Journal articles on the topic 'Pedagog Keywords Preschool mathematics'

The preliminary study showed that the main problem, however, faced by kindergarten students are lack of mathematics skill, such arithmetic ability in kindergarten Galis. Therefore, the present study aims to investigate the effectiveness of a modified bottle cap as an educational game tool towards enhancement of arithmetic ability. Samples were prepared for the quasi-experiment research design involving 60 children, aged 4-5 years. A detailed comparison is made between the experimental condition, consisted of 30 students, received the educational game tool activities and the control condition which consisted of 30 students, received the instructional activities as usual. Before and after two weeks of the intervention with the game tool of a modified bottle cap, measures of arithmetic ability were administered to either experiment or control class. The results of the study indicated that in the experiment class, children’s arithmetic ability increased significantly compared to children in the control class. The differences may have been due to the intervention. To conclude, the modified bottle cap as an educational game tool effective to improve children’s mathematics skill, especially for arithmetic ability. However, the findings required the extended study on other research methods and the bigger size of the samples. Keywords: Early Childhood, Modified bottle cap, Early Arithmetic Ability. References: Aqib, Zainal. (2010). Belajar dan Pembelajaran di Taman Kanak-Kanak. Bandung: Yrama Widya. Arsyad, A. (2017). Media Pembelajaran. PT Raja Grafindo Pursada. Aunio, Pirjo; Tapola, Anna; Mononen; and Niemivirta, M. (2016). Early Mathematics Skill Development, Low Performance, and Parental Support in the Finnish Context. In Blevins-Knabe; A.M.B. Austin (Ed.), Early Childhood Mathematic Skill Development in the home environment. Cham, Switzerland: Springer. Ayuni, D., & Setiawati, F. A. (2019). Kebun Buah Learning Media for Early Childhood Counting Ability. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 1. https://doi.org/10.31004/obsesi.v3i1.128 Barblett, L., Knaus, M., & Barratt-Pugh, C. (2016). The Pushes and Pulls of Pedagogy in the Early Years: Competing Knowledges and the Erosion of Play-based Learning. Australasian Journal of Early Childhood, 41(4), 36–43. https://doi.org/10.1177/183693911604100405 Barth, H., La Mont, K., Lipton, J., & Spelke, E. S. (2005). Abstract number and arithmetic in preschool children. Proceedings of the National Academy of Sciences of the United States of America, 102(39), 14116–14121. https://doi.org/10.1073/pnas.0505512102 Blevins-Knabe, B. (2016). Early Mathematical Development : How the Home Environment Matters. In Belinda Blevins-Knabe; Ann M. Berghout Austin (Ed.), Early Childhood Mathematics Skill Development in the Home Environment (pp. 8–9). Cham, Swutzerland: Springer. Copley, J. V. (2016). The Young Child and Mathematics. In M. Hogarty (Ed.), Numbers and Stories: Using Children’s Literature to Teach Young Children Number Sense (Second, pp. 1–14). https://doi.org/10.4135/9781483330907.n1 Depdiknas. (2005). Pedoman Pembelajaran di Taman Kanak-Kanak. Jakarta: Direktorat Pembinaan Taman Kanak-Kanak Sekolah Dasar. Depdiknas. (2007). Modul Pembuatan dan Penggunaan APE anak Usia 2-6 Tahun. Jakarta: Dirjen Pendidikan Luar Sekolah Direktorat PAUD. Dunekacke, S., Jenßen, L., Eilerts, K., & Blömeke, S. (2016). Epistemological beliefs of prospective preschool teachers and their relation to knowledge, perception, and planning abilities in the field of mathematics: a process model. ZDM - Mathematics Education, 48(1–2), 125–137. https://doi.org/10.1007/s11858-015-0711-6 Elizabeth, W. (2011). Cross-curricular Teaching to Support Child-initiated Learning in EYFS and KEY Stage I. In Suzanne and Kristine (Ed.), Early Childhood Educaiton: Yesterday, Today, and Tomorrow. New York: Routledge. Fitri, F., & Syamsudin, A. (2019, May). The Effectiveness of Race Track Games on Counting Ability and Child Learning Motivation. https://doi.org/10.2991/icsie-18.2019.78 Grindheim, L. T. (2017). Children as playing citizens. European Early Childhood Education Research Journal, 25(4), 624–636. https://doi.org/10.1080/1350293X.2017.1331076 Guslinda; Kurnia, R. (2018). Media Pembelajaran Anak Usia Dini. Surabaya: Jakad Publiser. Harris, B., & Petersen, D. (2017). Developing Math Skills in Early Childhood. Issue Brief. Mathematica Policy Research, Inc., (February), 1–6. Retrieved from http://ezproxy.library.uvic.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED587415&site=ehost-live&scope=site Haskell, S. H. (2000). The determinants of arithmetic skills in young children: Some observations. European Child and Adolescent Psychiatry, 9(SUPPL. 2), 77–86. https://doi.org/10.1007/s007870070011 Hurlock, Elisabeth, B. (1978). Perkembangan Anak, Jilid 2. Jakarta: Erlangga. Ismail, A. (2006). Education Games “Menjadi Cerdas dan Ceria dengan Permainan Edukatif.” Jacobi-Vessels, J. L., Todd Brown, E., Molfese, V. J., & Do, A. (2016). Teaching Preschoolers to Count: Effective Strategies for Achieving Early Mathematics Milestones. Early Childhood Education Journal, 44(1), 1–9. https://doi.org/10.1007/s10643-014-0671-4 Johnson, J. E., & Wu, M.-H. (2019). Perspectives on Play in Early Childhood Care and Educaiton. In M. B. Brown, Christopher; McMullen (Ed.), The Wiley Handbook of Early Childhood Care and Education (1st ed., p. 86). New Jersey: John Wiley & Sons. Kamus Besar Bahasa Indonesia Online. (2019). Retrieved from https://www.kamusbesar.com/prefix/nd Khasanah, I. (2013). Pembelajaran Logika Matematika Anak Usia Dini (Usia 4-5 Tahun) di TK Ikal Bulog Jakarta Timur. In Jurnal Penelitian PAUDIA (Vol. 2). Lai, N. K., Ang, T. F., Por, L. Y., & Liew, C. S. (2018). The impact of play on child development - a literature review. European Early Childhood Education Research Journal, 26(5), 625–643. https://doi.org/10.1080/1350293X.2018.1522479 Malapata, E., & Wijayanigsih, L. (2019). Meningkatkan Kemampuan Berhitung Anak Usia 4-5 Tahun melalui Media Lumbung Hitung. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 283. https://doi.org/10.31004/obsesi.v3i1.183 Manjale, N. B., & Abel, C. (2017). Significance and adequacy of instructional media as perceived by primary school pupils and teachers in. 4(6), 151–157. Martin, R. B., Cirino, P. T., Sharp, C., & Barnes, M. (2014). Number and counting skills in kindergarten as predictors of grade 1 mathematical skills. Learning and Individual Differences, 34, 12–23. https://doi.org/10.1016/j.lindif.2014.05.006 Naz, A. A., & Akbar, R. A. (2010). Use of Media for Effective Instruction its Importance : Some Consideration. Journal of Elementary Education, 18(1–2), 35–40. OECD. (2019). Mathematics Performance (PISA) 2015. https://doi.org/10.1787/04711c74-en Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Education Journal, 45(3), 369–378. https://doi.org/10.1007/s10643-015-0768-4 Passolunghi, M. C., Cargnelutti, E., & Pellizzoni, S. (2019). The relation between cognitive and emotional factors and arithmetic problem-solving. Educational Studies in Mathematics, 100(3), 271–290. https://doi.org/10.1007/s10649-018-9863-y Preeti. (2014). Education and role of media in education system. International Journal of Scientific Engineering and Research, 2(3), 174–175. Rahman, S. (2010). Alat Permainan Edikatif untuk Program PAUD. Palu: Tadulako University Press. Rohmah, N., & Waluyo, E. (2014). Arithmetic Dice Media as Counting Concept Introduction for Early Childhood. Naili Rohmah & Edi Waluyo / Indonesian Journal of Early Childhood Education Studies, 3(2), 127–133. https://doi.org/10.15294/ijeces.v3i2.9486 Rushton, S. (2011, June). Neuroscience, Early Childhood Education and Play: We are Doing it Right! Early Childhood Education Journal, 39(2), 89–94. https://doi.org/10.1007/s10643-011-0447-z Schacter, J., & Jo, B. (2017). Improving preschoolers’ mathematics achievement with tablets: a randomized controlled trial. Mathematics Education Research Journal, 29(3), 313–327. https://doi.org/10.1007/s13394-017-0203-9 Schwartz, S. (2005). Teaching YoungChildren Mathematics. Westport, Connecticut: Praeger. Selvi, K. (2010). Teachers’ competencies. Cultura. International Journal of Philosophy of Culture and Axiology, 7(1), 167–175. https://doi.org/10.5840/cultura20107133 Smaldino, S. E., Russel, J. D., & Lowther, D. L. (2014). Instructional Technology & Media for Learning (9th ed.). Jakarta: Kencana Prenada Media Group. Suryadi. (2007). Cara Efektif Memahami Perilaku Anak Usia Dini. Jakarta: Edsa Mahkota. Vogt, F., Hauser, B., Stebler, R., & Rechsteiner, K. (2018). Learning through play – pedagogy and learning outcomes in early childhood mathematics. 1807. https://doi.org/10.1080/1350293X.2018.1487160 Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K., & Urech, C. (2018). Learning through play–pedagogy and learning outcomes in early childhood mathematics. European Early Childhood Education Research Journal, 26(4), 589–603. https://doi.org/10.1080/1350293X.2018.1487160 Wati, E. R. (2016). Ragam Media Pembelajaran (A. Jarot, Ed.). Yogyakarta: Kata Pena. Zulkardi, N. (2011). Building counting by traditional game: A Mathematics Program for Young Children. IndoMs. J.M.E, 2(1), 41–54.

In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). Seven Myths of STEM. 56(6), 64–67. Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: the teacher’s experience. European Early Childhood Education Research Journal, 23(1), 112–128. https://doi.org/10.1080/1350293X.2014.991099 Becker, K., & Park, K. (2011). Effects of integrative approaches among science , technology , engineering , and mathematics ( STEM ) subjects on students ’ learning : A preliminary meta-analysis. 12(5), 23–38. Berk, L. E. (2009). Child Development (8th ed.). Boston: Pearson Education. Can, B., Yildiz-Demirtas, V., & Altun, E. (2017). The Effect of Project-based Science Education Programme on Scientific Process Skills and Conception of Kindergargen Students. 16(3), 395–413. Casey, T., Robertson, J., Abel, J., Cairns, M., Caldwell, L., Campbell, K., … Robertson, T. (2016). Loose Parts Play. Edinburgh. Cheung, R. H. P. (2017). Teacher-directed versus child-centred : the challenge of promoting creativity in Chinese preschool classrooms. Pedagogy, Culture & Society, 1366(January), 1–14. https://doi.org/10.1080/14681366.2016.1217253 Clements, D. H., & Sarama, J. (2016). Math, Science, and Technology in the Early Grades. The Future of Children, 26(2), 75–94. Cloward Drown, K. (2014). Dramatic lay affordances of natural and manufactured outdoor settings for preschoolaged children. Dejarnette, N. K. (2018). Early Childhood Steam: Reflections From a Year of Steam Initiatives Implemented in a High-Needs Primary School. Education, 139(2), 96–112. DiGironimo, N. (2011). What is technology? Investigating student conceptions about the nature of technology. International Journal of Science Education, 33(10), 1337–1352. https://doi.org/10.1080/09500693.2010.495400 Dugger, W. E., & Naik, N. (2001). Clarifying Misconceptions between Technology Education and Educational Technology. The Technology Teacher, 61(1), 31–35. Eeuwijk, P. Van, & Zuzana, A. (2017). How to Conduct a Focus Group Discussion ( FGD ) Methodological Manual. Flannigan, C., & Dietze, B. (2018). Children, Outdoor Play, and Loose Parts. Journal of Childhood Studies, 42(4), 53–60. https://doi.org/10.18357/jcs.v42i4.18103 Fleer, M. (1998). The Preparation of Australian Teachers in Technology Education : Developing The Preparation of Australian Teachers in Technology Education : Developing Professionals Not Technicians. Asia-Pacific Journal of Teacher Education & Development, 1(2), 25–31. Freitas, H., Oliveira, M., Jenkins, M., & Popjoy, O. (1998). The focus group, a qualitative research method: Reviewing the theory, and providing guidelines to its planning. In ISRC, Merrick School of Business, University of Baltimore (MD, EUA)(Vol. 1). Gomes, J., & Fleer, M. (2019). The Development of a Scientific Motive : How Preschool Science and Home Play Reciprocally Contribute to Science Learning. Research in Science Education, 49(2), 613–634. https://doi.org/10.1007/s11165-017-9631-5 Goris, T., & Dyrenfurth, M. (n.d.). Students ’ Misconceptions in Science , Technology , and Engineering . Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Environmental Education, 6(3), 37. Hui, A. N. N., He, M. W. J., & Ye, S. S. (2015). Arts education and creativity enhancement in young children in Hong Kong. Educational Psychology, 35(3), 315–327. https://doi.org/10.1080/01443410.2013.875518 Jarvis, T., & Rennie, L. J. (1996). Perceptions about Technology Held by Primary Teachers in England. Research in Science & Technological Education, 14(1), 43–54. https://doi.org/10.1080/0263514960140104 Jeffers, O. (2004). How to Catch a Star. New York: Philomel Books. Kiewra, C., & Veselack, E. (2016). Playing with nature: Supporting preschoolers’ creativity in natural outdoor classrooms. International Journal of Early Childhood Environmental Education, 4(1), 70–95. Kuh, L., Ponte, I., & Chau, C. (2013). The impact of a natural playscape installation on young children’s play behaviors. Children, Youth and Environments, 23(2), 49–77. Lachapelle, C. P., Cunningham, C. M., & Oh, Y. (2019). What is technology? Development and evaluation of a simple instrument for measuring children’s conceptions of technology. International Journal of Science Education, 41(2), 188–209. https://doi.org/10.1080/09500693.2018.1545101 Liamputtong. (2010). Focus Group Methodology : Introduction and History. In Focus Group MethodoloGy (pp. 1–14). Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lindeman, K. W., & Anderson, E. M. (2015). Using Blocks to Develop 21st Century Skills. Young Children, 70(1), 36–43. Maxwell, L., Mitchell, M., and Evans, G. (2008). Effects of play equipment and loose parts on preschool children’s outdoor play behavior: An observational study and design intervention. Children, Youth and Environments, 18(2), 36–63. McClure, E., Guernsey, L., Clements, D., Bales, S., Nichols, J., Kendall-Taylor, N., & Levine, M. (2017). How to Integrate STEM Into Early Childhood Education. Science and Children, 055(02), 8–11. https://doi.org/10.2505/4/sc17_055_02_8 McClure, M., Tarr, P., Thompson, C. M., & Eckhoff, A. (2017). Defining quality in visual art education for young children: Building on the position statement of the early childhood art educators. Arts Education Policy Review, 118(3), 154–163. https://doi.org/10.1080/10632913.2016.1245167 Mishra, L. (2016). Focus Group Discussion in Qualitative Research. TechnoLearn: An International Journal of Educational Technology, 6(1), 1. https://doi.org/10.5958/2249-5223.2016.00001.2 Monhardt, L., & Monhardt, R. (2006). Creating a context for the learning of science process skills through picture books. Early Childhood Education Journal, 34(1), 67–71. https://doi.org/10.1007/s10643-006-0108-9 Monsalvatge, L., Long, K., & DiBello, L. (2013). Turning our world of learning inside out! Dimensions of Early Childhood, 41(3), 23–30. Moomaw, S. (2012). STEM begins in the early years. School Science & Mathematics, 112(2), 57–58. Moomaw, S. (2016). Move Back the Clock, Educators: STEM Begins at Birth. School Science & Mathematics, 116(5), 237–238. Moomaw, S., & Davis, J. A. (2010). STEM Comes to Preschool. Young Cihildren, 12–18(September), 12–18. Munawar, M., Roshayanti, F., & Sugiyanti. (2019). Implementation of STEAM (Science, Technology, Engineering, Art, Mathematics)-Based Early Childhood Education Learning in Semarang City. 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Exploring Young Children’s Understanding About the Concept of Volume Through Engineering Design in a STEM Activity: A Case Study. International Journal of Science and Mathematics Education, 16(2), 275–294. https://doi.org/10.1007/s10763-016-9776-0 Rahardjo, M. M. (2019). Implementasi Pendekatan Saintifik Sebagai Pembentuk Keterampilan Proses Sains Anak Usia Dini. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(2), 148–159. https://doi.org/10.24246/j.js.2019.v9.i2.p148-159 Robison, T. (2016). Male Elementary General Music Teachers : A Phenomenological Study. Journal of Music Teacher Education, 26(2), 77–89. https://doi.org/10.1177/1057083715622019 Rocha Fernandes, G. W., Rodrigues, A. M., & Ferreira, C. A. (2018). Conceptions of the Nature of Science and Technology: a Study with Children and Youths in a Non-Formal Science and Technology Education Setting. Research in Science Education, 48(5), 1071–1106. https://doi.org/10.1007/s11165-016-9599-6 Sawyer, R. K. (2006). 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This study aims to explore perceptions and attitudes of pre school teacher candidates towards mathematics. 200 students who are studying in Cyprus International University, Girne American University and Near East University have participated in this research. Data gathering tool was developed by inspiring Macnab and Payne’s scale, that was developed in 2003. SPSS 18.0 statistical programme and content analyses methods were used to analyze the data. Results were evaluated under different headings and disscussed. Keywords: Mathematics teaching, pre school, perception and attitude

The aim of this study is to influence of online mathematics learning on prospective teachers mathematics achievement based on the role of independent and collaborative learning. An experimental design model with pre-test and post-test control group was used in the study. The working group constitutes a total of 60 prospective teachers in the first and second years of education in the Department of Elementary Teaching and Preschool Teaching of a private university in 2016–2017 academic year in Northern Cyprus. As a means of data collection, mathematics achievement test consisting of 30 questions was administered as pre-test, and after the study, the same success test was administered as a post-test. As a result of the findings, it has been determined that the prospective teachers have a significant increase in their successes due to the teaching practices in online learning environments. Keywords: Online learning environments, independent learning, Moodle, mathematics achievement, teacher candidate, intelligence.

Penelitian ini bertujuan untuk menghasilkan multimedia permainan interaktif pembelajaran berhitung yang layak bagi anak diskalkulia usia prasekolah. Penelitian pengembangan ini mengacu pada langkah pengembangan multimedia Alessi & Trollip mencakup tiga fase pengembangan yang meliputi perencanaan, perancangan, dan pengembangan. Subjek uji coba dalam penelitian ini yaitu dua orang ahli media, dua orang ahli matematika, dan sembilan anak diskalkulia usia prasekolah. Hasil penelitian berupa produk multimedia permainan interaktif pembelajaran berhitung bagi anak diskalkulia usia prasekolah berupa permainan puzzle dan logika yang dikemas dalam bentuk compact disc (CD) dengan menggunakan software Adobe Flash CS3. Multimedia permainan interaktif terdiri dari dua area permainan, yaitu area visual-spasial yang mencakup permainan geometri, klasifikasi, dan simbolisasi dan area sekuensial yang mencakup permainan prosedur, korespondensi, dan bilangan. Multimedia permainan interaktif dinilai sangat layak berdasarkan hasil penilaian ahli media 88,33% dan ahli materi 91,6% serta berdasarkan hasil penilaian respon pengguna 85,18%.Kata kunci: multimedia permainan, berhitung, diskalkulia, prasekolah DEVELOPING INTERACTIVE MULTIMEDIA GAMES OF MATHEMATICS TEACHING TO PRESCHOOL DYSCALCULIC CHILDRENAbstractThis research aimed to develop interactive multimedia games of mathematics learning that was eligible for preschool dyscalculic children. This developmental study refered to the multimedia development phase suggested by Alessi & Trollip consisting of: planning, design, and development. The testing subjects consisted of two media experts, two mathematics experts, and nine preschool dyscalculia children. The results of the study was interactive multimedia games of mathematics learning for preschool dyscalculic children in the form of puzzles and logic games packaged in a compact disc (CD) form using the Adobe Flash CS3 software. The interactive multimedia games had two game areas, consisting of visual-spatial area that consisted of geometry, classification, and symbolization games and sequential area that consisted of procedure, correspondence, and number games. The interactive multimedia games were considered very eligible based on the results from the media experts 88.33% and from the subject matter experts 91.6% and based on the results from user’s responses 85.18%.Keywords: multimedia games, mathematics, dyscalculia, preschool

Few research studies within the field of mathematics education have focused on the ability to recognize quantities quickly and accurately without counting (i.e. subitizing). The aim of this research was to empirically explore the role of conceptual subitizing activities for enhancing preschool class children’s learning of the part-part- whole relations of number. 24 children (aged 6-7) and two teachers participated in the intervention. Due to ethical issues, data were only collected from 18 of the children. The design was a collaborative and iterative intervention, employing a mixed-method approach. Data consisted of pre-and post-test, teacher observation notes and teacher responses to questions about the children’s learning. Both the quantitative and qualitative analysis showed that conceptual subitizing activities supported children’s knowledge development regarding part-part-whole relations of number. At the group level, the children´s results between pre-and post-test showed an increase of 18.1 percent units and more than half of the children showed conceptual subitizing abilities in a qualitatively more developed way after having participated in the intervention. The result indicated that conceptual subitizing activities might enhance preschool class children’s understanding of the part-part-whole relations of number. The results however also elucidated that not all children improved their understanding of the part-part -whole relations of number. Future research should therefore consider individual differences when developing and carrying out interventions. Keywords: collaborative intervention, conceptual subitizing, part-part-whole relations of numbers, preschool class children

Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one. Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. The research implication demands increase in technology systems and connections between educators, parents, institutional managers, and education policy holders, for ECE services in urban areas for disadvantaged children, and all children in rural or remote areas. Keywords: Blended Learning, Early Childhood Classroom, Media Literacy Education References Aktay, S. (2009). The ISTE national educational technology standards and prospective primary school teachers in Turkey. International Journal of Learning, 16(9), 127–138. https://doi.org/10.18848/1447-9494/cgp/v16i09/46607 Arke, E. T., & Primack, B. A. (2009). Quantifying media literacy: Development, reliability, and validity of a new measure. Educational Media International, 46(1), 53–65. https://doi.org/10.1080/09523980902780958 Briquet-Duhazé, S. (2019). Websites Consulted by Future Primary Level Schoolteachers in France: Differences between Students and Trainees. 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Integrating Media Literacy Education into the School Curriculum in China: A Case Study of a Primary School. Media Literacy Education in China, 1–179. https://doi.org/10.1007/978-981-10-0045-4 Chou, A. Y., & Chou, D. C. (2011). Course Management Systems and Blended Learning: An Innovative Learning Approach. Decision Sciences Journal OfInnovative Education, 9(3), 463–484. https://doi.org/https://doi.org/10.1111/j.1540-4609.2011.00325.x Crawford, R. (2017). Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education. Music Education Research, 19(2), 195–213. https://doi.org/10.1080/14613808.2016.1202223 de Abreu, B. (2010). Changing technology: empowering students through media literacy education. New Horizons in Education, 58(3), 26. https://files.eric.ed.gov/fulltext/EJ966657.pdf Domine, V. (2011). Building 21st-Century Teachers: An Intentional Pedagogy of Media Literacy Education. Action in Teacher Education, 33(2), 194–205. https://doi.org/10.1080/01626620.2011.569457 Friesem, E., & Friesem, Y. (2019). Media Literacy Education in the Era of Post-Truth: Paradigm Crisis. In Handbook of Research on Media Literacy Research and Applications Across Disciplines. IGI Global. Huguet, A., Kavanagh, J., Baker, G., & Blumenthal, M. (2019). Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. In Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. https://doi.org/10.7249/rr3050 Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113–127. https://doi.org/10.1504/IJMLO.2019.096479 Kennedy, A. B., Schenkelberg, M., Moyer, C., Pate, R., & Saunders, R. P. (2017). Process evaluation of a preschool physical activity intervention using web-based delivery. Evaluation and Program Planning, 60, 24–36. https://doi.org/10.1016/j.evalprogplan.2016.08.022 Kupiainen, R. (2019). Media Literacy in F inland . The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0147 Liene, V. (2016). Media Literacy as a Tool in the Agency Empowerment Process. Acta Paedagogica Vilnensia, 58–70. https://doi.org/http://dx.doi.org/10.15388/ActPaed.2016.37 Livingstone, S. (2013). Media Literacy and the Challenge of New Information and Communication Technologies. The Communication Review, 7(March), 86. https://doi.org/https://doi.org/10.1080/10714420490280152 Papadakis, S. (2018). Evaluating pre-service teachers’ acceptance of mobile devices with regards to their age and gender: A case study in Greece. International Journal of Mobile Learning and Organisation, 12(4), 336–352. https://doi.org/10.1504/IJMLO.2018.095130 Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children. What educators and parents need to know. International Journal of Mobile Learning and Organisation, 11(2), 1. https://doi.org/10.1504/ijmlo.2017.10003925 Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Designing and creating an educational app rubric for preschool teachers. Education and Information Technologies, 22(6), 3147–3165. https://doi.org/10.1007/s10639-017-9579-0 Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and exploring an evaluation tool for educational apps (E.T.E.A.) targeting kindergarten children. Sustainability (Switzerland), 12(10), 1–10. https://doi.org/10.3390/su12104201 Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers and Education, 144(March 2019), 103701. https://doi.org/10.1016/j.compedu.2019.103701 Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Media Literacy for All Ages. 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The need to update the curriculum and the Curriculum framework of general education has been discussed for several years, as long as a year ago, the renewal work of primary and basic education curriculum began, and this year the renewal of the secondary and preschool education curriculum started. The curriculum of the general preschool education is described for one year, with the possibility for the child to study for the second year. The preschool education programme is not structured in separate subjects – the knowledge is acquired integrally, by developing seven competencies in all activities in which the child participates, in order to ensure the balance and coherence of all competencies in different content areas. Excluded content areas are given equal volume. It is being focused on the purpose and goals of preschool education, areas of achievement and intended achievements. The learning content is divided into five areas of learning content: • language education; • social education; • STEM education(natural science, mathematics and informatics, technological education); • health and physical education; • artistic education. The general curricula for pre-primary, primary, basic and secondary education must ensure vertical and horizontal coherence of content, possible interdisciplinary links, and indicate how they can be meaningfully disclosed including the interdisciplinary topics set out in the General curriculum framework updating guidelines: • personal power, • cultural identity and community spirit, • sustainable development. The volumes of primary, basic and secondary education curricula are presented distinguishing between compulsory subject content (about 70 per cent) and optional content (about 30 per cent), which is selected and modelled by the teacher himself, taking into account school, classroom context, student needs, achievements, possibilities and in coordination with other teachers as required. When implementing optional content, more time is devoted to the development of certain skills, values, and learning of subject topics. Project works can be organised, interdisciplinary themes can be developed, time can be allocated for cognitive, cultural, artistic, and creative activities. According to the concept of the Guidelines for the Renewal of the General Curriculum Framework, this distribution of the content ratio is focused on deeper learning, integration, topic development, competence development. Keywords: curriculum framework, general education, interdisciplinary topics, project works.

The core curriculum of preschool education stipulates that the child that is prepared to study Mathematics in school can distinguish between basic geometric figures (circles, squares, triangles, rectangles). Nevertheless, a review of the records of student training in kindergarten revealed that there were no geometry-related subjects in any of them. Therefore, it was decided to further explore whether it was the teachers who did not implement geometrical concepts or just the students, who had no opportunity to observe or conduct classes in the field. In addition, if the latter was the case, the analysis was to include the extent to which teachers implement geometric concepts.A total of 150 teachers (females only), 78 teachers from 19 kindergartens located in Siedlce and 72 teachers from 18 kindergartens located in Biala Podlaska, participated in the research. The research methods of a diagnostic survey and document review were employed. Structured interviews were conducted with the teachers in order to identify the factors having an influence on the implementation of geometric concepts in kindergartens. The content analysis of geometry topics recorded in class registers was performed for the period of 8 months. The analysis of research results revealed that, in most cases, there was no systematic mathematical education with geometric content provided by most of the teachers participating in the research. They do not use children’s potential, i.e. geometric intuition, in an effective way. However, if properly shaped in kindergarten, this intuition may be a baseline for a more systematic study of Mathematics, including geometry, in school. On the basis of this research, conclusions may be drawn about the scope of geometrical education in kindergartens. Keywords: content analysis, geometrical education, geometrical concepts, preschool education.

It was the aim of this study to follow-up for 2 years the mathematics and daily living skills of children whose mothers participated in the Montessori training programme for mothers (MTPM) and to determine whether the children still maintained these skills 2 years after the intervention. In 2016–2017, the MTPM was administered to the mothers of 4–5-year-old children who received Montessori education at preschool. The first follow-up was carried out 6 months after the training programme was completed; the second follow-up took place 6 months after the first follow-up and the third one was carried out12 months after the second follow-up. Eleven children included in the study group in the 2016–2017 school year were all reached. ‘Basic School Skills Inventory 3 – Mathematics and Daily Living Skills subtests – Age 4–8 years’ were used for data collection. The data were provided by the teachers. Statistical analysis of the data was carried out using Wilcoxon’s signed-rank test and Statistical Package for the Social Sciences 20.0 data analysis package programme. The results showed that the MTPM maintained its effect on mathematics and daily living skills of the experimental group children 24 months after the implementation of the programme. Keywords: Montessori training programme for mothers, mathematics, daily living skills.

STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources. Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning References 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 Ata Aktürk, A., & Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Journal of Kırşehir Education Faculty, 18(2), 757–776. Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). 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How Creativity & Motivation Interacts with Inquiry-based Learning. Creativity Research Journal, 31(3), 284–295. https://doi.org/10.1080/10400419.2019.1641678 Cook, K. L., & Bush, S. B. (2018). Design thinking in integrated STEAM learning: Surveying the landscape and exploring exemplars in elementary grades. School Science and Mathematics, 118(3–4), 93–103. https://doi.org/10.1111/ssm.12268 Costantino, T. (2018). STEAM by another name: Transdisciplinary practice in art and design education. Arts Education Policy Review, 119(2), 100–106. https://doi.org/10.1080/10632913.2017.1292973 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, Issue February, pp. 1–5). OISE University of Toronto. DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3), 1–9. https://doi.org/10.20897/ejsteme/3878 Dell’Erba, M. (2019). Policy Considerations for STEAM Education. 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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 Kennedy, A., & Barblett, L. (2010). Supporting the Early Years Learning Framework. Research in Practise Series, 17(3), 1–12. Keung, C. P. C., & Cheung, A. C. K. (2019). Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study. Early Childhood Education Journal, 47(5), 627–640. https://doi.org/10.1007/s10643-019-00956-2 Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244–247. https://doi.org/10.1080/02607476.2020.1724656 Krogh, S., & Morehouse, P. (2014). The Early Childhood Curriculum : Inquiry Learning Through Integration. Liao, C. (2016). 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Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample. Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media References An, S. A., & Tillman, D. A. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. 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The knowledge of the science of human body parts for early childhood is very important so that children have the ability to recognize and support the cleanliness and health of members of the body, as well as so that they recognize their identity. In addition, introducing environmentally friendly material for early childhood teachers to enrich learning media. This study aims to improve student learning outcomes in science using environmentally friendly media. The topic raised in this search was about recognizing body parts and their benefits and treatments. This type of research is action research. Respondents involved 19 early childhood students. The results showed that there was an increase in subjects' understanding of swallowing extremities and treatment 60% in the pre-cycle phase, 80% in the first cycle and 93% in the second cycle. The findings show that the use of happy body media has a positive effect on limb recognition. Further research is recommended on environmentally friendly media and ways of introducing limbs to early childhood through media or strategies suitable for the millennial era. Keywords: Media (Happy Body), Early Childhood Science, Human Body Parts References: Anagnou, E., & Fragoulis, I. (2014). The contribution of mentoring and action research to teachers’ professional development in the context of informal learning. Review of European Studies, 6(1), 133–142. Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647. Black, M. M., & Hurley, K. M. (2016). Early child development programmes: further evidence for action. The Lancet Global Health, 4(8), e505–e506. Blok, H., Fukkink, R., Gebhardt, E., & Leseman, P. (2005). The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention. 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One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). An increase in the number of children who are able to do activities well in each research cycle includes: 1) The activities mentioned in the first cycle and 75% in the second cycle; 2) Classifying activities in the first cycle were 37.5% and 75% in the second cycle; 3) Imitation activities in the first cycle 54.2% and 79.2% in the second cycle. The results of data acquisition show that computer learning application can improve the ability to recognize geometric shapes, this is because computer learning provides software that has activities to recognize geometric shapes with the animation and visuals displayed. Keywords: Early Childhood Computer Learning, Geometry Forms, Early Math Skills Reference Alia, T., & Irwansyah. (2018). Pendampingan Orang Tua pada Anak Usia Dini dalam Penggunaan Teknologi Digital. A Journal of Language, Literature, Culture and Education, 14(1), 65– 78. https://doi.org/10.19166/pji.v14i1.639 Ameliola, S., & Nugraha, H. D. (2013). 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This study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and scientific thinking in children aged 5-6 years. This research was conducted with research and development / R & D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The results showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquiry approach, Sig. (2-tailed) showing results of 0.000, so the value of 0.000 <0.05 was different from before and after the use of learning models. The results showed that: children can understand the material given by the teacher, the child is more confident and has the initiative to find answers to the teacher's questions about science material, the child's curiosity increases to examine the information provided by the teacher, the child's understanding of work processes and procedures from science learning with the inquiry approach getting better. It was concluded that an activity-based science learning model with an inquiry approach for children aged 5-6 years used an activity model with an inquiry learning approach based on children's interests and children's needs so that children's curiosity would emerge and continue to be optimally stimulated. Keywords: Inquiry approach, Learning model, Science Learning References Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. 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