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Mariyana, Rita, and Ocih Setiasih. "PENGELOLAAN LINGKUNGAN BELAJAR INDOOR OUTDOOR PLAYGROUND BERBASIS MULTIPLE INTELLIGENCES UNTUK ANAK USIA DINI." JPUD - Jurnal Pendidikan Usia Dini 12, no. 1 (April 30, 2018): 141–52. http://dx.doi.org/10.21009//jpud.121.12.
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The purpose of the study is to develop a learning environment design that integrates indoor and outdoor playground to optimize multiple intelligences. Background research is the low ability of multiple intelligences of early childhood. The research approach uses research and development. Develop some of the intelligence needed to support the indoor learning environment and outdoor playground. Through the design of the learning environment setting indoor and outdoor playground to optimize multiple intelligences of early childhood. The implementation of main learning environments to develop multiple intelligences in early childhood education institutions.
Keywords: Learning environment, Indoor Outdoor Playground, Multiple Intelligences, Early Childhood.
Tujuan penelitian untuk mengembangkan desain lingkungan belajar indoor dan outdoor playground terintegrasi untuk mengoptimalisasi multiple intelligences anak usia dini. Latar belakang penelitian adalah rendahnya kemampuan multiple intellegences anak usia dini. Pendekatan penelitian menggunakan penelitian dan pengembangan. Pengembangkan instrumen multiple intelligences diperlukan untuk mendukung pengaturan lingkungan belajar indoor dan outdoor playground. Melalui rancangan seting lingkungan belajar indoor dan outdoor playground untuk mengoptimalisasi multiple intelligences anak usia dini berdasarkan tahapan pengembangan. Implementasi rancangan lingkungan belajar indoor dan outdoor playground terintegrasi untuk mengembangkan multiple intelligences anak di lembaga pendidikan anak usia dini.
Kata Kunci: Lingkungan Belajar, Taman bermain Indoor-outdoor, macam-macam kecerdasan, anak Usia dini.
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Nurhadi, Nurhadi. "MULTIPLE INTELLIGENCES ANAK USIA DINI MENURUT AL-QUR’AN SURAT LUQMAN AYAT 12-19 (Kajian Filsafat Pendidikan)." Generasi Emas 1, no. 2 (October 30, 2018): 144. http://dx.doi.org/10.25299/ge.2018.vol1(2).2568.
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Multiple Intelligences and spiritual, emotional and intellectual intelligence in the study of Islamic education philosophy are called Imaniyah, Amaliyah and Fikriyah intelligence. This term the author (researcher) concludes from Islamic history about the intelligence of the servants of the Shari'a bearers (the Prophets and the Apostles), the intelligence of the companions of the Prophet and the Messenger of Allah and the intelligence of the ulama (mujtahid fiqh). In Surah Luqman verses 12-19, it contains the subjects of Faith, Aqeedah, Tawheed is Ottoman intelligence. Thanks to Allah Almighty, Prayers, Devotion to Parents is Amaliyah's intelligence. Responsible, Tolerance, Patience, Tawaduk, Amar Ma'ruf, Nahi Mungkar, Ta'at Ibadah are Intellectual intelligence. In accordance with their nature, even though early childhood children are required to receive comprehensive teaching on multiple intelligences because early childhood is naturally fit, therefore parents as teachers must first express that intelligence to their children. In order to wake up and be aware of the potential of our human beings as a servant of Allah SWT. Because early childhood is a golden age for children for the revival of the soul of the afterlife world.
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Watini, Sri, and Hady Efendy. "The Playing Method "ASYIK" Based on Multiple Intelligence in Learning Science Process at The Early Childhood Education Program (PAUD) Age 5-6 Years." Journal of Studies in Education 8, no. 1 (January 28, 2018): 51. http://dx.doi.org/10.5296/jse.v8i1.12108.
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Playing is a joyful activity and an inherent need for children so that children may learn many skills in pleasure without any pressure. Trough play, children will be well prepared for their environment and be ready on their next educational levels. Children’s intelligence is not only determined by a single score based on an intelligence test which measures the verbal, linguistic, and logical mathematical competence. Children also have an intelligence which is called multiple intelligences. This research held in order to apply play model "ASYIK" based on the multiple intelligences theory in science learning process for early childhood ages between 5-6 years old at Bekasi (South Bekasi, North Bekasi, East Bekasi and Musika Jaya). The location of this research was in several early childhood institutions, they are; PAUD An-Nursyihab Tambun, PAUD Al-Ikhlas Mustika Jaya, PAUD El-Kasysyaf Kayuringin Jaya and PAUD Cempaka Pekayon. This research held in almost 10 months from February until November 2014. The R&D Method was used for this research. It contains of 3 stages: method pre-development, method development and method application. This research concluded that none of the early childhood institution was using ASYIK method, especially in Bekasi. That's why this method became the newest innovation of science learning process in the early childhood institution.
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Prima, Ellen. "PENERAPAN PEMBELAJARAN ANAK USIA DINI BERBASIS KECERDASAN MAJEMUK (MULTIPLEINTELLIGENCES)." YINYANG: Jurnal Studi Islam, Gender dan Anak 12, no. 2 (December 29, 2017): 213–33. http://dx.doi.org/10.24090/yinyang.v12i2.2017.pp213-233.
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Abstract: Education is a very important thing for children or adults. Education becomes one of the capital for a person to be successful and able to achieve success in his life. Especially Early Childhood Education (PAUD) has developed rapidly. PAUD service is a coaching effort aimed at children from birth up to the age of six that is done through the provision of educational stimulus to assist growth and physical and spiritual development so that children have readiness in entering further education. Therefore, early childhood with their respective potential needs to be given a friendly learning and appreciate every potential of their intelligence. The purpose of this study is to improve the activity and creativity of early childhood education based on multiple intelligences and provide knowledge about the application of learning based on multiple intelligences. This research uses qualitative method of descriptive type. The results of this study indicate that the application of early childhood learning based on multiple intelligences requires educators must have the power of creativity by using various teaching methods that vary.Key words :learning, multiple intelligences, early childhood
Abstrak:Pendidikan adalah hal yang sangat penting untuk diperoleh anak-anak ataupun orang dewasa. Pendidikan menjadi salah satu modal bagi seseorang agar dapat berhasil dan mampu meraih kesuksesan dalam hidupnya. Khususnya Pendidikan Anak Usia Dini (PAUD) mengalami perkembangan yang pesat. Layanan PAUD merupakan suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. Oleh karena itu, anak usia dini dengan potensinya masing-masing perlu diberikan adanya pembelajaran yang ramah dan menghargai setiap potensi kecerdasan yang mereka miliki.Tujuan penelitian ini adalah untuk meningkatkan keaktifan dan kreativitas pembelajaran PAUD berbasis kecerdasan majemuk anak dan memberikan pengetahuan tentang penerapan pembelajaran berbasis kecerdasan majemuk. Penelitian ini menggunakan metode kualitatif jenis deskriptif. Hasil dari penelitian ini menunjukkan bahwa penerapan pembelajaran anak usia dini berbasis kecerdasan majemuk menuntut pendidik harus memiliki daya kreativitas dengan menggunakan berbagai metode pembelajaran yang bervariasi. Kata kunci : pembelajaran, kecerdasan majemuk, anak usia dini
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Safitri, Dewi Yuliana, Parlan Parlan, and Agus Rahmat. "Pelaksanaan Konsep Kecerdasan Jamak Pada learning centers Di PAUD Dellia Creative School Kota Bengkulu." Journal Of Lifelong Learning 3, no. 1 (July 13, 2020): 64–71. http://dx.doi.org/10.33369/joll.3.1.64-71.
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This study aims to describe: (1)the Implementation of multiple intelligences concept in learning center at education for early age Dellia creative school and; (2) Supporting factors and the inhibiting implementation of multiple intelligences concept at learning center in education for early age Dellia creative school. The Implementation concept of multiple intelligences in the learning center defined as a process of applying innovative methods of learning in early childhood using centers based on the plural intelligence of children in early age. This research is descriptive research with qualitative approach. The subjects of this study were the managers/principals and also the educators of dellia education for early age creative school. The data were collected using observation method, interview, and documentation. The Researcher are the main instruments in conducting this research assisted by observation guides, interview guides, and documentation guidelines. The Techniques used in data analysis are data reduction, data display, and taking the conclusion. The Triangulation done to explain the validity of the data using source of triangulation.The results of the research indicate that: 1) the Implementation consept of multiple intelligences at learning center in education for early age Dellia creative school is done in three stages: (a) planning includes making RKH (daily lesson plan) and RKM (weekly lesson plan), but the planning itself is not written in RKH (daily lesson plan), the kinds of multiple intelligence development; (B) the implementation includes four footholds: first is footholds of the main environmental, second is the pre-game experience, third is the current playing ground and the last is foothold of the after-play experience. The Plural intelligence developement can be identified from the type of offered play by the educator; (C) the assessment is performed by observation, checklists, anecdotes and assignments packed in middle of semester and the ends of semester reports. 2) the supporting factors of the implementation center approched based on multiple intelligence is: (a) the instruments and the materials are adjusted to the level of child development achievement; (B)a good cooperation between the educators, employees and parents of education for early age Dellia creative schools, while the inhibiting factors are: (a) the changing of learners mood; (b) the lack of teaching personnel.Keywords: multiple intelegences, center, learning
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Lowenthal, Barbara. "Useful Early Childhood Assessment: Play‐Based, Interviews and Multiple Intelligences." Early Child Development and Care 129, no. 1 (January 1997): 43–49. http://dx.doi.org/10.1080/030044397012901004.
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Kim, Eun-kyung. "Exploring the value of early childhood education ‘Cheo-yong-mu’ in terms of multiple intelligences." JOURNAL OF THE RESEARCH INSTITUTE FOR SILLA CULTURE 53 (February 28, 2019): 137–63. http://dx.doi.org/10.37280/jrisc.2019.02.53.137.
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Kamilah, Siti. "Implementasi Pendekatan Multiple Intelligence dalam Pembelajaran Anak Usia Dini di Playgroup & Kindergarten Ananda Mentari Yogyakarta." Yinyang: Jurnal Studi Islam Gender dan Anak 14, no. 2 (December 10, 2019): 291–310. http://dx.doi.org/10.24090/yinyang.v14i2.3137.
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Penelitian ini untuk mendeskripsikan Implementasi Pendekatan Multiple Intelligences dalam Pembelajaran Anak Usia Dini, yang terdiri atas: perencanaan pembelajaran, pelaksanaan pembelajaran, dan evaluasi pembelajaran kelas di Playgroup dan Kindergarten Ananda Mentari Condongcatur, Yogyakarta. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek dari penelitian ini yaitu 1 kepala sekolah, 2 guru kindergarten, 1 tenaga kependidikan, 1 guru toddler. Objek penelitian yaitu Implementasi Multiple Intelligences dalam pembelajaran Anak Usia Dini. Teknik pengumpulan data yang dilakukan menggunakan wawancara terstruktur, observasi, dokumentasi serta catatan lapangan. Instrument penelitian menggunakan model interaktif yang meliputi reduksi data, penyajian data dan penarikan kesimpulan. Keabsahan data penelitian diuji dengan menggunakan triangulasi teknik dan triangulasi sumber. Hasil penelitian menunjukan bahwa: (1) Perencanaan program pembelajaran denga pendekatan Multiple Intelligences menggunakan kurikulum yang diadaptasi dari 4 negara, (2) Pelaksanaan kegiatan pembelajaran melalui pendekatan Multiple Intelligences diintegrasikan ke dalam materi pembelajaran yang disusun dalam break down kurikulum (garis besar kurikulum) dalam setiap minggunya, metode dan materi untuk anak didik menggunakan bahasa Inggris. (3) Evaluasi pembelajaran dilakukan menggunakan checklist dan anekdot sesuai usia perkembangan anak serta pengembangan pendekatan multiple intelligences dilakukan dengan bermain peran, bernyanyi, bercerita, karya wisata, melibatkan anak secara langsung dalam membuat proyek, berdiskusi, outbond, Student-Led Conference dan seterusnya. Pembelajaran yang melibatkan seluruh kecerdasan anak didik akan berdampak positif bagi masa depan anak, serta meningkatkan percaya diri anak, sehingga ia bisa berkata “ I can doing, I can try. (4) Faktor pendukung Pembelajaran Multiple Intelligences adalah kerjasama antar guru dan parents club. (5) Faktor penghambat Pembelajarn Multiple Intelligences adalah persaingan dengan sekolah lain yang menggunakan kurikulum lokal, area bermain yang sempit, dan sulit mencari guru yang memahami Multiple Intelligences anak.
Kata Kunci: Multiple Intelligences, Pembelajaran, Anak Usia Dini
ABSTRACT
This research is to describe the Implementation of Multiple Intelligences Approach in Early Childhood Learning, which consists of: learning planning, learning implementation, and evaluation of classroom learning in Playgroup and Kindergarten Ananda Mentari Condongcatur, Yogyakarta. This research uses descriptive method with a qualitative approach. The subjects of this study were 1 principal, 2 kindergarten teachers, 1 education staff, 1 toddler teachers. The object of research is the application of Multiple Intelligences in Early Childhood learning. Data collection techniques were carried out using structured interviews, observations, documentation and field notes. The research instrument uses an interactive model that includes data reduction, data presentation and drawing conclusions. The validity of the research data was tested using triangulation techniques and source triangulation. The results of the study show that: (1) Planning of learning programs using the Multiple Intelligences approach uses a curriculum adapted from 4 countries, (2) The implementation of learning activities through the Multiple Intelligences approach is integrated into learning materials compiled in the curriculum break down (curriculum outline) in every week, methods and materials for students use English. (3) Evaluation of learning is carried out using checklists and anecdotes according to the age of child development and the development of multiple intelligences approaches is done by playing roles, singing, telling stories, field trips, involving children directly in making projects, discussions, outbound, Student-Led Conference and so on. Learning that involves all the intelligence of students will have a positive impact on the child's future, and increase children's confidence, so he can say "I can do, I can try. (4) Supporting factors for Learning Multiple Intelligences is collaboration between teachers and parents clubs. (5) The inhibiting factor for Learning Multiple Intelligences is competition with other schools that use local curriculum, narrow playing areas, and it is difficult to find teachers who understand the Multiple Intelligences of children.
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Mutmainnah, Mutmainnah. "PEMIKIRAN PROGRESIVISME DAN PEMIKIRAN EKSISTENSIALISME PADA PENDIDIKAN ANAK USIA DINI (Dalam Pembelajaran Bcct Pamela Phelps)." Gender Equality: International Journal of Child and Gender Studies 6, no. 1 (March 31, 2020): 13. http://dx.doi.org/10.22373/equality.v6i1.5918.
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Early childhood education is usually better known as education that emphasizes playing while learning, by playing the child has been learning. One of the learning models in PAUD is the center and circle model which is a teaching approach that places children in a proportional position. The concept of early childhood education takes the form of play because play is a child's world. The point is playing is learning, and learning is playing. The implementation of learning in PAUD with the BCCT approach model is learning that focuses on activities in centers to optimize the multiple intelligences that must be developed in children. In the BCCT approach there are seven learning centers, namely preparatory centers, beam centers, major role playing centers, small role playing centers, natural material centers, art centers and imtaq centers. Progressivism is education that emphasizes the ability of children to be able to deal with social life in a community environment, is also a flow of educational philosophy that supports changes in the implementation of education. Existentialism is a philosophical school that prioritizes human freedom to actualize itself. This view of existentialism is that education is an attempt to liberate humanity from the things that bind it up so that the realization of human existence towards a more humane and civilized. Education aims to shape people into people who are moral, intelligent and can be responsible. Through education, children are expected to have a good attitude, extensive knowledge, and optimal skills.
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Sunan, Siphai, Supandee Terdsak, Raksapuk Chunpit, Poopayang Piangkhae, and Kratoorerk Sangsan. "The development of multiple intelligence capabilities for early childhood development center, local administration organization in Chaiyaphum province." Educational Research and Reviews 12, no. 2 (January 23, 2017): 94–100. http://dx.doi.org/10.5897/err2016.3059.
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Umayah, Siti, and Suyadi Suyadi. "Pengembangan Kurikulum Berbasis Nusantara dan Internasional di PAUD Fastrack Funschool Yogyakarta." JECED : Journal of Early Childhood Education and Development 2, no. 1 (April 15, 2020): 1–12. http://dx.doi.org/10.15642/jeced.v2i1.505.
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Early childhood education is a children's educational institution that has the aim of learning to develop children's intelligence by using a variety of innovative learning programs. The purpose of this study was to find out how the development of an archipelago-based and international curriculum program in learning was implemented at Fastrack Funschool Yogyakarta. From the results of research conducted by researchers show that in the learning process applying the archipelago curriculum program uses learning with multiple intelligence methods, in which developing linguistic intelligence, logical mathematical intelligence, spatial visual intelligence, musical intelligence, kinesthetic intelligence, iterpersonal intelligence, intrapersonal intelligence, natural intelligence, and, spiritual intelligence whereas in the international curriculum the learning model of seven habits of successful people includes being a proactive person, setting clear targets, working according to priorities, always thinking of profitable ways, trying to understand and then understanding, creating synergies, and always taking time to improve The ability of these multitude of intelligence and habituation is considered to be very effective in learning in early childhood education institutions at Fastrack Funschool Yogyakarta.
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Ernawati, Ernawati, Hana Tsurayya, and Abdul Rahman A. Ghani. "Multiple intelligence assessment in teaching English for young learners." Research and Evaluation in Education 5, no. 1 (June 27, 2019): 21–29. http://dx.doi.org/10.21831/reid.v5i1.23376.
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There are many schools in Indonesia that provide English as one of their subjects. English has been taught from elementary schools, even in Kindergarten. Ironically, teaching English in most rural schools still uses a conventional method such as memorizing and translating. Many teachers cannot afford to provide well-designed, meaningful exercises for students to use on a one-to-one learning basis. As a result, students seem not having interest in learning English. Based on this reason, this study was conducted to identify students’ intelligence through Multiple Intelligence Assessment to get effective approach in teaching English for young learners. The participants are an English teacher and students at an early childhood education center. This research focuses on presenting a deep description of the Multiple-Intelligence assessment to identify students’ intelligence in order to get an effective way of teaching English for young learners. In collecting the data, three instruments were used: observation, interview, and document analysis. The findings of this study show that students have different interests and nature; some students love singing, some others enjoy drawing, and others like role-playing. Multiple-Intelligence Assessment helps the teachers to identify students’ interests and bring them building some learning activities to attract them in learning English.
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Sari, Novi Engla, and Dadan Suryana. "Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 43–57. http://dx.doi.org/10.21009/10.21009/jpud.131.04.
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The challenge for early childhood educators to be able to provide a touch of education that is creative, innovative, smart, and fun to develop children's intelligence optimally. This study aims to develop Thematic Pop-Up Book products as learning media for the development of Early Childhood languages. The research subjects were 15 participants in class B6 of Khaira Ummah Islamic Kindergarten in the City. The research and development used data analysis using descriptive statistical analysis techniques. The results of the validity test and the practicality of the development of Pop-Up Book media at Khaira Ummah Islamic Kindergarten in Padang City were declared valid by media experts with an average score of 95%. Media Thematic Pop-Up Books, about Healthy and Unhealthy Foodstuffs were also declared valid by material experts with an average score of 95%. The results of the trial of thematic Pop-Up book products in Khaira Kindergarten Islamic Ummah were stated as a practical medium for children with a percentage increase in the test reaching 96%. Based on these results indicate that Pop-Up Book media products get a positive response from children and teachers. Media Pop-Up Book for further research can be used as a medium to improve children's cognitive, and interest in reading.
Key Words: Thematic Pop-up Book, Early Childhood Education, Language Development
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Rusydi, Muhamad Fatih. "Implementasi Profetik Prenatal dan PAUD." Al-Hikmah : Indonesian Journal of Early Childhood Islamic Education 4, no. 1 (July 3, 2020): 10–21. http://dx.doi.org/10.35896/ijecie.v4i1.107.
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This study aims to describe: 1) How is Prophetic Implementation in education? 2) What are the Prenatal and PAUD Education Stages? 3) How is the Prenatal and PAUD Prophetic Implementation? The data collection method is in the form of a literature study (library reseach) whose writing process uses the collection of books, journals and the results of several previous studies that support the theme of this authorship.
The results showed: 1) In prophetic implementation into education, there is a character in someone who is very decisive for someone in self-development, both in terms of mental and moral aspects 2) Stages of prenatal education and early childhood education are a form of education that focuses on laying the foundation towards growth and development of both motor coordination (smooth and rough), emotional intelligence, plural intelligence (Multiple Intelligence) and spiritual intelligence. 3) Prophetic implementation in prenatal and PAUD is a form of parent stimulation to children such as parental assistance and supervision of what the child feels or hears.
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Ruan-Iu, Linda, Laura L. Pendergast, Muneera Rasheed, Fahmida Tofail, Erling Svensen, Angelina Maphula, Reeba Roshan, et al. "Assessing Early Childhood Fluid Reasoning in Low- and Middle-Income Nations: Validity of the Wechsler Preschool and Primary Scale of Intelligence Across Seven MAL-ED Sites." Journal of Psychoeducational Assessment 38, no. 2 (May 20, 2019): 256–62. http://dx.doi.org/10.1177/0734282919850040.
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An adapted version of the Wechsler Preschool and Primary Scale of Intelligence—Third Edition (WPPSI-III) was administered to assess cognitive functioning among 1,253 5-year-old children from the Malnutrition and Enteric Disease (MAL-ED) study—an international, multisite study investigating multiple aspects of child development. In this study, the factor structure and invariance of the WPPSI-III were examined across seven international research sites located in Bangladesh, Brazil, India, Nepal, Pakistan, South Africa, and Tanzania. Using a multiple indicator multiple cause (MIMIC) modeling approach, the findings supported the validity of a fluid reasoning dimension (comprised of block design, matrix reasoning, and picture completion subscales) across each of the seven sites, although the scores were noninvariant. Accordingly, these scores are recommended for research purposes and understanding relationships between variables but not for mean comparisons or clinical purposes.
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Willoughby, Michael T., Brooke Magnus, Lynne Vernon-Feagans, and Clancy B. Blair. "Developmental Delays in Executive Function from 3 to 5 Years of Age Predict Kindergarten Academic Readiness." Journal of Learning Disabilities 50, no. 4 (January 11, 2016): 359–72. http://dx.doi.org/10.1177/0022219415619754.
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Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children’s academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of children who were at pronounced risk for academic impairment in kindergarten. Using data that were collected at the age 3, 4, and 5 home assessments in the Family Life Project ( N = 1,120), growth mixture models were used to identify 9% of children who exhibited impaired EF performance (i.e., persistently low levels of EF that did not show expected improvements across time). Compared to children who exhibited typical trajectories of EF, the delayed group exhibited substantial impairments in multiple indicators of academic readiness in kindergarten (Cohen’s ds = 0.9–2.7; odds ratios = 9.8–23.8). Although reduced in magnitude following control for a range of socioeconomic and cognitive (general intelligence screener, receptive vocabulary) covariates, moderate-sized group differences remained (Cohen’s ds = 0.2–2.4; odds ratios = 3.9–5.4). Results are discussed with respect to the use of repeated measures of EF as a method of early identification, as well as the resulting translational implications of doing so.
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Hadi, Sunandar Azma'ul. "Meningkatkan Kecerdasan Kognitif Anak Usia Dini melalui Pendidikan Seni Melukis." MANAZHIM 3, no. 1 (February 27, 2021): 32–39. http://dx.doi.org/10.36088/manazhim.v3i1.1040.
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This type of research is a quasi-experimental which is included in quantitative research with posttest design only control desaign. The subjects in this study were 46 students consisting of experimental and control classes. Class A control (22 people) and class B experiment (24 people). The test instrument used in this study was a multiple choice question sheet. The results were analyzed using the t test. The results of the research analysis show that painting education can be used to improve early childhood cognitive abilities. The analysis conducted using SPSS showed that cognitive intelligence between groups A and B obtained a significant value of 0.762. Because the significant value is > 0.05, the hypothesis of this study is accepted.
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Pujianti, Yuli, Hapidin Hapidin, and Indah Juniasih. "The The Effectiveness of Using Mind Mapping Method to Improve Child Development Assessment." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 172–86. http://dx.doi.org/10.21009/10.21009/jpud.131.13.
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This study aims to determine the effectiveness of using mind mapping method in improving early childhood educator’s skill in mastering the child development assessment. This research is quasi-experimental using a pre-test and post-test design. The population was the entire classes of early childhood education training held by LPK Yayasan Indonesia Mendidik Jaka Sampurna at Cileungsi, Bogor. The participants were 45 early childhood educators. This study used three research methods which are implemented from learning methods in child development assessment was as pre-test and post-test. Data were collected by using two instruments to measure early childhood educators for child development assessment. The data were analysed by using t-test to measures the differences data in pre-test and post-test. The results showed that the use of mind mapping methods can help early childhood educators to improve their mastery of the development assessment concept which averages 51.9 percent. It showed significant results with ttest value is 18,266 (N = 10, α = 0,0). This capacity building is reinforced by various qualitative findings which arise from early childhood educators’ awareness to change the old learning style into learning by mind mapping method as a learning method that follows how the brain works. This study also found that early childhood educators as adults who are in the stage of formal thinking have shown an understanding that mind mapping method are appropriate, fast, easy and practical in mastering various development assessment concepts. Early childhood educators believe that they can use the method for mastering other material concepts.
Keywords: Assessment, Brain-based teaching, Mind mapping
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Neira-Piñeiro, María del Rosario, María Esther Del Moral, and Inés Fombella-Coto. "Aprendizaje inmersivo y desarrollo de las inteligencias múltiples en Educación Infantil a partir de un entorno interactivo con realidad aumentada/ Immersive learning and multiple intelligences development in early childhood education by means of an interactive environment with augmented reality." Magister 31, no. 2 (February 11, 2020): 1. http://dx.doi.org/10.17811/msg.31.2.2019.1-8.
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La apuesta por una educación inmersiva exige crear escenarios multisensoriales e interactivos, combinando elementos reales con virtuales, que propicien el uso de tecnologías emergentes e inviten a la realización de tareas enriquecedoras. Este estudio pretende determinar la potencialidad de una propuesta didáctica –dirigida a Educación Infantil– para propiciar un aprendizaje inmersivo que impulse las inteligencias múltiples. Se adopta una metodología cualitativa, centrada en el estudio de caso único de tipo holístico con carácter descriptivo. Se analiza tanto el entorno físico creado –inspirado en un álbum y enriquecido con realidad aumentada (RA)–, como el conjunto de actividades integradas en la propuesta. Por un lado, se examina el poder inmersivo y la capacidad interactiva del entorno y sus componentes y, por otro, su capacidad para involucrar a los sujetos en la ejecución de tareas prácticas –inspiradas en el learning by doing–, inferida a partir del nivel de implicación cognitiva requerido y las inteligencias activadas. Los resultados subrayan el carácter inmersivo del entorno, logrado gracias a la estimulación multisensorial y la interacción promovida. Asimismo, el potencial de la propuesta radica en su capacidad para activar todas las inteligencias, estimulando habilidades cognitivas de diferentes niveles, mediante actividades con y sin RA.
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Dhamayanti, Yuni, and Suparno Suparno. "Keefektifan PAUD inklusi pada kesiapan anak memasuki sekolah dasar." Jurnal Pendidikan dan Pemberdayaan Masyarakat 2, no. 1 (March 1, 2015): 107. http://dx.doi.org/10.21831/jppm.v2i1.4847.
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Penelitian ini bertujuan untuk mengetahui keefektifan PAUD penyelenggara pendidikan inklusif pada tingkat kesiapan anak dalam memasuki Sekolah Dasar. Penelitian ini dilakukan menggunakan pendekatan kualitatif, dan dilakukan di Labschool Rumah Citta yang merupa-kan PAUD penyelenggara pendidikan inklusif. Hasil penelitian adalah sebagai berikut. (1) Labschool Rumah Citta adalah PAUD dengan model pendidikan inklusif yang memfasilitasi anak-anak dari berbagai latar belakang sosial, budaya, ekonomi, agama, ras, dan kemampuan, termasuk anak berkebutuhan khusus. (2) Kurikulum Labschool Rumah Citta merupakan kuri-kulum yang disusun secara mandiri berdasarkan tahapan perkembangan anak, mengacu pada aspek-aspek perkembangan anak, serta memiliki beberapa kekhasan: inklusif, berpusat pada anak, mengembangkan kecerdasan jamak, pendidikan nilai, ramah lingkungan hidup, meng-hormati kearifan lokal, mandiri, dan keadilan gender. (3) Labschool Rumah Citta mengguna-kan pendekatan pembelajaran yang berorientasi dan berpusat pada anak/siswa (student-centered approach), serta menerapkan metoda pembelajaran yang mendorong kesiapan anak untuk memasuki SD, yang meliputi: main peran, praktek langsung, diskusi, kerja sama, peme-cahan masalah, ataupun kunjungan. (4) Kurikulum inklusi, yang ramah terhadap semua anak dan metode pembelajaran yang berpusat pada anak, efektif untuk mendorong kesiapan anak dalam memasuki SD.Kata kunci: PAUD inklusif, kesiapan sekolah anak The Effectiveness of Inclusive Early Childhood Care and Development (ECCD) on School Readiness of Child to Enter Primary School AbstractThis research aims to reveal the effectiveness of the inclusive ECCD on the level of child readiness to enter primary school. This research was conducted qualitive approach. The object was Labschool Rumah Citta, the ECCD that implemented inclusive learning. The results of the study are as follows. (1) Labschool Rumah Citta is and ECCD applying the inclusive education model, and ready to facilitate children from different social backgrounds, cultures, economy, religions, races, and capabilities, including the children with special needs. (2) The curriculum of Labschool Rumah Citta is compiled independently based on child development aspect, and has several peculiarities: inclusive, centered on children, developing multiple intelligence, values education, eco-friendly living, respect of local wisdom, independence, and gender. (3) Labschool Rumah Citta uses the student-centered approach and applies the methods of learning which encourage child's readiness to enter primary school, including: role play, direct practice, discussions, teamwork, problem solving, and visits. (4) The inclusive curriculum, which is child friendy and the learning methods that are suitable, with the characteristics of early childhood, is effective in encouraging children to enter primary school.Keywords: inclusive early childhood care and development care, school readiness of child
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Agustin, Mubiar, Ryan Dwi Puspita, Dinar Nur Inten, and Ruli Setiyadi. "Early Detection and Stimulation of Multiple Intelligences in Kindergarten." International Journal of Instruction 14, no. 4 (October 1, 2021): 873–90. http://dx.doi.org/10.29333/iji.2021.14450a.
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Ardiansyah, Ardiansyah. "MENGEMBANGKAN KECERDASAN MULTIPLE INTELLEGENCE ANAK USIA DINI." Musawa: Journal for Gender Studies 13, no. 1 (June 30, 2021): 106–33. http://dx.doi.org/10.24239/msw.v13i1.742.
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The golden age is a period that cannot be repeated again. This period also determines the life of a human being in the future. When learning there are aspects that experience development, namely cognitive, abstract thinking, creative thinking, social-emotional, motor, language or communication, and can also develop creativity. So from this aspect it can improve the development of children's multiple intelligences. Multiple Intelligences include verbal linguistics, logical-mathematical, visual spatial, musical, kinetic, intrapersonal, interpersonal, naturalist and existential. The purpose of this study is to analyze how multiple intelligences can be developed in early childhood. With this research, parents can recognize the intelligence of children and even direct and develop intelligence to the fullest. This research is a qualitative research with literature study. The results of this study are Multiple Intelligence in the aspect of linguistic intelligence and Interpersonal intelligence is very important to be developed in early childhood, because it becomes a bridge in developing children's intelligence, the development of linguistic intelligence provides communication and socialization skills and expresses children to the outside world, while Interpersonal intelligence provides the ability to manage emotional-social so that it becomes a controller for children in thinking and acting towards maturity.
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Ardiansyah, Ardiansyah, and Moh. Alamsyah. "MENGEMBANGKAN KECERDASAN MULTIPLE INTELLEGENCE ANAK USIA DINI." Musawa: Journal for Gender Studies 13, no. 1 (June 30, 2021): 106–33. http://dx.doi.org/10.24239/msw.v13i1.746.
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The golden age is a period that cannot be repeated again. This period also determines the life of a human being in the future. When learning there are aspects that experience development, namely cognitive, abstract thinking, creative thinking, social-emotional, motor, language or communication, and can also develop creativity. So from this aspect it can improve the development of children's multiple intelligences. Multiple Intelligences include verbal linguistics, logical-mathematical, visual spatial, musical, kinetic, intrapersonal, interpersonal, naturalist and existential. The purpose of this study is to analyze how multiple intelligences can be developed in early childhood. With this research, parents can recognize the intelligence of children and even direct and develop intelligence to the fullest. This research is a qualitative research with literature study. The results of this study are Multiple Intelligence in the aspect of linguistic intelligence and Interpersonal intelligence is very important to be developed in early childhood, because it becomes a bridge in developing children's intelligence, the development of linguistic intelligence provides communication and socialization skills and expresses children to the outside world, while Interpersonal intelligence provides the ability to manage emotional-social so that it becomes a controller for children in thinking and acting towards maturity.
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Rivenbark, Joshua, Louise Arseneault, Avshalom Caspi, Andrea Danese, Helen L. Fisher, Terrie E. Moffitt, Line J. H. Rasmussen, Michael A. Russell, and Candice L. Odgers. "Adolescents’ perceptions of family social status correlate with health and life chances: A twin difference longitudinal cohort study." Proceedings of the National Academy of Sciences 117, no. 38 (January 6, 2020): 23323–28. http://dx.doi.org/10.1073/pnas.1820845116.
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Children from lower-income households are at increased risk for poor health, educational failure, and behavioral problems. This social gradient is one of the most reproduced findings in health and social science. How people view their position in social hierarchies also signals poor health. However, when adolescents’ views of their social position begin to independently relate to well-being is currently unknown. A cotwin design was leveraged to test whether adolescents with identical family backgrounds, but who viewed their family’s social status as higher than their same-aged and sex sibling, experienced better well-being in early and late adolescence. Participants were members of the Environmental Risk Longitudinal Twin Study, a representative cohort of British twins (n= 2,232) followed across the first 2 decades of life. By late adolescence, perceptions of subjective family social status (SFSS) robustly correlated with multiple indicators of health and well-being, including depression; anxiety; conduct problems; marijuana use; optimism; not in education, employment, or training (NEET) status; and crime. Findings held controlling for objective socioeconomic status both statistically and by cotwin design after accounting for measures of childhood intelligence (IQ), negative affect, and prior mental health risk and when self-report, informant report, and administrative data were used. Little support was found for the biological embedding of adolescents’ perceptions of familial social status as indexed by inflammatory biomarkers or cognitive tests in late adolescence or for SFSS in early adolescence as a robust correlate of well-being or predictor of future problems. Future experimental studies are required to test whether altering adolescents’ subjective social status will lead to improved well-being and social mobility.
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Lukman, Lukman. "AKTUALISASI MULTIPLE INTELLIGENCES PADA ANAK USIA 5-6 TAHUN MELALUI PERMAINAN OUTBOUND DI TAMAN KANAK-KANAK ISLAM PELANGI ANAK NEGERI YOGYAKARTA." PELANGI: Jurnal Pemikiran dan Penelitian Islam Anak Usia Dini 1, no. 1 (August 23, 2019): 20–35. http://dx.doi.org/10.52266/pelangi.v1i1.277.
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This research is titled the actualization of multiple intelligences in children aged 5-6 years through outbound games in the Rainbow Islamic Kindergarten of Yogyakarta State Children. With the aim of analyzing and knowing the results of developing the multiple intelligences approach. This research is expected to contribute positively to the development of Early Childhood learning, especially in multiple intelligences learning in outbound games for Early Childhood, as well as reference material for Rainbow IslamicKindergarten, Yogyakarta Children and the wider community. This type of research is research (field research), namely researchers conduct direct research on the object under study and data collection found in the field. This research includes the type of qualitative research, namely research that intends to understand the phenomenon of what is experienced by the subject of research such as behavior, perceptions, motivations, actions, and others. Data collection techniques were carried out by observing passive participation, through observation, interviews and documentation, and triangulation. After the data is obtained, it checks the validity of the data, analyzes the data with steps of data reduction, data presentation, conclusions, and verification of data. Development of outbound learning is designed sothat children do not feel bored receiving learning in the classroom. The results of the research findings are: first, children can explore and express multiple intelligence in each playing activity using four types of steps,namely; (a) at the time of environmental arrangement, (b) on the footing before playing (circle time1), (c) during playing activities, (d) when stepping after playing (circle time 2 / recalling). Every outbound game always provides communication, counting, gesture, social, cooperation, naturalist, and moral values for children’s development. Second, supporting factors in the actualization of multiple intelligences in Early Childhood Through Outbound Games include; a conducive Taman Kanak environment, creative teachers, game tools that are already available, then supplemented with adequate facilities and infrastructure. While the inhibiting factors in the actualization of multiple intelligences in Early Childhood throughoutbound games include; the absence of good cooperation between teachers and parents of students, community environment, family environment, the presence of social media, and technological sophistication, so that children are very difficult to monitor.
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Hasanah, Uswatun. "PENGEMBANGAN KECERDASAN JAMAK PADA ANAK USIA DINI." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 4, no. 1 (January 16, 2017): 1. http://dx.doi.org/10.21043/thufula.v4i1.1938.
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<p>Multiple intelligences development in early childhood is a learning process that will be developed by early childhood educators in the implementation of learning educators who want to teach a subject matter, then the educators to teach in accordance with the trend of learning styles of learners. Because in one classroom there are some students who each have different intelligences. This research on multiple intelligence development in early childhood.</p><p> </p><p>The purpose of this study were (1) to determine the definition of multiple intelligences; (2) to determine the types of multiple intelligences; (3) to implement learning activities focused on the development of intelligence plural (multiple intelligences).</p><p> </p><p>This paper use a qualitative approach (library research). It try to gain an understanding of the holistic about the problems being faced by the reality (Sugiyono (2010: 1). The method of this study appeared as a paradigm shift in looking at reality or phenomena or symptoms.</p><p> </p><p>Every school should be able to develop intelligence potential of each child. Paradigm of intelligence and child's success is only assessed on IQ or mark, whereas the concept of multiple intelligences is, Howard Gardner argues that each student is intelligent. And intelligence is not just one, but plural. The type rather than the multiple intelligences include, among others: (1) Intelligence of logic or mathematics is the intelligence in terms of numbers and logic. ; (2) The language or linguistic intelligence is the intelligence of word processing, or the ability to use words effectively both orally and in writing. ; (3) visual-spatial intelligence is one part of the plural intelligence which is closely linked to the ability to visualize images; (4) musical intelligence is the ability to handle musical forms; (5) Physical intelligence is an intelligence which currently use are capable of doing great movements, such as running, dancing .; (6) The naturalist intelligence is the expertise to identify and categorize the species (flora and fauna) in the surrounding neighborhood .; (7) intrapersonal intelligence is the ability of ourselves to think reflectively; (8) Interpersonal intelligence is to think by communicating with others; (9) an existential intelligence is the ability to feel and appreciate the variety of spiritual experiences on the appropriate lesson or understanding of faith in God.</p>
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Fadlillah, M., Rochmat Wahab, Yulia Ayriza, Lailatu Rohmah, and Erif Ahdhianto. "Parenting Patterns for Developing Early Childhood Multiple Intelligences: A Study of Phenomenology in Indonesia." Universal Journal of Educational Research 8, no. 11B (November 2020): 5704–15. http://dx.doi.org/10.13189/ujer.2020.082204.
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Adah Agana, Moses, and Ruth Wario. "A Fuzzy Skill Predictor for Early Childhood Educators." International Journal of Engineering & Technology 7, no. 3.19 (September 7, 2018): 49. http://dx.doi.org/10.14419/ijet.v7i3.19.16986.
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This study presents a model of a two-input single output (TISO) Fuzzy Skill Predictor based on Howard Gardner’s theory of multiple intelligences to assist early childhood educators in discovering latent skills in children of early school age as to tailor them towards professional skill development in their future lives. The skill prediction system was developed in two phases beginning with the generation of weighted fuzzy rules and then followed by the development of a fuzzy rule-based decision support system. The Mamdani Fuzzy inference model in MATLAB was used in implementing the system using weighted attributes of intelligence and ability to determine skills. The system was tested with hypothetical data based on Howard Gardner’s theory of multiple intelligence and was found useful for predicting skills based on the parameters used. The system was validated using early school academic records of 7 randomly sampled undergraduates studying various courses in the university. Though limited entries were used to test the system, the model is robust and can be easily modified to accommodate more entries and rules to predict as many skills as possible.
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Smith, Anne B. "Children's Rights and Early Childhood Education." Australasian Journal of Early Childhood 32, no. 3 (September 2007): 1–8. http://dx.doi.org/10.1177/183693910703200302.
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THERE IS STILL RESISTANCE and hostility within some circles to the United Nations Convention on the Rights of the Child (the Convention), but professionals working with children should be familiar with rights principles and their use in advocating for change. A rights perspective fits well with the new paradigm of Childhood Studies, which is critical of developmental psychology and recognises multiple childhoods, children's agency and competency, and the primacy of children's lived experience. The Convention has been used in advocating for reforms in early childhood services in New Zealand. One example is the development and implementation of our early childhood education curriculum, Te Whariki. The second example is New Zealand's Strategic Plan for Early Childhood Education (Ngā Huarahi Arataki), which is focused on improving early childhood education quality and participation. It is argued that child advocacy for better early childhood education policies can be strengthened by the use of the Convention.
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Wimpelberg, Robert K., Kippy I. Abroms, and Carol L. Catardi. "Multiple Models for Administrator Preparation in Early Childhood Special Education." Topics in Early Childhood Special Education 5, no. 1 (April 1985): 1–14. http://dx.doi.org/10.1177/027112148500500102.
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Dunham, Nicola. "Multiple Identities of Field-Based Early Childhood Education Student Teachers." New Zealand Journal of Educational Studies 53, no. 2 (August 17, 2018): 275–88. http://dx.doi.org/10.1007/s40841-018-0116-5.
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Murni, Sukma, and Siti Ruqoyyah. "DEVELOPMENT OF TEACHING MATERIALS USING A REALISTIC MATHEMATICS EDUCATION APPROACH IN A MULTIPLE INTELLIGENCES PERSPECTIVE OF ELEMENTARY SCHOOL STUDENTS." PrimaryEdu - Journal of Primary Education 4, no. 2 (September 30, 2020): 208. http://dx.doi.org/10.22460/pej.v4i2.1912.
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AbstractThe background of this research is that thinking skills and awareness of the importance of mathematics need to be taught and trained to students from an early age because in everyday life many things are related to thinking skills and awareness of the importance of mathematics. The purpose of this study was to determine the effectiveness of teaching materials using the RME approach in the perspective of elementary school students' multiple intelligences. The method used is descriptive qualitative research with the study population is all elementary schools in the city of Cimahi. The instruments used in this study were written tests, observation, and documentation which were carried out at the pretest and posttest stages. The results of the research achieved were an increase in thinking skills and awareness of elementary students in learning mathematics and the availability of teaching materials using the RME approach. Keywords: Realistic Mathematics Education, Multiple Intelligences, Mathematics Learning.
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Shearer, C. Branton. "A Detailed Neuroscientific Framework for the Multiple Intelligences: Describing the Neural Components for Specific Skill Units within Each Intelligence." International Journal of Psychological Studies 11, no. 3 (June 19, 2019): 1. http://dx.doi.org/10.5539/ijps.v11n3p1.
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The concept of intelligence has been debated since introduction of IQ tests in the early 1900s. Numerous alternatives to unitary intelligence have achieved limited acceptance and IQ remains the predominant theoretical basis for schooling. Multiple intelligences theory (Gardner, 1983), despite criticism it lacks experimental validity, has had sustained interest by educators worldwide as a means of personalizing instruction and curriculum. The neuroscientific evidence for the intelligences has not been updated since 1983. This investigation reviewed 417 neuroscientific studies examining neural correlates for skill units within seven intelligences. Neural activation patterns demonstrate each skill unit has its own unique neural underpinnings as well as neural features shared with other skill units within its designated intelligence. These patterns of commonality and uniqueness provide richly detailed neural architectures in support of MI theory as a scientific model of human intelligence. This conclusion is supported by four previous studies revealing extensive neural evidence that MI theory distinguishes among ability groups and several cognitive qualities (Shearer and Karanian, 2017). The emerging field of educational cognitive neuroscience strives to bridge the gap between laboratory findings and classroom instruction. MI theory aligns with advances in understanding how the mind and brain interact providing a practical interface between the art of teaching and neuroscience. A neuroscientific model of the multiple intelligences brings us closer to the goal of personalizing education by understanding the unique neuro-cognitive profiles of all students. These findings, coupled with advanced technologies, point the way forward to bring MI-inspired education to all students.
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Larson, Joanne. "Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School." Theory Into Practice 45, no. 4 (November 2006): 319–29. http://dx.doi.org/10.1207/s15430421tip4504_5.
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Maher, Marguerite, and Lisa Buxton. "Early Childhood Education at the Cultural Interface." Australian Journal of Indigenous Education 44, no. 1 (April 13, 2015): 1–10. http://dx.doi.org/10.1017/jie.2015.5.
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TheEarly Years Learning Framework for Australiaemphasises that children's own identity is constructed within their given context of family and community. This article presents the findings of a multiple case study project undertaken within five remote Aboriginal communities in the Northern Territory, Australia. Community Elders were concerned that while their children had a positive sense of self during their prior-to-school years, on entry into formal schooling they experienced a disjuncture between those experiences and the expectations of a Western curriculum. The project involved partnering one university academic to work with each community, exploring ways of improving 4-year-old children's pre-reading and numeracy skills to enhance their capacity to engage with expectations on entry into formal schooling. Elders were determined to have the children be successful at school and saw success there as inextricably interwoven with their sense of efficacy to explore and to learn. Outcomes included positives such as children demonstrating increased pre-reading and numeracy skills and, importantly, the engagement of the whole community in the project. Foundational to the success was making Aboriginal ways of knowing, being and doing key components of learning opportunities provided to the children, supporting awareness of their social and cultural heritage.
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Butterworth, Susan, and Ana Maria Lo Cicero. "Early Childhood Corner: March 2001." Teaching Children Mathematics 7, no. 7 (March 2001): 396–99. http://dx.doi.org/10.5951/tcm.7.7.0396.
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As teachers of young children, we perceive a tension between the demands of parents and elementary schools—that young children be academically prepared to enter increasingly challenging kindergarten programs—and our philosophy of early childhood education—that fourand five-year-old children should experience creative nurturing in a setting that encourages free expression of childhood through spontaneous play. In the early childhood education community, we have embraced the Reggio Emilia approach, the idea that a successful curriculum grows from the children's own interests and that effective projects encompass multiple disciplines and may develop and change over an extended period.
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Shilpa, Singh, and Mishra Sunita. "Impact of multimedia in early childhood education." Journal of Management and Science 1, no. 3 (December 30, 2013): 430–35. http://dx.doi.org/10.26524/jms.2013.47.
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Multimedia is multiple forms of media integrated together, i.e. the collection of audio, sounds, text, graphics, animation etc which develop in programs. Multimedia increased Knowledge about concept and critical literacy and specific number and language concepts in the students. Multimedia plays a very important role in assisting students in learning processes.Multimedia uses computers to present text, audio, video, animation, interactive features, and stillimages in various ways and combinations made possible through the advancement of technology. Technology is a tool that can provide another way for children to learn and make sense of their world. Educational technology such as multimedia plays a fundamental and crucial role in teaching learning process at primary level. It makes teaching learning process more effective and successful. In present investigation to identify the impact the use of multimedia in student‟s academic achievements in early childhood education.The study was conducted in the year 2013. The main area selected for the study was Alambagh. In this areaselected five mohllas Pawanpuri, Kailaspuri, Geetapalli, Krishnapalli and Sujanpura. A total of 120 Pre-primary and primary teachers were selected for the study. Random sampling method was used for sample selection and questionnaire schedule was used for data collection. t test used in research for data analysis. The results revealed that the multimedia increased dependency. Multimedia is enabling to clarify content knowledge. It affects children‟s personality in negative way.
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Nurwati, Nurwati. "Penerapan Model Pembelajaran Berbasis Sentra dalam Mengembangkan Kecerdasan Jamak di Taman Kanak-Kanak Kota Samarinda." Southeast Asian Journal of Islamic Education 2, no. 1 (December 26, 2019): 15–31. http://dx.doi.org/10.21093/sajie.v2i1.1860.
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The right learning model determines success in learning. Activities that suit the needs of children, of course, prioritize a sense of pleasure and comfort. Fun learning can develop abilities or multiple intelligences as optimal as possible in accordance with existing standards in the curriculum. The learning center model is one of the learning models that is able to stimulate all aspects of child development through directed play. The center-based learning model is one of the more effective learning models because it is oriented in playing while learning. This learning model has been applied to Islamc Center Kindergarten, Silmi Islamic Kindergarten and Fastabiqul Khairat Kindergarten. The purpose of this study was to determine the application of the Islamic learning center model to develop children's multiple intelligences in Samarinda City Kindergarten.This research used field research using a qualitative descriptive approach. The research locations were Islamic Center Kindergarten (TK), Silmi Islamic Kindergarten (TK) and Fastabiqul Khairat Kindergarten (TK). Data collection techniques were observation, interviews and documentation. The data analysis technique used was descriptive analysis.The results of this study were obtained after an analysis that center-based learning models develop the ability of multiple intelligence in early childhood. Each center has a focus on developing aspects of intelligence and when put together, all centers are designed with a variety of strategies in the process of learning activities where children learn to actually encourage to be directly involved in observation, do it directly using existing media with pleasure because it is inseparable from the concept of play children, all centers hone the intelligence abilities of logical thinking, intrapersonal, interpersonal, kinesthetic, linguistic, naturalist, musical, visual-spatial and existential. In developing plural intelligence in early childhood, it is supported with facilities and infrastructure that are in line with the concept of learning, namely playing while learning.
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Erviana, Yurita. "STUDENT CENTERED LEARNING APPROACH AS A MEDIA FOR DEVELOPMENT OF EARLY CHILDREN'S MULTIPLE INTELLIGENCES (Case Study in TK Islam Plus Mutiara Yogyakarta)." PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM 1, no. 2 (December 20, 2018): 119–33. http://dx.doi.org/10.32699/paramurobi.v1i2.532.
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This study is aimed to describe student centered learning approach to develop multipleintelligences on early childhood in kindergarten Islamic Plus Mutiara Yogyakarta. Theobject of this research is student centered learning approach as a media to develop multipleintelligences on early childhood in kindergarten Islamic Plus Mutiara Yogyakarta. Thisresearch is qualitatif research use case study approach to seeing a social phenomena(a case) was happened in islamic Plus Kindergarten Mutiara Yogyakarta. Technique indata collection through observation, interview and documentation. Analysis data usingby descriptive qualitatif with interactive analysis model. The reseach data validity itwas tested again by using triangulation and indepth observation. The result show thatof student centered learning approach is one of learning approach in Islamic PlusKindergarten Mutiara Yogyakarta doing by giving a freedom to child to make a changeand to establish play or learning activity. Another that, the child demand to getting activein learning proces. The another was find that the child getting facilitation to developtheir intelligence by activity well choosen by child with supported by resource learningequality.
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Carvalho, Kézia Costa de Oliveira Rocha, Maria de Fátima Ramos de Andrade, and Maria da Graça Nicoletti Mizukami. "Multiple Languages and the process of the Teacher Formation in Early Childhood Education." International Journal for Innovation Education and Research 9, no. 5 (May 1, 2021): 187–210. http://dx.doi.org/10.31686/ijier.vol9.iss5.3085.
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The formation of the Early Childhood Education teacher is a recurring theme in many studies, showing the concern for the quality of the activities carried out with early childhood children. In pedagogy courses, in which future teachers are qualified, there is a concern with training strategies for the appropriation of multiple languages, a theme also studied due to proposals related to Childhood Pedagogy. This research aims to investigate and analyze how teachers of the pedagogy course of a private university in the city of São Paulo, in their educational practices, consider the multiple languages in the formation of teachers of early childhood education. A qualitative approach was chosen. to carry out the research, and as a methodological procedure, we have interviewed ten teachers from the pedagogy course and thirteen students from the sixth semester. The theoretical background adopted is based on the conceptions of children and early childhood education from the perspective of multiple languages. The results showed that teachers use different strategies when working with multiple languages in their disciplines. Nevertheless, such practices or strategies are aimed much more at preschool children than at daycare children.
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Kitalong, Karla Saari. "Review of Play and Literacy in Early Childhood: Research from Multiple Perspectives." Technical Communication Quarterly 11, no. 1 (January 2002): 85–87. http://dx.doi.org/10.1207/s15427625tcq1101_4.
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Mahrus, Mahrus, and Zubdatul Itqon. "IMPLIKASI TEORI HUMANISTIK DAN KECERDASAN GANDA DALAM DESAIN PEMBELAJARAN PAI." journal PIWULANG 3, no. 1 (September 22, 2020): 75. http://dx.doi.org/10.32478/piwulang.v3i1.506.
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This study aims to describe the implications of humanistic learning theory and multiple intelligences on learning Islamic education. This research is library research. Research data were obtained from books and scientific journal notes. The results showed that Abraham Maslow's humanistic theory aims to humanize humans as early as possible as their nature. The learning process is considered effective if students understand themselves and their surroundings. Students in a series of learning should try so that sooner or later they can actualize themselves as best as possible. Meanwhile, Howard Gardner's theory of multiple intelligences is oriented towards understanding the potential abilities of various intelligences so that their potential can be optimized according to the nature of their creation.Penelitian ini bertujuan untuk mendeskripsikan implikasi teori pembelajaran humanistik dan kecerdasan majemuk terhadap pembelajaran pendidikan Agama Islam. Penelitian ini adalah penelitian kepustakaan. Data penelitian diperoleh dari buku dan catatan jurnal ilmiah. Hasil penelitian menunjukkan bahwa Teori humanistik Abraham Maslow bertujuan untuk memanusiakan manusia sedini mungkin sebagaimana fitrahnya. Proses pembelajaran dianggap efektif jika siswa memahami dirinya dan lingkungan sekitarnya. Siswa dalam suatu rangkaian pembelajaran hendaknya berusaha agar cepat atau lambat ia dapat mengaktualisasikan dirinya sebaik mungkin. Sedangkan teori kecerdasan majemuk Howard Gadrdner berorientasi pada memahami kemampuan potensi berbagai kecerdasan agar potensinya dapat optimal sesuai dengan fitrah penciptaannya.
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Viruru, Radhika. "Colonized through Language: The Case of Early Childhood Education." Contemporary Issues in Early Childhood 2, no. 1 (March 2001): 31–47. http://dx.doi.org/10.2304/ciec.2001.2.1.7.
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In this article, the privilege accorded to language as the ‘natural’ way of human expression and communication is problematized. Drawing upon multiple post-colonial sources, the author suggests that this is yet another of the ways in which dominant Western ways of viewing the world are imposed upon diverse groups of people, including young children. Questions are asked about whose interests are best served when language is privileged over other modes of communication. Acquiring language is often perceived as a crucial tool in the growth of young children; however, the question is rarely asked, what is lost when language is gained. The article also provides examples from an ethnographic study done in India that suggests that children can engage in complex forms of communication that do not involve language. Finally, the article addresses the common assumption that using language mostly means using one language. Dominant Western discourses about language are almost overwhelmingly unilingual; however, most of the world's children use and live in multilingual environments.
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Ratnasari, Eka Mei. "Efektifitas Penggunaan Buku Cerita Bergambar terhadap Kecerdasan Visual Anak Prasekolah." Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini 7, no. 1 (April 30, 2020): 10–16. http://dx.doi.org/10.21107/pgpaudtrunojoyo.v7i1.4287.
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Multiple intelligences must be optimally stimulated. Its development will be very good for the development of early childhood abilities. This research will discuss the effectiveness of the use of picture books on preschool children's visual intelligence. The research aims to look for the effectiveness of the use of picture books on children's visual intelligence aged of 4-5 years. This study used quasi-experiment method. The subjects were children of TK-KB ABA Pringwulung, Yogyakarta. The sampling technique uses purposive sampling, including two groups, A1 as the experimental group and A2 as the control group. The subjects used in this study examined 40 children. The data analysis technique used a t-test using the SPSS for Windows version 16 computer program to see children's visual intelligence between the two cohorts. The results indicated that there was a significant impact on children's visual intelligence through the use of picture book media in group A at TK-KB ABA Pringwulung Yogyakarta. It can be used by parents, educators, and educational practitioners so as to build an appropriate strategy in developing early childhood visual intelligence.
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Vandenbroeck, Michel, Griet Roets, and Aïsja Snoeck. "Immigrant mothers crossing borders: nomadic identities and multiple belongings in early childhood education." European Early Childhood Education Research Journal 17, no. 2 (June 2009): 203–16. http://dx.doi.org/10.1080/13502930902951452.
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Puriola, Anna-Maija. "The multiple faces of everyday life: Frame analysis of early childhood practices." European Early Childhood Education Research Journal 10, no. 2 (January 2002): 31–47. http://dx.doi.org/10.1080/13502930285208941.
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Puroila, Anna-Maija, Päivi Kupila, and Asko Pekkarinen. "Multiple facets of supervision: Cooperative teachers’ views of supervision in early childhood teacher education practicums." Teaching and Teacher Education 105 (September 2021): 103413. http://dx.doi.org/10.1016/j.tate.2021.103413.
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Wilson-Ali, Nadia, Caroline Barratt-Pugh, and Marianne Knaus. "Multiple perspectives on attachment theory: Investigating educators’ knowledge and understanding." Australasian Journal of Early Childhood 44, no. 3 (June 20, 2019): 215–29. http://dx.doi.org/10.1177/1836939119855214.
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This paper presents findings from a study investigating the multiple perspectives of attachment theory and practice through the voices of early childhood educators. Attachment theory has influenced research, policy and practice over the last six decades, offering a framework for understanding risk and protective factors in early childhood. Despite the increasing literature highlighting the importance of attachment relationships, attachment theory has been primarily considered from a medical health or psychological perspective and little is known about educators’ perspectives of attachment theory. In total, 488 Australian educators responded to the online survey, demonstrating a wide interest in the topic of attachment. One early childhood service was selected to participate in semi-structured interviews and observations. Findings indicate diverse perspectives in how educators support attachment relationship development, which varied according to their knowledge, understanding and experience of attachment relationships.
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McNairy, Marion R. "Multiple staffing and teacher actions: The effect of team teaching in early childhood education." Early Child Development and Care 30, no. 1-4 (January 1988): 1–15. http://dx.doi.org/10.1080/0300443880300101.
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Whitaker, Anamarie A., Jade M. Jenkins, and Jennifer K. Duer. "Standards, curriculum, and assessment in early childhood education: Examining alignment across multiple state systems." Early Childhood Research Quarterly 58 (2022): 59–74. http://dx.doi.org/10.1016/j.ecresq.2021.07.008.
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