the socialization and assistance of the partnership program, a partnership relationship is built between parents, schools and the community, towards the implementation of early childhood education. These three elements of education are mutually involved in parenting programs, building communication for early childhood education, learning activities at home, and joint decision making.

Center-based early childhood education and care (ECEC) programs are well-positioned to create positive impacts on the health and development of large numbers of young children by promoting physical activity using evidence-based programs. Studies testing physical activity programs for young children should examine the circumstances under which programs are most effective by assessing the role of contextual factors on program outcomes. The purpose of this study was to examine the moderating effects of baseline ECEC center characteristics on the relationship between the Study of Health and Activity in Preschool Environments (SHAPES) intervention and moderate-to-vigorous physical activity (MVPA). MVPA was assessed via accelerometry; center characteristics, practices, and social and physical environments were assessed by director interview and observation; and center quality was assessed using the Early Childhood Environment Rating Scale-Revised Edition. Mixed-model analyses of covariance (ANCOVAs) examined intervention effects on MVPA during the school day; interactions between baseline center variables and group assignment (intervention vs. control) tested for moderation. Two center instructional practices, two social environment characteristics, and one physical environment characteristic at baseline moderated the effects of SHAPES on MVPA outcomes. Assessing baseline practices and center characteristics may aid efforts to match centers with interventions likely to increase physical activity as well as suggest additional intervention strategies to test.

Background:Physical activity at school can support obesity prevention among youth. This paper assesses the role of existing school physical activity programs for a national cohort from first grade to fifth grade.Methods:We analyzed a cohort from the Early Childhood Longitudinal Survey—Kindergarten Cohort which included 8246 children in 970 schools across the country. Growth curve models estimate the effect of physical education (PE) and recess on individual child body mass trajectories controlling for child and school characteristics. Hierarchical models allow for unobserved school and child effects.Results:Among first graders, 7.0% met the National Association of Sport and Physical Education (NASPE) recommended time for PE and 70.7% met the recommended time for recess in the previous week. Boys experienced a greater increase in body mass than girls. Meeting the NASPE recommended time for recess was associated with a 0.74 unit decrease in BMI (body mass index) percentile for children overall. Meeting the NASPE recommendation for physical education was associated with 1.56 unit decrease in BMI percentile among boys but not girls.Conclusions:We find evidence that meeting the national recommendations for PE and recess is effective in mitigating body mass increase among children.

Abstract Obesity and overweight in early childhood have detrimental impacts on children’s health and development. Changing policy, system and environmental features focused on physical activity and healthy eating behaviors as part of health promotion interventions can play a key role in prevention strategies in early childhood education settings. These types of changes can have broad reach and are often sustained over time, which allows for impact on children who enter the early childhood education setting year after year. However, there is currently a gap between the generation of evidence for health promotion programs and their application into practice. This study used qualitative methods to evaluate intervention-, organizational- and individual-level factors within a dissemination and implementation framework that may be related to the implementation of a health-promoting intervention in early childhood education settings. Intervention-level factors, including feasibility and adaptability, organizational-level factors, including staff and leadership engagement, and individual-level factors, including attitudes, skills and knowledge, were identified as constructs that impacted the successful implementation of the intervention. These findings provide insight into core dissemination and implementation constructs that should be targeted by obesity prevention interventions in early childhood education settings to ensure maximum impact on sustainable behavior change.

Background: Early childhood education (ECE) working environments often contribute to poor health outcomes. The purpose of this study was to describe healthy eating–related and physical activity–related awareness and adoption of behavior change of ECE providers after participating in a workplace wellness (WW) program and to explore facilitators and barriers to ECE provider participation in WW program. Methods: The WW program offered healthy eating and physical activity challenges to promote ECE provider health and well-being. Approximately 1,000 ECE providers in Colorado from 35 ECE settings were invited to participate. After the intervention, ECE providers completed two surveys: (a) a provider postsurvey and (b) a WW challenge survey. Multivariable logistic regression modeling was used to examine factors associated with percent agreement that participation in the WW program increased awareness and adoption of health behaviors. Findings: A total of 250 (25%) ECE providers participated in WW program from 2015 to 2017. After participation, approximately 84% of respondents agreed they were more aware of the importance of eating fruits and vegetables and of being physically active, while 81% reported eating more fruits and vegetables, and 80% reported being more physically active in the workplace. Logistic regression models found that the length of time teaching in ECE settings was positively and significantly associated (odds ratio [OR] = 1.10, 95% confidence interval [CI] = [1.00, 1.21]) with the odds of providers agreeing that participation in the WW program increased their awareness of health behaviors. Conclusion/Application to Practice: The design and implementation of WW programs that emphasize facilitators, such as intrinsic and extrinsic motivation, as well as reduce barriers, such as time constraints and unachievable goal setting, may increase the awareness and adoptions of healthy eating–related and physical activity–related behaviors among ECE work settings.

In education today teaching programs and techniques are being reviewed to determine whether they reflect the characteristics of best practice, i.e. practices which are both developmentally and instructionally appropriate. In this paper, perceptual-motor programs being used as physical education programs are examined. The purpose of this article is to encourage thought and reflection about perceptual-motor program practices which appear to be counter-productive to the development of children's motor skills, and enjoyment of physical activity. Specifically, these practices relate to aspects of organisation, content and teaching methods. In addition, I have presented specific guidelines that will assist early childhood teachers to recognise physical education practices that are developmentally and instructionally appropriate.

Aim/Purpose: This paper aims to explore whether having state Computer Science standards in place will increase young children’s exposure to coding and powerful ideas from computer science in the early years. Background: Computer science education in the K-2 educational segment is receiving a growing amount of attention as national and state educational frameworks are emerging. By focusing on the app ScratchJr, the most popular free introductory block-based programming language for early childhood, this paper explores if there is a relationship between the presence of state frameworks and ScratchJr’s frequency of use. Methodology: This paper analyzes quantitative non-identifying data from Google Analytics on users of the ScratchJr programming app. Google Analytics is a free tool that allows access to user activity as it happens in real time on the app, as well as audience demographics and behavior. An analysis of trends by state, time of year, type of in-app activities completed, and more are analyzed with a specific focus on comparing states with K-12 Computer Science in place versus those without. Contribution: Results demonstrate the importance of having state standards in place to increase young children’s exposure to coding and powerful ideas from computer science in the early years. Moreover, we see preliminary evidence that states with Computer Science standards in place support skills like perseverance and debugging through ScratchJr. Findings: Findings show that in the case of ScratchJr, app usage decreases during the summer months and on weekends, which may indicate that coding with ScratchJr is more often happening in school than at home. Results also show that states with Computer Science standards have more ScratchJr users on average and have more total sessions with the app on average. Results also show preliminary evidence that states with Computer Science standards in place have longer average session duration as well as a higher average number of users returning to edit an existing project. Recommendations for Practitioners: Successful early childhood computer science education programs must teach powerful ideas from the discipline of computer science in a developmentally appropriate way, provide means for self-expression, prompt debugging and problem solving, and offer a low-floor/high-ceiling interface for both novices and experts. Practitioners should be aware in drops in computer science learning during the summer months when school is not in session. Recommendation for Researchers: Researchers should consider the impact of state and national frameworks on computer science learning and skills mastered during the early childhood years. Researchers should look for ways to continue engaging students in computer science education during times when school is not in session. Impact on Society: Results demonstrate the importance of having state CS standards in place to increase young children’s exposure to coding and powerful ideas from computer science in the early years. Moreover, we see preliminary evidence that states with Computer Science standards in place support skills like perseverance and debugging through ScratchJr. Future Research: Future research should continue collecting Google Analytics from the ScratchJr app and track changes in usage. Future research should also collect analytics from a wide range of programming applications for young children to see if the trends identified here are consistent across different apps.

Traditional approaches to understanding the behavioural determinants of adiposity have considered diet, physical activity and sedentary behaviour in isolation. Although integrative approaches have identified a variety of lifestyle patterns in children at preschool-age or older, along with some variability by socio-economic positions, this has rarely been examined in younger cohorts. We aimed to identify lifestyle patterns at 1.5, 3.5 and 5 years, including dietary intake, outdoor time and television viewing time, to assess associations with maternal education (as a proxy for socio-economic position), and to investigate their persistence between toddlerhood and preschool age. Participants were 417 and 293 children aged 1.5 y from the Melbourne Infant Feeding Activity and Nutrition Trial (InFANT) and InFANT Extend Programs, respectively. Data were collected using questionnaires at child ages 1.5, 3.5 and 5 y (InFANT); and 1.5 and 3.5 y (InFANT Extend). Principal component analysis was undertaken at each time point on the separate and pooled datasets. Associations between the lifestyle patterns scores and maternal education were assessed with multivariable regression analysis. Two lifestyle patterns (“Discretionary consumption and TV” and “Fruit, vegetables and outdoor”) were identified as early as 1.5 y. They remained consistent across ages and were evident in both datasets. These patterns were inversely and positively associated with maternal education, respectively. Such early clustering of obesity related energy balance behaviours and tracking during early childhood suggests there may be shared antecedents common to the individual behaviours that could be targeted for intervention. Our findings provide support for interventions targeting multiple behaviours and tailored to the level of family socio-economic disadvantage.

The study was to uncover the concept of quality improvement, the supporting and the inhibiting factors within the quality improve and the quality improvement in the early childhood mentoring institutions/kindergarten. The study was a qualitative research. The subjects in the study were kindergarten principals, kindergarten teachers and parents. The data were gathered by means of observation, interview and documentation. For the data analysis, the researcher selected the qualitative descriptive data analysis method. The results of the study were as follows. First, the concept of educational quality improvement in the early childhood mentoring institutions/ kindergarten has been improveed from the vision, the mission and the objectives and the concept includes the aspects of planning, process and output which has synergy from one to another. The planning has been formulated in the curriculum, the syllabus and the daily activity plan. Second, the approach, the strategy and the technique of quality improvement has maximized the well-qualified schools’ resources, have been supported by the sufficient facilities and have been funded by the sufficient budget. Third, the supporting factors within the quality improvement of early childhood mentoring institutions/kindergarten have been the increasing awareness within the society toward the significance of early childhood mentoring institutions, the massive socialization conducted by the Office of Education through the provision of training programs in relation to the early childhood mentoring institution/kindergarten management and the human resources empowerment toward developing the quality of early childhood mentoring institutions. Fourth, the inhibiting factors within the quality improvement of early childhood mentoring institutions have been the lack of society care and participation, the less quality human resources that early childhood mentoring institutions have, the fund limitation, the facility limitation and the lack of program management effectiveness.Keywords: development, educational quality, kindergarten

Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one control class. The data revealed that character education in children shows the average value of the experi- mental class is higher than the control group, this means character education in children can be built through traditional songs. Further research can be done to improve the character of early childhood through a variety of media that interests children. 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The global shift toward neoliberalism, which frames the education of young children through markets, credentials, and individualism, creates a range of challenges for those who call for and seek out democratic teaching practices that strive to address the sociocultural worlds of the children in their programs. This article begins to address this issue. It does so by examining the findings from a qualitative case study that investigated how the practical conceptions of sample of early childhood graduate students in the United States were affected by developing and implementing a learning activity with children that reflected issues central to their lives in and/or outside their classrooms. Investigating and analyzing their experiences provide members of the early childhood community with steps they might take to assist early educators in framing their roles as teachers through democratic conceptions of practice that they can then implement within their early education context.

Licensed child care providers, and the early care and education settings in which they operate, are uniquely situated to influence children’s healthy eating and physical activity through practices, attitudes, and supportive physical and social environments. However, preliminary research indicates that child-, family-, and provider-level characteristics affect adherence to best practices across early care and education settings. The current article used survey data ( n = 618) to characterize differences in child care providers’ adherence to nutrition, physical activity, and mealtime best practices, based on child-, family- and provider-level characteristics, and to describe secular trends in adherence to nutrition and physical activity best practices between 2010 and 2016. Results indicate that differences exist across certain characteristics, including child race/ethnicity, family’s use of child care assistance, language spoken at home, and provider educational attainment; however, it is notable that in most cases providers serving children of minority race and children in low-income families have a higher rate of compliance with the nutrition and physical activity best practices studied. Additionally, the comparison of adherence to best practices from 2010 to 2016 suggests that, while there was an increase in mean adherence from 2010 to 2016, overall trends in adherence across child-, family- and provider-level characteristics have been consistent across time. Public health professionals should continue to advocate for opportunities for providers to learn how to best incorporate best practices within their setting (e.g., education and training opportunities) as well as for the development and adoption of systems-level changes (e.g., expansion of food assistance programs) to reduce barriers to adherence to best practices.

Improving education and training of teacher as a focus on reformation of educational system which is a goal that must be achieved in EFA (Education for All). As a tangible manifestation of the mandate through efforts to improve the quality of education and development of competency based on educational game tools or APE. PAUD teachers should also have the ability to design, create, utilize, maintain, and self-assess the tools for early childhood games because well-developed game tools will be more interesting than tools that were not developed first. This community service program activity is needed because the education level of PAUD teachers varies. Based on the results of the identification of the target audience, most PAUD teachers do not meet the academic qualifications and competencies properly. The ability to read, write, count, think actively and critically and the low implementation of learning models in the form of quality and fun educational teaching aids in PAUD institutions is very necessary. The expected output of this activity is the increasing, competency and quality of PAUD teachers towards educational game-based media learning programs (APE) and increasing the creativity of PAUD students by implementing APE-based learning media programs.

AbstractGovernment guidelines for relaunching early childhood education and care (ECEC) programs during the COVID-19 pandemic have required the implementation of various practices to minimize the risk of infection transmission. These directives include recommendations regarding serving and handling food, shared spaces, and physical distancing which have a direct impact on the health and development of children in care. The purpose of this study was to explore early childhood educators’ perspectives on how COVID-19 guidelines have impacted the nutrition and physical activity practices within their ECEC environment. A qualitative description approach was used to explore a purposive sample of 17 educators working full time in ECEC centres during the pandemic between July and August 2020. Semi-structured, individual interviews were conducted, audio-recorded, transcribed verbatim, and analysed using a thematic analysis. Educators identified environmental changes in their environments noting a reduction in the quality food available for children juxtaposed with increased outdoor opportunities and a perceived increase in physical activity time. Teaching practices were also identified as being impacted by the COVID-19 guidelines. Curriculum, life skills, and social connectedness around healthy eating education was disrupted. Promoting physical activity education was challenged due to equipment, space, and curriculum enrichment opportunities losses. These findings demonstrate pronounced negative effects of COVID guidelines on nutrition and physical activity best practices within the ECEC environment. There is a need to support educators in maintaining healthy and active environments for preschoolers while following guidelines to minimize the risk of COVID infection transmission.

Eating habits develop during the first years of a child's life, children learn what, when, and how much to eat through direct experience with food and by observing the eating habits of others. The aim of this study is to get a clear picture of the Eating program Healthy, starting from the planning, implementation, supervision, and evaluation as a case study of nutrition education; to get information about the advantages, disadvantages and effects of implementing a healthy eating program for children. This research was conducted through a case study with qualitative data analysed using Miles and Huberman techniques. Sample of children in Ananda Islāmic School Kindergarten. The results showed the Healthy Eating program could be implemented well, the diet was quite varied and could be considered a healthy and nutritious food. The visible impact is the emotion of pleasure experienced by children, children become fond of eating vegetables, and make children disciplined and responsible. Inadequate results were found due to the limitations of an adequate kitchen for cooking healthy food, such as cooking activities still carried out by the cook himself at the Foundation's house which is located not far from the school place; use of melamine and plastic cutlery for food; the spoon and fork used already uses aluminium material but still does not match its size; does not involve nutritionists. Keywords: Early Childhood, Eating Healthy Program References: Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice-Hall. Bandura, Albert. (2004). Health promotion by social cognitive means. Health Education and Behavior, 31(2), 143–164. https://doi.org/10.1177/1090198104263660 Battjes-Fries, M. C. E., Haveman-Nies, A., Renes, R. J., Meester, H. J., & Van’T Veer, P. (2015). Effect of the Dutch school-based education programme “Taste Lessons” on behavioural determinants of taste acceptance and healthy eating: A quasi-experimental study. 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155 university faculty teaching students in physical therapy, occupational therapy, speech and language pathology, early childhood special education, or multidisciplinary studies programs were surveyed to assess how the students were taught how to use everyday family and community activities as natural learning opportunities for young children. Analysis showed that the faculty provided very little training in using community activity settings as contexts for children's learning and that physical therapy faculty provided less training in using natural environments as sources of children's learning opportunities than faculty in the other disciplines.

Background: Physical activity professional development programs for Early Childhood Education and Care (ECEC) educators are a viable strategy for improving preschool children’s physical activity behavior. This pilot intervention evaluated the effectiveness of ‘nature play’ and ‘fundamental movement skills’ (FMS) professional development programs on ECEC educators’ practices on physical activity. Methods: 148 ECEC educators from 20 ECEC centers took part in either the Nature play or FMS professional development programs in Perth, Western Australia. Educators self-reported their physical activity related practices at baseline and three months post-professional development training, using established items. Wilcoxon’s test and adjusted models using Mann–Whitney U tests were run at the individual educator level to examine the change between baseline and post-professional development educator physical activity behavior. Results: Educators’ self-efficacy to engage children to be active significantly increased in both the Nature play and FMS professional development programs (p < 0.05). In the Nature play professional development program, ECEC educators’ perceived time set aside for children to participate in nature-based play increased by 9.2%, and their perceived behavioral control for supporting general and nature-based play activities for preschool children increased by 5% and 10.3%, respectively (p < 0.05). However, these results were no longer significant after adjusting for educator socio-demographics. Conclusion: Both the Nature play and FMS professional development programs were effective in improving educators’ self-efficacy to engage children to be active in Nature play or FMS activities. Larger pragmatic trials are required to confirm the impact of these professional development programs on educator perceived physical activity behavior.

Most early childhood centers charge preschool teachers with delivering gross motor skill content and providing physical activity (PA) opportunities to children. Little is known regarding preschool teachers’ background and confidence and the extent to which centers meet the Active Start Guidelines (ASGs) for PA. Preschool teachers (N = 102) completed an exploratory survey and the Self-Perception Profile for Adults Athletic Competence subscale. Eighty-eight percent possessed no formal background in physical education (PE)/PA, while most teachers (77%) were not aware of the ASGs. Most participants (92%) reported that they do not provide daily, teacher-led PE/PA programming, and less than half (47%) provided at least 60 min of daily free play. Preschool teachers were found to have below average perceived motor competence. Recommendations are provided for preservice teacher training programs, policymakers, as well as professional development of in-service teachers.

Penelitian ini bertujuan untuk: (1) memetakan Program PAUD fullday; (2) menghasilkan rekomendasi penyelenggaraan PAUD fullday. Metode yang digunakan dalam penelitian ini adalah survei. Penentuan lembaga yang dijadikan sampel dilakukan secara acak sejumlah 23 lembaga se-DIY. Adapun hasil penelitiannya: 1) Standar pencapaian perkembangan anak sudah baik tetapi hasil capaian perkembangan baru hasil observasi dan penilaian kegiatan pagi sampai siang dan belum dilakukan terintegrasi dan holistik sepanjang hari; (2) rekomendasi dalam penyelenggaraan Program PAUD fullday adalah: (a) diperlukan kurikulum model pembelajaran yang holistik dalam arti menstimulasi seluruh aspek perkembangan anak dari pagi sampai sore; (b) diperlukan model penilaian yang integratif dari pagi sampai sore dari keseluruhan aktivitas anak, dan (c) pentingnya pemberdayaan orang tua dalam pembelajaran fullday dan lembaga telah melakukan pemberdayaan dengan baik.Kata kunci: PAUD fullday, kualitas layanan dan kelembagaan THE QUALITY MAPPING OF FULL DAY ECD FOR IMPROVING THE QUALITY OF SERVICE AND INSTITUTIONAL PROGRAMS ECDAbstractThis research aims to: (1) mapping the full day early childhood program; (2) Recommendation implementation of full day early childhood education. The method used in this research is the survey. Determination institution randomized sample number 23 taken from the early childhood institutions throughout the District. The description of the implementation of full day early childhood are: 1 Achievement standard child development has been good but the results of the achievements of the new developments on the observation and assessment of activities in the morning until noon, has not carried out an integrated and holistic throughout the day. recommendations for the implementation of full day early childhood program; (a) required a holistic learning model in the sense of stimulating all aspects of child development from morning till evening; (b) assessment of the achievement of the child’s development has not been documented in a neat necessitating a thorough assessment model of the overall activity of the child; (c) the importance of empowering parents in a full day of learning , and institutions have to empower parents with the goodKeywords: full day early childhood , quality of service and institutional

The introduction of basic computer media for early childhood is very important because it is one of the skills that children need in this century. Need to support parents and teachers in developing the implementation of the use of computer technology at home or at school. This study aims to determine and understand the state of learning conducted based on technology. This research uses a qualitative approach with a case study model. This study involved 15 children and 5 parents. Data obtained through interviews (children and parents) and questionnaires for parents. The results showed that children who were introduced to and taught basic computers earlier became more skilled in learning activities. Suggestions for further research to be more in-depth both qualitatively and quantitatively explore the use of the latest technology to prepare future generations who have 21st century skills. 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Norwegian early childhood teachers’ stated use of subject-related activities with children, and their focus on science, technology, environmental issues and sustainability. International Journal of Primary, Elementary and Early Years Education. https://doi.org/11250/2435060/955-11623-1-PB Tate, T. P., Warschauer, M., & Kim, Y. S. G. (2019). Learning to compose digitally: the effect of prior computer use and keyboard activity on NAEP writing. Reading and Writing, 32(8), 2059–2082. https://doi.org/10.1007/s11145-019-09940-z Theodotou, E. (2010). Using Computers in Early Years Education: What Are the Effects on Children’s Development? Some Suggestions Concerning Beneficial Computer Practice. Online Submission, (December). UNESCO. Rethinking Education. Towards a global common good. , (2015). Vartuli, S., Bolz, C., & Wilson, C. (2014). A Learning Combination: Coaching with CLASS and the Project Approach. Early Childhood Research & Practice Journal, 1–16. Vittrup, B., Snider, S., Rose, K. K., & Rippy, J. (2016). Parental perceptions of the role of media and technology in their young children’s lives. Journal of Early Childhood Research, 14(1), 43–54. https://doi.org/10.1177/1476718X14523749 Waal, E. D. (2019). Fundamental Movement Skills and Academic Performance of 5- to 6-Year-Old Preschoolers. Early Childhood Education Journal, 455–456. https://doi.org///doi.org/10.1007/s10643-019-00936-6 Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(4), 411–419. https://doi.org/10.1080/14703290802377307 Wolfe, S., & Flewitt, R. (2010). New technologies, new multimodal literacy practices and young children’s metacognitive development. Cambridge Journal of Education, 40(4), 387–399. https://doi.org/10.1080/0305764X.2010.526589 YurtaNılgün, Ö., & Kalburan, C. (2011). Early childhood teachers’ thoughts and practices about the use of computers in early childhood education. Early Childhood Educaiton: Yesterday, Today, and Tomorrow. Yusmawati, & Lubis, J. (2019). The Implementation of Curriculum by Using Motion Pattern. Jurnal Pendidikan Usia Dini. https://doi.org/DOI:https://doi.org/10.21009/10.21009/JPUD.131.14

Tujuan dari penelitian ini yaitu mendiskripsikan implementasi pembelajaran anak usia dini berbasis budaya lokal di lembaga PAUD full day school. Jenis penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus tunggal (single-case study). Penelitian ini di Lembaga PAUD full day school Fairuz Aqila Kalasan Sleman yang merupakan salah satu lembaga PAUD di Daerah Istimewa Yogyakarta yang menerapkan budaya lokal. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, dokumentasi dan trianggulasi. Hasil penelitian yang diperoleh yaitu implementasi pembelajaran anak usia dini berbasis bu-daya lokal dimulai dengan mengidentifikasi kebutuhan anak, menentukan tema pembelajar-an, menyusun perencanaan pembelajaran yaitu program kegiatan tahunan, program kegiatan mingguan dan program kegiatan harian. Proses pelaksanaan pembelajaran berbasis budaya lokal terintegrasi dalam kegiatan pijakan, kegiatan inti dan kegiatan pengasuhan. Penilaian pembelajaran yang digunakan yaitu dengan observasi, anekdot dan daftar chek list. Unsur-unsur budaya lokal yang digunakan yaitu tata nilai dalam budaya Jawa, sistem keagamaan, per-mainan tradisional, makanan tradisional, tarian Jawa, bahasa Jawa, sistem mata pencaharian, lagu Jawa, alat musik tradisional dan cerita rakyat.Kata kunci: pembelajaran budaya lokal, anak usia dini, PAUD full day school The Implementation of Learning Process Based on Local Wisdom in Full Day School Early Childhood Abstract The objectives of this study are to describe the implementation of local wisdom in full day early childhood school. This study applies qualitative research with a single-case study approach. This research is done in Fairuz Aqila institution in Kalasan, Sleman which is an early childhood education center in Daerah Istimewa Yogyakarta which applies local wisdom. The data of the research were collected through observation, interview, documentation, and triangulation. The results of the study showed that the implementation of full day early childhood school based on local wisdom is applied by identifying the children’s need, determining the topic of learning, arranging lesson plan which includes program planning of annual,weekly, and daily activity programs, integrating local wisdom into learning process through the basic, main, and day care activity, applying learning assessment by means of observation, anecdote, and check list. The elements of local wisdom which are acknowledged are Javanese culture norms, religious system, traditional games, traditional foods, Javanese traditional dance, Javanese language, livelihood system, Javanese songs, traditional music instruments, and folktales.Keywords: local wisdom learning, early childhood student, full day early childhood school

Health together with education and economy are the three pillars that greatly affect the quality of human resources. One form of community empowerment efforts in the field of health is to develop Integrated Service Post. Integrated Service Post Park is integrated service post development which is given additional services of Early Childhood Educational Programs and the development of family toodler coaching. To optimize the function of Integrated Service Post Park, it is neccesary to have a special fasicilitator and focus on monitoring, assisting cadres to evaluate and develop Integrated Service Post Park. The purpose of this study is to know the implementation of health promotion strategy in Integrated Service Post Park Program at The Public Healt Center Pesantren I Kediri City.Informants from this study consisted of 4 officers Integrated Service Post Park Facilitator.Data is collected by in-depth interviews. Data is analyzed according to Colaizzi’s stage data analysis. The findings of this study include : Empowerment activities, Social Support activities, Advocacy activities and Partnerships activities. In the implementation of empowerment activities found the training of facilitation officer and cadres are uneven and absence of special means for promotional activities of the Integrated Service Post Park Program. In the implementation of the activity of developing the social support found the existence of problem because of the absence of Early Childhood Education Programs cadres and insufficient means of Educational Game Tools. In the implementation of advocacy activities conducted policy proposals on the establisment of services of early child development cadres and addition of cadres and the addition means of educational game tools.In the implementation of partnership activities have been created a good coordination between the facilitation officers with the stakeholders but there are problems in the mechanism of distributing incentives for facilitation officers and cadres. Recommendations of this study is aimed to facilitation officer of Integrated Service Post Park in helping them to use appropriate health promotion strategies in implementing the Integrated Service Post Park Program activities.

The dynamics of the development of educational institutions in Indonesia cannot be stopped, let alone limit the rapid development of institutions. Not a few institutions have closed down due to the lack of interest in the community to send their children to school. The problem basically concerns the quality of the institution, especially human resources who play a role as the subject or manager of the institution. For quality institutions, it is certain that they will not be displaced by global developments and the demands of the community for quality education. The research method of this article is qualitative research with a descriptive analysis approach. This type of research is a case study with a multi-case design considering the choice of two research institutions even though one shelter, namely early childhood education and primary school Anak Saleh Malang City. The results showed that early childhood education has four strategies in improving the quality of human resources, including: training, professional development, career development, and performance appraisal. One of the four strategies has the theme of developing human resources through workshops on the responsibilities of employees in schools and families. Meanwhile, the Saleh Children Primary School has three strategies for developing human resources, namely: monitoring, evaluation and follow-up. Among the three strategies, one of the activity designs is the awarding of employees through employee and teacher months including the involvement of parents in follow-up programs. Keywords: Quality, Human Resources, SDGs, Saleh Children

The presence of soft skills (generic competencies) in pre-school education programs is now not elective but a compulsory. Moreover, it is imposing in the context of the dynamic development of the labor market and the search for effective approaches to their early childhood development. Unlike knowledge and specific professional skills, portable skills can never be "out of use." On the contrary, every social situation benefits from them and enriches them. They are the "common language" between employers and educational institutions because they contain the factors that create the good rating of educational services. The formation of these important personal skills should start from an early age and important factors are the family, community, social and especially educational institutions with which the child interacts. In the process of inclusive education of children with special educational needs, there are various concerns for all participants in the process, which put barriers and reduce the chances of success in bringing the child into the kindergarten. Overcoming these concerns can be accomplished by motivating all participants in inclusive education. There are many researches, strategies and techniques for motivating adults (pedagogues, parents, etc.) in this process. But there are not enough studies and models to motivate children with special educational needs. Therefore, the purpose of this research is to find out the possibilities of forming this transferable skills in pre-school children participating in inclusive education as an activity that meets one of the objectives set out in the Pre-school and School Education Act, namely - competences to understand and apply the principles, rules, responsibilities and rights that result from membership in the European Union.

Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum quality standards have not provided a solid and clear concept foundation in placing play in the center of learning models. Other findings the institution has not been able to use the DAP (Developmentally Appropriate Practice) approach fully, and has not been able to carry out the philosophy and ways for developing a curriculum based on play. However, quite a lot of research found good practices implemented in learning centers in early childhood education institutions, such as develop children's independence programs through habituation to toilet training and fantasy play. Keywords: Play Based Curriculum, Center Learning Model, Curriculum Quality Standards, Early Childhood Education Reference Alford, B. L., Rollins, K. B., Padrón, Y. N., & Waxman, H. C. (2016). Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre- kindergarten Through Second-Grade Classrooms. Early Childhood Education Journal, 44(6), 623–635. https://doi.org/10.1007/s10643-015-0748-8 Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), 199–207. https://doi.org/10.1007/s10643-007-0165-8 Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function. American Journal of Play, 6(1), 98–110. Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and Self-Regulation: Lessons from Vygotsky. American Journal of Play, 6(1), 111–123. Retrieved from http://eric.ed.gov/?id=EJ1016167 Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., ... Barbarin, O. A. (2010). Children’s classroom engagement and school readiness gains in prekindergarten. Child Development, 81(5), 1534–1549. https://doi.org/10.1111/j.1467-8624.2010.01490.x Cortázar, A. (2015). Long-term effects of public early childhood education on academic achievement in Chile. Early Childhood Research Quarterly, 32, 13–22. https://doi.org/10.1016/j.ecresq.2015.01.003 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, pp. 1–5). OISE University of Toronto. Ejuu, G., Apolot, J. M., & Serpell, R. (2019). Early childhood education quality indicators: Exploring the landscape of an African community perspective. Global Studies of Childhood. https://doi.org/10.1177/2043610619832898 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91. Fisher, K. R., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84(6), 1872–1878. https://doi.org/10.1111/cdev.12091 Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, (April), 1–76. Retrieved from gov.nl.ca/edu Holt, N. L., Lee, H., Millar, C. A., & Spence, J. C. (2015). ‘Eyes on where children play’: a retrospective study of active free play. Children’s Geographies, 13(1), 73–88. https://doi.org/10.1080/14733285.2013.828449 Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kathy, E. (2016). Play-based versus Academic Preschools. Parent Cooperative Preschool International, 1–3. Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing: The Australian story. Assessment in Education: Principles, Policy and Practice, 19(1), 65–79. https://doi.org/10.1080/0969594X.2011.592972 Martlew, J., Stephen, C., & Ellis, J. (2011). Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years, 31(1), 71– 83. https://doi.org/10.1080/09575146.2010.529425 Mcginn, A. (2017). Play-based early childhood classrooms and the effect on pre-kindergarten social and academic achievement (University of Northern Iowa). Retrieved from https://scholarworks.uni.edu/grp Miller, E., & Almon, J. (2009). Crisis in the Kindergarten. Why children need to to Play in School. In Alliance for childhood. Retrieved from www.allianceforchildhood.org. Özerem, A., & Kavaz, R. (2013). Montessori Approach in Pre-School Education and Its Effects. Tojned The Online Journal of New Horizons in Education, 3(3), 12–25. Pendidikan, K., & Kebudayaan, D. A. N. Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2013 Tentang Standar Nasional Pendidikan Anak Usia Dini. , (2015). Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Reid, A. (2009). Is this a revolution?: A critical analysis of the Rudd government’s national education agenda. Curriculum Perspectives, 29(3), 1–13. Ridgway, A., & Quinones, G. (2012). How do early childhood students conceptualize play-based curriculum? Australian Journal of Teacher Education, 37(12), 46–56. https://doi.org/10.14221/ajte.2012v37n12.8 Rogers, S., & Evans, J. (2007). Rethinking role play in the Reception class. Educational Research, 49(2), 153–167. https://doi.org/10.1080/00131880701369677 Samuelsson, I. P., & Johansson, E. (2006). Play and learning-inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47–65. https://doi.org/10.1080/0300443042000302654 Saracho, O. N. (2010). Children’s play in the visual arts and Literature. Early Child Development and Care. Saracho, O. N. (2013). An integrated play-based curriculum for young children. In An Integrated Play-Based Curriculum for Young Children. https://doi.org/10.4324/9780203833278 Stufflebeam, D. L. (2003). The CIPP model for evaluation. In Oregon Program Evaluators Network (pp. 31–62). https://doi.org/doi:10.1007/978-94-010-0309-4_4 Sturgess, J. (2003). A model describing play as a child-chosen activity - Is this still valid in contemporary Australia? Australian Occupational Therapy Journal, 50(2), 104–108. https://doi.org/10.1046/j.1440-1630.2003.00362.x Taylor, M. E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-00989-7 Thompson, G. (2013). NAPLAN, myschool and accountability: Teacher perceptions of the effects of testing. International Education Journal, 12(2), 62–84. van Oers, B. (2012). Developmental education for young children: Concept, practice and implementation. Developmental Education for Young Children: Concept, Practice and Implementation, 1–302. https://doi.org/10.1007/978-94-007-4617-6 van Oers, B. (2015). Implementing a play-based curriculum: Fostering teacher agency in primary school. Learning, Culture and Social Interaction, 4, 19–27. https://doi.org/10.1016/j.lcsi.2014.07.003 van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45(4), 511–534. https://doi.org/10.1080/00220272.2011.637182 Wallerstedt, C., & Pramling, N. (2012). Learning to play in a goal-directed practice. Early Years, 32(1), 5–15. https://doi.org/10.1080/09575146.2011.593028 Weisberg, D. S., Zosh, J. M., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Talking it up: Play, langauge, and the role of adult support. American Journal of Play, 6(1), 39–54. Retrieved from http://www.journalofplay.org/issues/6/1/article/3-talking-it-play-language- development-and-role-adult-support Wong, S. M., Wang, Z., & Cheng, D. (2011). A play-based curriculum: Hong Kong children’s perception of play and non-play. 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Early childhood (2-6 years) is a golden age as well as an appropriate time to start character education and learn various skills that are useful for children as a foundation for higher skills in the future. The application of character education at that age will continue to imprint and underpin good character values that are beneficial to the child's future. TK Senyiur Indah is one of the educational institutions implementing character education through the implementation of the 2013 Curriculum. One of the themes raised in character education at TK Senyiur Indah is Work or Profession. However, the introduction of the health profession that was delivered at the time of learning activities at the Beautiful Senyiur Kindergarten was only limited to the profession of doctors and nurses. Students have not been introduced to the pharmacist profession. Whereas in fact, the pharmacist profession plays an important role in the success of health programs. The purpose of this service is to increase students' knowledge about the pharmacist profession through storytelling activities containing character education as an effort to improve health. The method used in this community service activity is the early introduction of the pharmacist profession, using the storytelling method using visual aids such as finger puppets, as well as games about the process of making drugs in the form of capsules. Solution to the agreement with partners can be seen through indicators of the success of this activity as measured by increasing the acquisition of pretest and posttest scores, which shows an increase in students' knowledge. The conclusion in this activity is the high enthusiasm of students so as to increase knowledge, skills, students in terms of medicine and the pharmacist profession so as to improve students' health.

Knowledge about clean and healthy life in children needs to be given early to shape behavior in everyday life. Knowledge about healthy living can be provided at school through various learning programs. This study aims to find the effectiveness of health promotion programs (JUMSIH) to increase children's knowledge about clean and healthy living. The research method is a pre-experimental one-shot case study design. The respondents of this study were 68 students aged 7-8 years. The results showed that the JUMSIH program can help children have knowledge about healthy living. Based on data analysis, n = 15 generally obtained scores above 2.6. It was concluded that healthy living skills are often performed by students such as hand washing, bathing, and toothbrush behavior which are basic skills for children to be able to live healthy lives. Suggestions for further research which is the development of various programs to increase awareness of clean and healthy living from an early age. 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<div class="WordSection1"><p><em>Parenting education is a very important activity that should be implemented in early childhood education institutions. This activity is an opportunity for teachers to provide enthusiasm and foster awareness of parents to be involved in children’s education. This research is a qualitative research with a case study approach carried out at RA Tiara Chandra Yogyakarta. The purpose of this study is to find out how parenting education was carried out in this school and how was the benefits to the develop parents’ awareness to succeed of the program of developing moral values of children. The results of the study showed that parenting education was carried out routinely in the form of training in living values education and monthly parenting to provide refreshment and evaluate programs that have been implemented. There were three groups of activities that had been carried out, namely education, involvement, and empowerment of parents. Parental involvement in developing children’s moral values had a significant impact on children’s awareness to live up to moral values in their daily life.</em></p><p align="left"><em> </em></p><p><strong><em>Keywords: </em></strong><em>parenting education, moral values, early childhood</em></p><p align="left"><em> </em></p><h1 align="center">Abstrak</h1><p align="left"><strong> </strong></p><p><em>Parenting education </em>merupakan kegiatan yang sangat penting untuk dilaksanakan di lembagan pendidikan anak usia dini. Kegiatan ini menjadi kesempatan bagi para guru untuk memberikan semangat dan menumbuhkan kesadaran orang tua untuk terlibat dalam pendidikan anak. Penelitian ini adalah penelitian kualitatif dengan pendekatan studikasus yang dilaksanakan di RATiara Chandra Yogyakarta. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana <em>parenting education </em>dilaksanakan di sekolah ini dan sejauh mana manfaatnya terhadap munculnya kesadaran orang tua dalam mensukseskan program penanaman nilai moral pada anak. Hasil penelitian menunjukkan bahwa <em>parenting education </em>dilaksanakan secara rutin dalam bentuk pelatihan <em>living values education </em>dan <em>parenting </em>bulanan untuk memberikan penyegaran dan mengevaluasi program- program yang telah didilaksanakan. Terdapat tiga kelompok kegiatan yang telah dilakukan, yaitu</p></div><br clear="all" /><p>pendidikan, pelibatan, dan pemberdayaan orang tua. Keterlibatan orang tua terhadap penanaman nilai moral anak memberikan dampak yang signifikan terhadap kesadaran anak untuk menghidupkan nilai moral dalam kehidupan sehari-hari.</p><p align="left"> </p><p><strong>Kata Kunci: </strong><em>parenting education, </em>nilai moral, anak usia dini</p>

Background. Physical fitness in childhood is a marker of health as it reflects the functional status of most the body functions involved in the performance of daily physical activity and/or physical exercise. Measurement and monitoring of these indicators of health beginning from early age is of highest importance. So, the aim of this study is to examine physical fitness in primary school children and test the validity of physical fitness test battery . Methods. A sample of 415 children participated in the study. Physical fitness was measured by the 9-item test battery (Fjørtoft et al., 2011). ANOVA results show that indicators of physical fitness differ across age. In general, older children are more physically fit than the younger ones. Mastering preschool and primary school children’s physical fitness evaluation techniques will allow monitoring the changes in physical fitness in the course of the school year in different age groups. Results. In this study we presented the baseline data of a longitudinal study of 7–10-year-old children in Lithuanian schools. We found a development of achievements in physical functional physical activity across age, the 9–10 years olds being the fittest. We found a pronounced gap in the performance between the age groups of 8–9 years, while the 7–8-year-olds seemed to be more even in their functional fitness competency. The same achievement pattern also was characteristic of boys and girls. Gender differences were found in one test item only (throwing tennis ball), which was explained by different play cultures in boys and girls. Conclusion. Our results indicate a stronger focus on the modernization of physical education programs for children in this age group, particularly for the 8-year-olds. The PE programs should be based on a multivariate sample of basic motor skills of all ages aiming at developing the children’s overall functional physical fitness.

Background: This study was done with the objective of finding the average daily duration and pattern of screen time use in children in the age group of 24 to 60 months in the state of Tamilnadu, India and to find the correlation between screen time and demographic parameters.Methods: This cross-sectional observational study was conducted at the state of Tamilnadu, India from June 2019 to August 2019 among 148 children in play school and kindergarten classes in the age group of 24 to 60 months fulfilling the inclusion and exclusion criteria. Details regarding screen time use were collected from the parents using a predesigned questionnaire and analyzed using suitable statistical methods.Results: A total of 148 children (77(52.0%) male and 71(48.0%) female) were studied. The average daily screen time in the study group was 139.4 minutes (SD: 1.6). Majority of the children had a screen time duration between 61 to 120 minutes (48.6%). Only 14.2% had a screen time of ≤60 minutes as per AAP and WHO recommendations. Majority of the screen time was used to watch children’s entertainment programs and play games (67.6%). 83.1% of the children were using 2 or more screen types. Television and smart phones were the commonest screen types used by children in this age group. The percentage of children with average daily screen time ≤ 60 minutes was found to be more in joint families (16.3%) compared to nuclear families (10%). But this difference was not statistically significant. No statistically significant correlation was found between screen time duration in children and age, gender, parent’s socioeconomic status, education and occupation.Conclusions: Increasing screen time activity in early childhood is an emerging problem of the digital age which requires interventions at family, social and healthcare levels.

Purpose – Early onset of behavioral disorders is predictive of long term adverse outcomes. There are some indicated and selective early prevention programs for attention deficit/hyperactivity disorder (ADHD), one of the most common behavioral disorders in childhood and adolescence. The purpose of this paper is to present a universal preschool program for preventing the development of ADHD related symptoms for children aged three to six. Design/methodology/approach – A total of 413 preschool children (experimental group (EG)=193; control group (CG)=220), and their teachers participated in the study. Children in the EG were randomized to two conditions: universal intervention (behavior modification (BM)=99) vs additional ADHD specific elements (BM+attention training; BM+AT=94) to evaluate effects of a universal intervention vs additional ADHD specific elements. The universal intervention trained general behavior modification (BM) techniques to enhance start behavior (i.e. following color based rules, positive participation in activities, enhancement of skills related to attentional function), and to extinguish stop behavior (i.e. hyperactive behavior such as uncontrolled running around, disturbing others, quarreling, etc.). These techniques were based on published intervention programs (Phelan and Schonour, 2004). The AT consisted of thirteen teacher led 45 minute based sessions in a small group format with an introductory play activity, 15 minutes picture based AT tasks (task analysis, action planning, action, reappraisal), a social interaction game, and a game to enhance perception of visual, auditory, olfactory, haptic, and gustatory senses. To determine effects, the Strength and Difficulties Questionnaire (SDQ) and the Behavior Rating for Preschoolers (VBV) were used. A high risk group with high scores on those measures was analyzed separately. Findings – Children in all three groups did not differ significantly at baseline in all relevant variables (ADHD symptoms measured with the SDQ and VBV, socio-economic status (SES), gender, age: MANCOVA: F 10,796=1.732, p=0.07) and none of the children had a diagnosis of ADHD. After training participation, children in the EG showed significantly less ADHD related problem behavior compared to children in the CG (F 8,1,506=2.717, p=0.006); this was especially so for the high risk group (F 4,754=2.60, p=0.035). Multi-level analyses revealed significant influences of age, gender, and SES on post-training symptom ratings (SDQ: t-statistic=3.03, p=0.003; VBV 3-6: t-statistic=4.151, p < 0.001). Research limitations/implications – This is a quasi-experimental study, since due to time restriction half the preschools did not want to participate in the experimental study. Thus, participating children were not randomly assigned to the experimental and control conditions, though children were randomly assigned to two different treatments within the intervention group (EG1/EG2). Due to the design of the study and to ensure high participation rates, only preschool teachers rated children’s behavior, though the predictive value of teacher ADHD symptoms exceeds parental ones. Finally, inclusion of parent training elements would most probably enhance effects. Practical implications – General BM techniques are easily taught and seem to positively influence children’s ADHD related symptoms while not harming children without such symptoms. Since studies showed that after a bogus instruction teacher expected children to exhibit ADHD symptoms and rated them as more disturbed (Rosenthal effect), a universal approach is less stigmatizing and possibly more effective, especially when interventions start early in life before symptoms result in full diagnoses. Social implications – This study established positive universal effects, and moderate to large effects for the subgroup of high risk children with ADHD related symptoms. General behavior management in preschools might thus be a possible strategy for preventive interventions of ADHD related symptoms. Originality/value – The is one of the first studies on a preventive ADHD preschool program. General BM techniques of this study were easily taught and implemented, and showed positive effects. Since selective and indicated interventions depend on high program fidelity, are harder to implement, and related to higher costs, general BM techniques as introduced in this study, might be an option for universal prevention strategies for ADHD related symptoms in preschool settings.

Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. 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(2019). Outdoor Time, Screen Time, and Connection to Nature: Troubling Trends Among Rural Youth? Environment and Behavior, 51(8), 966–991. https://doi.org/10.1177/0013916518806686 Lindsey, G., Maraj, M., & Kuan, S. C. (2001). Access, Equity, and Urban Greenways: An Exploratory Investigation. Professional Geographer, 53(3), 332–346. https://doi.org/10.1111/0033-0124.00288 Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books. Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity? Early Years, 27(3), 255–265. https://doi.org/10.1080/09575140701594400 Moreland, A. D., & McRae-Clark, A. (2018). Parenting outcomes of parenting interventions in integrated substance-use treatment programs: A systematic review. Journal of Substance Abuse Treatment, 89(August 2017), 52–59. https://doi.org/10.1016/j.jsat.2018.03.005 Moriguchi, Y., Zelazo, P. D., & Chevalier, N. (2016). 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Social participation is a model of the community empowerment process. This is one of a direct program which is an impact on well-being improvement. This analysis was supported to explains community development basics of participation through Kampung Ramah Anak program in Badran Village of Yogyakarta City. Qualitative methods with collecting data of observation, in-depth interviews, and documentation are using as an interpretation of data. This study is seeking the program management it which isn’t optimality. This criterion has been founded by program continuing with early childhood education programs activity, Posyandu, and Bank Sampah. The activities have anomaly because it still depends to fund of government charity. After that can be analysis, an anomaly has been influencing society awareness lowly to follow the activities by participative. Besides, society has still had potential to grow up participation optimality, i.e. the potentiality is supporting by any group, community, and social institution. Otherwise, the society has had though, carrying attitude, and spirit part of citizenship to empowerment program. For the optimality of Badran society spirit is needs of the government to involving academics and non-government organizations. It is very important to building of development step and accompaniment that as a spirit of simultaneous. Furthermore, the people also creation of program innovation without big budgeting but right on target and useful. Partisipasi masyarakat masih menjadi model pelaksanaan pemberdayaan, terutama program yang berkaitan dengan kesejahteraan anak. Analisis inilah yang mendorong peneliti untuk mengkaji pelaksanaan pemberdayaan berbasis partisipasi masyarakat melalui program “Kampung Ramah Anak” di Badran Rukun Warga 11 Kota Yogyakarta. Metode kualitatif dengan teknik pengumpulan data observasi, wawancara mendalam, dan dokumentasi digunakan sebagai bahan analisa. Hasil studi ini menunjukkan bahwa pengelolaan program tersebut berjalan kurang maksimal. Kriteria ini dibuktikan dengan berjalannya program inti seperti kegiatan Pendidikan Anak Usia Dini, Posyandu, dan Bank Sampah. Namun kegiatan inti tersebut mengalami anomali karena masih begantung pada bantuan dana pemerintah. Setelah dianalisis, anomali disebabkan masih rendahnya kesadaran masyarakat untuk mengikuti kegiatan secara partisipatif. Meskipun demikian, masyarakat masih memiliki potensi untuk lebih optimal dalam berpartisipasi, yaitu didukung oleh banyaknya kelompok, komunitas, dan kelembagaan masyarakat yang ada. Disamping itu, masih terdapat potensi pemikiran, sikap kepedulian, dan semangat sebagian masyarakat terhadap program pemberdayaan. Untuk mengoptimalkan pemberdayaan partisipatif masyarakat Badran, pemerintah perlu melibatkan peran akademisi dan swasta. Hal ini penting sebagai stimulan untuk membangun step pemberdayaan dan pendampingan. Selain itu, masyarakat juga hendaknya menciptakan inovasi program tanpa pendanaan besar atau low budgeting namun tepat sasaran dan bermanfaat.

This study aimed to explore the perceived barriers to physical activity among college students Study Design: Qualitative research design Eight focus group discussions on 67 college students aged 18-24 years (48 females, 19 males) was conducted on College premises. Data were analysed using inductive approach. Participants identified a number of obstacles to physical activity. Perceived barriers emerged from the analysis of the data addressed the different dimensions of the socio-ecological framework. The result indicated that the young adults perceived substantial amount of personal, social and environmental factors as barriers such as time constraint, tiredness, stress, family control, safety issues and much more. Understanding the barriers and overcoming the barriers at this stage will be valuable. Health professionals and researchers can use this information to design and implement interventions, strategies and policies to promote the participation in physical activity. This further can help the students to deal with those barriers and can help to instil the habit of regular physical activity in the later adult years.

Text-message based parenting programs have proven successful in improving parental engagement and preschoolers' literacy development. This study seeks to identify mechanisms of the overall effect of such programs. It investigates whether actionable advice alone drives previous study's results and whether additional texts of actionable advice improve program effectiveness. The findings provide evidence that text messaging programs can supply too little or too much information. A single text per week is not as effective at improving parenting practices as a set of three texts that also include information and encouragement, but a set of five texts with additional actionable advice is also not as effective as the three-text approach. The results on children's literacy development depend on the child's pre-intervention literacy skills. For children in the lowest quarter of the pre-treatment literacy assessments, providing one example of an activity improves literacy scores by 0.19 standard deviations less than providing three texts. Literacy scores of children in higher quarters are marginally higher with only one tip per week than with three. We find no positive effects of increasing to five texts per week.

Abstract Background Early childhood education (ECE) settings are critical intervention targets for obesity prevention. This study evaluated a pilot two-year community-based participatory research (CBPR) project designed to assist ECE center directors and caregivers in policy, systems and environmental (PSE) change for improving healthy eating (HE) and physical activity (PA). Methods A two-year CBPR study was conducted in 10 licensed ECE centers in Greenville, South Carolina. The intervention consisted of five steps: [1] baseline data collection and self-assessment using the Nutrition and Physical Activity Self-Assessment for Child Care (Go-NAP SACC), [2] tailored goal setting and action planning, [3] technical assistance and access to resources, [4] post intervention data collection and re-assessment, and [5] celebration of success. Main outcome measures (HE and PA environments, practices and policies) were assessed using the Environment and Policy Assessment and Observation (EPAO) tool at baseline and 24 months. One classroom of 3–5-year-olds was randomly selected for observation from each center (mean of 12 children per classroom). Means and standard deviations were calculated for total PA, total nutrition and each subscale of PA and nutrition. Paired sample t-tests were calculated to assess changes in EPAO scales from baseline to post intervention. Results Ten ECE centers enrolled in the pilot study and eight completed the two-year intervention. Center-based goals were accomplished across all 8 ECE centers over the two-year intervention: 16 child nutrition goals, 6 outdoor play goals, 11 physical activity goals and 8 screen time goals across the entire sample. Nutrition policy and PA policy significantly improved (p < 0.05), with greater improvements in PA (10.0 point increase, p = .048) as compared to nutrition (3.3 point increase, p = 0.02). Conclusions Utilizing a CBPR approach, this two-year nutrition and PA PSE intervention in ECE centers improved ECE center HE and PA policies.

The success of an educational process in influenced by several factors bleak teachers, students, facilities and so forth. Has the most important role is as teacher whose job as a teacher educator and professionalism is expected. Environmental education is necessary for all citizens from young children to adults in order to be a healthy environment for theresidents. Model learning environment in primary education, especially in early childhood is given by integrating environmental education into existing subjects. Environment in early childhood education teaching is a service activity and in accordance with social learning theory contains aspects that learning together. Analysis of the problem can be identified as follows: lack of knowledge about teaching. Environmental education for teachers - early childhood teachers in the village Amongena District Langowan, there are teachers - teachers who have not been able to integrate environmental education into existing subjects, Basedon the training concluded that the implementation of early childhood learning methods in the execution environment is integrated into all existing programs in other words an integrated environmental education in accordance theme / sub theme using existing learning model are: picture and picture. Based on the training concluded that the implementation of teaching methods in early childhood environment is the planning, implementation, observation, and reflection. It is the integration of the environment into the theme of early childhood teaching. With the training of teachers - teachers early childhoodin District Langowan then their positive response both from head school and teachers - teachers, participants' interest is quite high at the show with seriousness and sincerity of the participants in the training, participants have to understand the methods of teaching environment in early childhood.

Unstructured activity periods are central components of early childhood education programs. Deficits in social communication and social interaction presented by children with autism spectrum disorder (ASD) become apparent in these settings during unstructured activities, such as outdoor recess. Thirty-two preschool-aged children with and without ASD participated in the Buddy Game, a structured, cooperative play curriculum that focused on natural peer–peer modeling and imitation. The Buddy Game used familiar songs to promote peer proximity and discrete social bids between peers during outside time. A multiple baseline design across three classrooms was used to study curriculum effects on discrete social bids of children with ASD. Results demonstrated increased social bids from children with ASD to their peers with neurotypical development (NTD) across classrooms. In one classroom, effects maintained after intervention stopped and generalized to other times of the day. Implications for integrated educational settings and early childhood curricula are discussed.

Background. Early childhood is a critical life period for promoting health behaviors, and early child care and education centers (ECECs) are critical settings, as 60% of U.S. children attend ECECs. Yet few programs or curricula that promote physical activity and nutrition in this setting exist. This study explored the acceptability, feasibility, and sustainability of the Sustainability via Active Garden Education (SAGE) program. Method. Preintervention interviews were conducted to inform the design of SAGE and postintervention interviews were conducted to evaluate the implementation of SAGE in the ECEC setting. A constant comparison approach was used to capture emergent themes on acceptability, feasibility, and sustainability from interviews. Participants. ECEC directors ( N = 10, 90% female, 20% Hispanic, 30% African American). Results. Directors expressed that SAGE was acceptable and feasible as it was age-appropriate, engaging, and aligned with existing curricula and accreditation standards. Most directors reported that SAGE improved activity and nutrition related knowledge while building other social and academic skills (e.g., expanding vocabulary) that are critical to this important developmental period. Suggestions for improving the sustainability of the program included stronger parental involvement and opportunities for ECEC staff trainings.

Abstract The National Early Care and Education Learning Collaboratives Project (ECELC) was a multistate intervention that was highly effective in implementing best practices for healthy eating physical activity (HEPA) in early care and education (ECE) programs across the USA. The ECELC included didactic in-person learning sessions, technical assistance, and self-assessment-guided action planning. This study aimed to describe the effectiveness of adaptions to the self-assessments, learning sessions, and overall support, and also aimed to compare the effectiveness of each to the Original ECELC Model, when applicable. This study utilized a pre-poststudy design using data collected via the Nutrition and Physical Activity Self-Assessment for Child Care (NAP SACC) instrument for ECE programs that adapted the Original ECELC Model. Adaptations to the Original ECELC Model were found to promote best practices and policies with regard to Breastfeeding & Infant Feeding, Child Nutrition, Infant & Child Physical Activity, Outdoor Play & Learning, and/or Screen Time as demonstrated by the NAP SACC (p < .05), with some exceptions of nonstatistically significant increases. Improvements were found to be statistically similar to improvements made among participants of the Original ECELC Model. Partner-driven, scalable, and customizable policy- and practice-based interventions to promote HEPA among children in ECE settings may serve as a key strategy to work toward reducing risk for childhood obesity.

Abstract Background Early childhood educators play a prominent role in promoting healthy activity behaviours in childcare. However, they have expressed that they lack the appropriate pre-service training to confidently lead physical activity (PA), and minimize sedentary behaviour (SB), in childcare. As such, the purpose of this Delphi study was to generate and reach agreement on content areas for inclusion in a PA and SB e-Learning module for Early Childhood Education (ECE) students. Methods Purposeful sampling of Canadian/international researchers was used to form two expert panels: a PA/SB expert panel (n = 26), and a Canadian ECE panel (n = 35). The PA/SB experts suggested their top 12 PA/SB topics for the module via online survey. These topics were then pooled to generate a list of 19 content areas. In a second online survey, both panels of experts rated the importance of each content area (0 = unimportant to 5 = very important). Mean ratings (M) were ranked separately for each panel, and then ratings were pooled to create an overall ranking of the 19 content areas. Inter-panel agreement of importance rankings was visually represented as a scatterplot and quantified using Spearman’s rho (rs). Results The top-rated content area was Outdoor Play (M = 4.77 ± 0.64), followed by Benefits of PA in the Early Years (M = 4.75 ± 0.66), and Factors Influencing PA and SB in Childcare (M = 4.71 ± .74). Monitor PA and Sedentary Time Within Your Classroom had the lowest combined score (M = 3.77 ± 1.44). There was moderate-to strong inter-panel agreement for content area importance rankings (rs = 0.60, 95% CI: 0.20 to 0.83). The majority of the ECE expert panel considered this training important for ECE students (94.3%), aligning with ECE curriculum objectives (91.4%) and accreditation standards (78.8%), and complementary to the present ECE curriculum (88.6%). Conclusions Providing PA and SB training to ECE students is a proactive way to ensure healthy movement behaviours are prioritized in childcare programming. With the PA/SB expert-developed content areas, and endorsement by the ECE expert panel, implementing this training within ECE programs is a necessary next step.

Актуальность статьи обусловлена необходимостью изучения особенностей социально-педагогического взаимодействия в процессе раннего иноязычного образования. Проведенный анализ литературных источников в области педагогики и психологии позволил рассмотреть содержание понятия «взаимодействие», на основе которого определена специфика взаимодействия педагога английского языка с родителями детей, с социальными партнерами (педагогами иностранного языка начальной школы, организациями дополнительного образования детей, преподавателями и студентами вуза в рамках профильных программ педагогического направления: «Дошкольное образование», «Иностранный язык») в условиях современной дошкольной организации. В статье раскрыто содержание понятия «взаимодействие субъектов дошкольного образования с социальными партнерами». Показана важность развития личностного потенциала участников, повышения активности, сплоченности коллектива, следовательно, и качества процесса освоения иностранного языка детьми. Статья предназначена для работников системы образования, исследователей. The relevance of the article is caused due to the need for studying features of social and pedagogical interaction in the process of early foreign language education. The analysis of literary resources in the field of pedagogy and psychology devoted to the issue of "interaction", based on which the specificity of the English teacher interaction with parents and social partners (teachers of a foreign language primary school, institutions of additional education of children, teachers and students in the framework of the core programs teaching areas: "Early childhood education", "Foreign language") in modern pre-school organizations. The content of the "interaction the preschool education actors with the social partners" have been revealed. The importance of development of personal potential of participants, increasing activity, team cohesion, and, consequently, the quality of the process of learning English by children is shown. The article is intended for employees of the education system, researchers.