Learning Abilities Of Children Research Articles

Парасоциальные отношения в цифровом обучении: анализ экспериментального случая

<p>Social media has become integral to education and learning because it provides a platform for access to information and resources beyond traditional classroom settings, enabling students to expand their knowledge and skills in a more interactive and personalized manner. The relationships that are formed with on-screen characters or personas (parasocial relationships) can improve understanding of the material and engagement with media content. The current study aimed to investigate the impact of parasocial relationships on a child's learning ability and test performance. The experiment, conducted as an exploratory case study with a typically developing 10-year-old child, included a parasocial condition with prior exposure to personal TikTok content of some educational video creators and other creators presented as novel (control); control conditions were further split into visible and non-visible video presenters. Performance was assessed using tests specialized by the subject and knowledge category, and an interview on the parasocial relationship was administered. The findings demonstrate that performance correlated with the presenter ratings obtained through the interview and not with the amount of previous exposure to the content created by the presenter.</p>

Using the Indonesian Computer-Based Game Prototype as a Computer-Based Game Inventory for Executive Function in Children and Adolescents: A Confirmatory Factor Analysis and Concurrent Validity Study.

Executive function influences children's learning abilities and organizes their cognitive processes, behaviors, and emotions. This cross-sectional study examined whether an Indonesian Computer-Based Game (ICbG) prototype could be used as a Computer-Based Game Inventory for Executive Function (CGIEF) in children and adolescents. The study was conducted with 200 children, adolescents, and their parents. The parents completed the Behavior Rating Inventory of Executive Functioning (BRIEF) questionnaire, and the children and adolescents completed the CGIEF. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) were performed using LISREL Version 8.80. The construct of CGIEF was valid/fit with normal theory-weighted least squares = 15.75 (p > .05). SEM analysis showed that the theoretical construct of the CGIEF was a valid predictor of executive function. The critical t value of the pathway was 2.45, and normal theory-weighted least squares was 5.74 (p > .05). The construct reliability (CR) for CGIEF was 0.91. Concurrent validity was assessed using the Bland-Altman plot, and the coefficient of repeatability (bias/mean) was nearly zero between the t scores of total executive functions of the CGIEF and BRIEF. This preliminary study showed that the CGIEF can be useful as a screening tool for executive dysfunction, metacognitive deficits, and behavioral regulation problems among children and adolescents in clinical samples.

Development of conditional learning abilities in children from 3 to 12 years of age

ABSTRACT This study investigated the typical development of unconditional learning, conditional learning, and transitive inference abilities. Seventy-one 3–12-year-old children and twenty-two 20–30-year-old adults were tested on touchscreen tasks: a visual learning task assessing the ability to learn unconditional relationships between two stimuli (A > B, C > D), a 3-item conditional learning task (A > B, B > C), and a 5-item conditional learning task (A > B, B > C, C > D, D > E) often used to assess transitive inference. Detailed analyses of individual performance for different learning and test pairs revealed that half of the 3–5.5-year-old children and most older participants exhibited unconditional learning. Although some children exhibited conditional learning from 5 years of age, the majority did not until 7.5 years. Surprisingly, 3–12-year-old children did not exhibit transitive inference abilities, in contrast to 20–30-year-old adults. Our findings support the theory that the development of conditional learning and transitive inference abilities depends on late-developing brain structures including the hippocampus and the prefrontal cortex.

Child-adult speech diarization in naturalistic conditions of preschool classrooms using room-independent ResNet model and automatic speech recognition-based re-segmentation.

Speech and language development are early indicators of overall analytical and learning ability in children. The preschool classroom is a rich language environment for monitoring and ensuring growth in young children by measuring their vocal interactions with teachers and classmates. Early childhood researchers are naturally interested in analyzing naturalistic vs controlled lab recordings to measure both quality and quantity of such interactions. Unfortunately, present-day speech technologies are not capable of addressing the wide dynamic scenario of early childhood classroom settings. Due to the diversity of acoustic events/conditions in such daylong audio streams, automated speaker diarization technology would need to be advanced to address this challenging domain for segmenting audio as well as information extraction. This study investigates alternate deep learning-based lightweight, knowledge-distilled, diarization solutions for segmenting classroom interactions of 3-5 years old children with teachers. In this context, the focus on speech-type diarization which classifies speech segments as being either from adults or children partitioned across multiple classrooms. Our lightest CNN model achieves a best F1-score of ∼76.0% on data from two classrooms, based on dev and test sets of each classroom. It is utilized with automatic speech recognition-based re-segmentation modules to perform child-adult diarization. Additionally, F1-scores are obtained for individual segments with corresponding speaker tags (e.g., adult vs child), which provide knowledge for educators on child engagement through naturalistic communications. The study demonstrates the prospects of addressing educational assessment needs through communication audio stream analysis, while maintaining both security and privacy of all children and adults. The resulting child communication metrics have been used for broad-based feedback for teachers with the help of visualizations.

Prevalence and Pattern of Eye Disorders Among Primary Schoolchildren in Abakaliki, Nigeria: A Cross-Sectional Study.

Background A child's learning ability depends on vision, and visual impairment negatively affects neurological, intellectual, and emotional development by limiting children's exposure to a range of experiences and information. This study aims to determine the prevalence and pattern of ocular morbidity among primary schoolchildren in Abakaliki and provide evidence that can be used in planning a school eye health program for the state. Methodology A school-based, cross-sectional study was conducted within the Abakaliki metropolis between January and April 2018 to determine the ocular health status of schoolchildren recruited using stratified random sampling. Data were analyzed using SPSS version 22 (IBM Corp., Armonk, NY, USA) and presented using descriptive statistics. Univariate analysis was performed to determine the association between dependent and independent variables, with the level of significance determined by a p-value <0.05 (95% confidence interval (CI)). Results A total of 553 schoolchildren aged 6-16 years were examined. The prevalence of eye disorders was 23.5%. Common disorders included refractive error (12.7%) and allergic eye disease (7.1%). Other findings included glaucoma suspect (15, 2.7%), infective conjunctivitis (1, 0.2%), amblyopia (3, 0.5%), cataract (1, 0.2%), and squint (1, 0.2%). The prevalence of visual impairment was 3.1%. Univariate analysis showed a significant association between ocular morbidity and attending private schools (95% CI = 6.5-11.1, p = 0.003). Conclusions Eye disorders such as uncorrected refractive error and allergic conjunctivitis were common among schoolchildren. School eye health programs can ensure that eyescreening is done periodically, allowing for early detection, referral, and prompt treatment of eye diseases that can potentially cause visual impairment.

Keterlibatan Orang Tua Dalam Pendidikan Anak Usia Dini Perspektif Orang Tua Dan Guru

process, both at school and at home. The contribution of parents can optimize children's learning abilities and have an impact on the next stage. This study aims to determine parents' involvement in early childhood education based on the results of a perception survey related to their level of involvement in parent involvement programs in PAUD units. In addition, to determine the level of resilience of each family of learners and to find out the form of parental involvement activities implemented in several PAUD units in Banten. The approaches used were quantitative and qualitative approaches. The population in this study were parents of learners and PAUD teachers. The research sample was taken using a non-probability sample with random sampling technique, so that 152 respondents were obtained. Data collection was obtained from the distribution of instruments on the perception of family resilience level and the level of involvement in parent involvement programs in PAUD and Focus Group Discussions (FGDs) with teachers in schools that were used as respondents. Descriptive statistics data processing was analyzed using Microsoft Exel and based on the results of the Focus Group Discussion (FGD). Descriptive statistics measured include mean and standard deviation. The results of the data analysis were categorized and the percentage was sought. For the scale of parental involvement in PAUD and family resilience of learners in PAUD units, 5 categories were made, namely very low, low, medium, high, and very high. Meanwhile, the teacher's perspective on parental involvement in children's education is made into 3 categories, namely low, medium, and high. The results of data analysis based on the identification of the level of resilience of the families of learners in the 8 PAUD institutions and the level of parental involvement in parental involvement programs organized by the 8 PAUD institutions are on average in the medium to high category. This indicates that parents of learners perceive their families to have been able to work together as a team to deal with various life difficulties quite effectively and are able to maximize the utilization of their protective factors to help overcome difficult situations or risk factors. Parents have played an adequate role in supporting and facilitating their children's lives and development.

The Influence of Montessori Education and Traditional Education on Children's Learning Psychology

This paper aims to explore the influence of Montessori education and traditional education on children's learning psychology and compare the advantages and disadvantages of the two educational methods. First, the influence of Montessori education and traditional education on children's learning ability and attitude was explored through observation and comparative analysis. In terms of learning ability, Montessori education focuses on cultivating children's independent learning ability and practical ability, while traditional education pays more attention to the indoctrination of knowledge and examination results. In terms of learning attitude, Montessori education cultivates children's concentration and continuity, while traditional education may lead to children's interest in learning and motivation to learn. Next, the advantages and disadvantages of Montessori education and traditional education are analyzed. Finally, the integration and innovation of Montessori education and traditional education are discussed. In conclusion, Montessori education and traditional education have different influences in terms of children's learning psychology, and integrated education may provide better educational methods for children's all-round development.

Meningkatkan Kemampuan Menyimak Melalui Metode Bercerita Dengan Big Book Pada Anak Usia 5-6 Tahun di TK Nurul Huda Srikaton

Developing good listening skills from an early age provides a strong foundation for children's future learning and interaction abilities. By providing the right attention and approach, a child's listening ability can be improved significantly, although it is difficult to measure the level of mastery directly. The aim of this research is to improve listening skills through the use of Bigbook media for group B children aged 5-6 years at Nurul Huda Srikaton Kindergarten. Furthermore, this research was carried out in two cycles and each cycle was held in two meetings. This research was carried out at Nurul Huda Srikaton Kindergarten with research subjects being Group B aged 5-6 years, totaling 11 people. Data collection in this research used observation and documentation techniques. The research results were that in cycle 1, 27.27% of children were still in the underdeveloped category, whereas after cycle 2 it was 0%. Furthermore, in cycle 1 there were 27.27% of children who were still in the beginning to develop category, then in the second cycle it was 9.09%. A significant increase occurred in the category developing as expected, namely from 18.18% increasing to 72.73% of children. Furthermore, the very well developed category in cycles 1 and 2 both received a score of 18.18%. This shows that the learning and development efforts carried out on children have provided positive results, with the majority of children showing improvements in listening skills in line with the expectations that have been set.&#x0D; Keywords: Listening Ability, Bigbook Media, ECE

The Influence Of Montessori Games Educational Methods And Media In Improving The Fine Motorcy Of Cerebral Palsy Children For Pre-Hooting Skills

This research investigates the impact of Montessori game educational methods and media on improving the fine motor skills of Cerebral Palsy children, especially in the context of pre-buttoning skills. Fine motor skills have a crucial role in daily activities, delays in the development of these skills can hinder children's learning abilities. Cerebral Palsy as a condition of brain dysfunction can cause fine motor disorders in children. Using a qualitative approach with a case study of subject B, this research implemented intervention using the Montessori method to train children's fine motor skills over nine meetings. Initial assessment results indicated challenges in the subject's behavior and fine motor skills. However, after the intervention, significant positive changes were seen. Subjects can be arranged to sit, complete tasks, and successfully place objects into containers according to their shape. This program also improves children's patience and sitting ability. Even though it has not yet reached the buttoning stage, satisfactory progress can be seen.

Increasing Literacy and Numerization by Holding A 1st Primary Level Ranking Competition in Tambusai Village, Rumbio Jaya District, Kampar Regency

Literacy has a broad scope, not only talking about reading and writing letters, but also the ability to capture information with logical and critical thinking, ultimately being able to use it effectively to achieve certain goals. Reading is a process carried out to obtain a message and then convey it using written words. The reading literacy movement for students is an activity designed so that when students read, they are not only proficient at reading. However, students can also understand the content of the reading. The aim of this research is to improve students' reading skills. The method for implementing community service KKN activities is carried out through several stages, including the following: (1) Contacting cooperation partners with the Tambusai Village head to ask for permission to carry out KKN activities, (2) Discussing the work program that our group has prepared and linked it to the problem. what happens to children in the Tambusai Village environment, (3) Contacting elementary schools to carry out activities, (4) Measuring children's learning abilities by helping teachers carry out teaching activities, (5) Carrying out 1st ranking competition activities at Tambusai village elementary schools. The result of this service is children's reading ability by holding competitions that foster students' enthusiasm for reading and learning in order to win the competition.

Implementasi Metode Langsung dalam Program “Arabic Camp” di Madrasah Ibtidaiyah

This research aims to determine the application of the direct method in the Arabic Camp program at MI PAS Baitul Qur'an Gontor. This research uses descriptive qualitative research, and case study data to implement direct methods in the "Arabic Camp" program. Research data collection techniques use observation, interviews, and documentation of data sources in research. The data taken comes from teacher interviews, exam documentation scores, and other related documentation using the Miles and Huberman model data analysis techniques. The research results show that applying direct methods in the Arabic Camp program can improve students' language skills. Because, during this program the participants are accustomed to listening and using Arabic both during learning and in other activities. Apart from that, some problems arise from factors such as students, teaching staff, or time/atmosphere in the Arabic camp program. From this it can be concluded that the direct method applied at Madrasah Ibtidaiyah is under child development theory which is aligned with children's language learning abilities, which is said to be the same as a mother teaching her child their first language.

I remembered the chorm! Word learning abilities of children with and without phonological impairment.

Children with phonological impairment present with pattern-based errors in their speech production. While some children have difficulties with speech perception and/or the establishment of robust underlying phonological representations, the nature of phonological impairment in children is still not well understood. Given that phonological and lexical development are closely linked, one way to better understand the nature of the problem in phonological impairment is to examine word learning abilities in children. To examine word learning and its relationship with speech perception, speech production and vocabulary knowledge in children aged 4-5 years. There were two variables of interest: speech production abilities ranging from phonological impairment to typical speech; and vocabulary abilities ranging from typical to above average ('lexically precocious'). Participants were 49 Australian-English-speaking children aged 48-69 months. Children were each taught four novel non-words (out of a selection of eight) through stories, and word learning was assessed at 1 week post-initial exposure. Word learning was assessed using two measures: confrontation naming and story retell naming. Data were analysed by group using independent-samples t-tests and Mann-Whitney U-tests, and continuously using multiple linear regression. There was no significant difference in word learning ability of children with and without phonological impairment, but regardless of speech group, children with above average vocabulary had significantly better word learning abilities than children with average vocabulary. In multiple linear regression, vocabulary was the only significant predictor of variance in word learning ability. Children with phonological impairment can be lexically precocious and learn new words like their peers without phonological impairment. Contrary to expectations, vocabulary knowledge rather than expressive phonological ability explained variance in measures of word learning. These findings question an assumption that children with phonological impairment have underspecified phonological representations. They also highlight the heterogeneity among children with phonological impairment and the need to better understand the nature of their difficulty learning the phonological system of the ambient language. What is already known on the subject There is limited research examining the word learning abilities of children with phonological impairment. Most previous research focuses on word properties such as phonotactic probability and neighbourhood density. Within the existing literature there are different reports and conclusions regarding the word learning abilities of children with phonological impairment and whether their word learning differs from that of children with typically developing speech. What this study adds to existing knowledge This study found that vocabulary was the strongest predictor of word learning across children with and without phonological impairment. There was no significant difference in word learning ability between children with and without phonological impairment. However, children with lexically precocious vocabulary abilities were significantly better at word learning than children with average vocabulary abilities. What are the potential or actual clinical implications of this work? Findings from this study support the importance of assessing and considering measures of word learning-including vocabulary-when working with children with phonological impairment. This study indicates that it is possible to use stories coupled with measures of confrontation naming and story retell to gain deeper insight into children's word learning abilities.

Effect of Voice and Articulation Parameters of a Home-Based Serious Game for Speech Therapy in Children With Articulation Disorder: Prospective Single-Arm Clinical Trial.

Articulation disorder decreases the clarity of language and causes a decrease in children's learning and social ability. The demand for non-face-to-face treatment is increasing owing to the limited number of therapists and geographical or economic constraints. Non-face-to-face speech therapy programs using serious games have been proposed as an alternative. The aim of this study is to investigate the efficacy of home therapy on logopedic and phoniatric abilities in children with articulation disorder using the Smart Speech game interface. This study is a prospective single-arm clinical trial. Children with articulation disorders, whose Urimal Test of Articulation and Phonology (U-TAP) was -2 SDs or less and the Receptive and Expressive Vocabulary Test score was -1 SD or more, were enrolled. A preliminary evaluation (E0) was conducted to check whether the children had articulation disorders, and for the next 4 weeks, they lived their usual lifestyle without other treatments. Prior to the beginning of the training, a pre-evaluation (E1) was performed, and the children trained at home for ≥30 minutes per day, ≥5 times a week, over 4 weeks (a total of 20 sessions). The Smart Speech program comprised oral exercise training, breathing training, and speech training; the difficulty and type of the training were configured differently according to the participants' articulation error, exercise, and vocal ability. After the training, postevaluation (E2) was performed using the same method. Finally, 8 weeks later, postevaluation (E3) was performed as a follow-up. A voice evaluation included parameters such as maximum phonation time (MPT), fundamental frequency (F0), jitter, peak air pressure (relative average perturbation), pitch, intensity, and voice onset time. Articulation parameters included a percentage of correct consonants (PCC; U-TAP word-unit PCC, U-TAP sentence-unit PCC, and three-position articulation test) and alternate motion evaluation (diadochokinesis, DDK). Data obtained during each evaluation (E1-E2-E3) were compared. A total of 13 children with articulation disorders aged 4-10 years were enrolled in the study. In voice parameters, MPT, jitter, and pitch showed significant changes in repeated-measures ANOVA. However, only MPT showed significant changes during E1-E2 (P=.007) and E1-E3 (P=.004) in post hoc tests. Other voice parameters did not show significant changes. In articulation parameters, U-TAP, three-position articulation test (TA), and DDK showed significant changes in repeated-measures ANOVA. In post hoc tests, U-TAP (word, sentence) and TA showed significant changes during E1-E2 (P=.003, .04, and .01) and E1-E3 (P=.001, .03, and .003), and DDK showed significant changes during E1-E2 only (P=.03). Home-based serious games can be considered an alternative treatment method to improve language function. Clinical Research Information Service KCT0006448; https://cris.nih.go.kr/cris/search/detailSearch.do/20119.

The effect of visuo-haptic exploration on the development of the geometric cross-sectioning ability

Cross-sectioning is a shape understanding task where the participants must infer and interpret the spatial features of three-dimensional (3D) solids by depicting their internal two-dimensional (2D) arrangement. An increasing body of research provides evidence of the crucial role of sensorimotor experience in acquiring these complex geometrical concepts. Here, we focused on how cross-sectioning ability emerges in young children and the influence of multisensory visuo-haptic experience in geometrical learning through two experiments. In Experiment 1, we compared the 3D printed version of the Santa Barbara Solids Test (SBST) with its classical paper version; in Experiment 2, we contrasted the children’s performance in the SBST before and after the visual or visuo-haptic experience. In Experiment 1, we did not identify an advantage in visualizing 3D shapes over the classical 2D paper test. In contrast, in Experiment 2, we found that children who had the experience of a combination of visual and tactile information during the exploration phase improved their performance in the SBST compared with children who were limited to visual exploration. Our study demonstrates how practicing novel multisensory strategies improves children’s understanding of complex geometrical concepts. This outcome highlights the importance of introducing multisensory experience in educational training and the need to make way for developing new technologies that could improve learning abilities in children.

The influence of brain gym on changes in the numerical ability of grade I elementary students

Introduction: The child is one of the important human resources in building a nation with improved quality and quality of life. One of which is the issue of education. Education is a process of self-development potential to increase optimal knowledge. Therefore, using a brain gym to improve children's learning abilities is more optimal. This study is to determine the effect of brain gym on the change of numeracy skills in grade 1 elementary school children.&#x0D; Methods: This research was pre-experimental with a one-group pretest-posttest approach with purposive sampling. The respondents were 19 samples that fulfilled the inclusion and exclusion criteria in public elementary school 1 Jatiwarna, Bekasi, Indonesia. Data were taken before and after the three weeks of brain training exercises using the 1st-grade end-of-year skills test. Analysis of univariate data used Shapiro Wilk and bivariate using paired sample t-test.&#x0D; Results: From 20 respondents, the average counting ability before intervention was 65.20, and after intervention was 80.60. The results showed an effect of the Brain Gym intervention on the counting abilities of children with p=0.000 &lt;α (0.05).&#x0D; Conclusion: Based on these results, it can be concluded that exercise brain gym influenced the increase in children's numeracy skills at Public Elementary School 1 Jatiwarna Bekasi in 2018.

MicroRNAs as potential biomarkers for diagnosis of attention deficit hyperactivity disorder.

Inappropriate levels of hyperactivity, impulsivity, and inattention characterize attention deficit hyperactivity disorder, a common childhood-onset neuropsychiatric disorder. The cognitive function and learning ability of children with attention deficit hyperactivity disorder are affected, and these symptoms may persist to adulthood if they are not treated. The diagnosis of attention deficit hyperactivity disorder is only based on symptoms and objective tests for attention deficit hyperactivity disorder are missing. Treatments for attention deficit hyperactivity disorder in children include medications, behavior therapy, counseling, and education services which can relieve many of the symptoms of attention deficit hyperactivity disorder but cannot cure it. There is a need for a molecular biomarker to distinguish attention deficit hyperactivity disorder from healthy subjects and other neurological conditions, which would allow for an earlier and more accurate diagnosis and appropriate treatment to be initiated. Abnormal expression of microRNAs is connected to brain development and disease and could provide novel biomarkers for the diagnosis and prognosis of attention deficit hyperactivity disorder. The recent studies reviewed had performed microRNA profiling in whole blood, white blood cells, blood plasma, and blood serum of children with attention deficit hyperactivity disorder. A large number of microRNAs were dysregulated when compared to healthy controls and with some overlap between individual studies. From the studies that had included a validation set of patients and controls, potential candidate biomarkers for attention deficit hyperactivity disorder in children could be miR-140-3p, let-7g-5p, -30e-5p, -223-3p, -142-5p, -486-5p, -151a-3p, -151a-5p, and -126-5p in total white blood cells, and miR-4516, -6090, -4763-3p, -4281, -4466, -101-3p, -130a-3p, -138-5p, -195-5p, and -106b-5p in blood serum. Further studies are warranted with children and adults with attention deficit hyperactivity disorder, and consideration should be given to utilizing rat models of attention deficit hyperactivity disorder. Animal studies could be used to confirm microRNA findings in human patients and to test the effects of targeting specific microRNAs on disease progression and behavior.

PENDEKATAN ARSITEKTUR PERILAKU PADA PERANCANGAN MADU PLAYHOUSE UBUD BALI

Children's learning ability, driven by the child's willingness to learn. This willingness is supported by a safe and comfortable space to explore, such as a Child Friendly City. In realizing a Child Friendly City, it is necessary to have Child Friendly Schools. Behavioral architecture approach will help assess a child's growth-learning space that is comfortable and safe. The purpose of this study was to examine the Design of Honey Playhouse, a Waldorf School in Ubud Bali, as well as the benefits of social or practical values, namely child-friendly design and learning methods. The theory used is Behavioral Architecture, and the Waldorf Learning Method. This study uses a qualitative approach. The collection technique was carried out by interviews, field observations, and online and offline documentation. The results showed that the behavioral architectural approach was carried out from the design concept to the finalization of the design, which in the end the school design grew together with school students.

Education Should Embrace All Potential: Students’ Reflective Essays on the Meaning of Merdeka Belajar

This research delves into the perspectives of students regarding the concept of merdeka belajar, as evidenced in their essays for the philosophy of education course. The selected reflection essays are analyzed to explore how students connect their learning experiences to the idea of merdeka belajar. The study aims to uncover how students interpret and apply merdeka belajar to their own learning, through the analysis of forty-five essays submitted for the philosophy of education course, with a focus on thirteen selected students. The research was carried out over the course of May 2022. The analysis reveals seven main themes in the essays, which include the students' understanding of merdeka belajar, their experiences with family and teacher involvement, their views on children's learning abilities, the role of schools in students' lives, experiential learning, diversity and equality in education, and reflections from prospective teachers. The study highlights the importance of promoting merdeka belajar in education and identifies the challenges students face in becoming self-directed learners, along with potential solutions to address these challenges.

Developing an Intervention to Enhance Parental Monitoring in Family Foster Care

Purpose: To fulfill their supervision and counseling responsibilities to foster parents, social workers need an effective way to indirectly monitor foster children's mental health and learning ability within a model of tripartite parenthood. This article describes how we are developing an intervention aimed at enhancing parental monitoring as a protective factor in family foster care. Methods: Focusing on the initial parts of Fraser et al.'s stepwise model for intervention development and drawing on ongoing research, we describe the main challenges faced in developing a program theory of parental monitoring. Results: The product is a manual that can transform the agenda of counseling meetings based on the following pre-requisites: appropriate standardized instruments, a common digital platform, training social workers, and being responsive to municipal differences. Conclusion: Our experience thus far allows us to be cautiously optimistic about strengthening parental monitoring in family foster care.

PSIKOEDUKASI MELALUI PERMAINAN GERAK DAN LAGU UNTUK MELATIH KONSENTRASI PADA ANAK SD NEGERI DESA RAJA

Psychoeducation is an activity carried out to increase understanding and/or skills as an effort to prevent the emergence or spread of psychological disorders in a group, community or society or activities carried out to increase understanding for the environment, especially the family, about disorders experienced by a person. Movement and songs for elementary school children are learning models to stimulate children's musical and kinesthetic intelligence. The purpose of this field work practice (PKL) is (1) to provide appropriate psychoeducation and/or stimulation to develop children's learning abilities (2) to understand the relationship between movement and songs on children's learning abilities (3) to build the mood of students so they can feel comfortable in learning and following the learning process given by the teacher. The method used in this fieldwork practice is the planning method. The target in this program is elementary school students. Data collection techniques using observation, interview, and documentation. The results of the field work practice: (1) The creation of various kinds of crafts such as flowers and paintings at Raja Village Elementary School (2) The creation of children's motivation to be more enthusiastic about starting learning (3) The creation of teacher awareness of the importance of raising the mood of students.