Early Childhood Education Institutions Research Articles

Investigation on needs for development of digital tool for observation recording for pre-service early childhood teachers

본 연구는 예비유아교사들이 유아교육기관 현장을 관찰할 때 사용할 수 있는 디지털 기록 툴 개발의 기초 연구로서 사용자 요구를 조사하려는 목적으로 수행되었다. 이를 위해 예비유아교사, 대학 교수, 유치원 교사를 대상으로 심층 면담을 수행하였다. 연구참여자들의 요구는 사용자들의 기록 행위 차원과 자료 차원으로 분류되었다. 기록 측면에서 연구참여자들은 디지털 관찰 기록 툴이 기록의 편리성과 표상방식의 다양성, 기록과정에서의 학습가능성이 갖추어져야 한다고 했고, 자료 측면에서는 자료를 체계적으로 구축하고, 구축된 자료에 편리하게 접근하고, 접근한 자료를 유의미하게 활용하며, 다수의 자료를 함께 공유함으로써 관찰기록의 실효성을 증진하는 과정이 필요하다고 했다. 본 연구를 통해 예비유아교사들의 현장 관찰 기회 증진과 디지털 관찰 기록용 어플리케이션 개발의 필요성이 제기되었다.The purpose of this study is to investigate the user’s needs on the development of a digital recording tool for pre-service early childhood teachers to utilize when observing the field of early childhood education institutions. To this end, in-depth interviews were conducted for preservice early childhood teachers, university professors, and kindergarten teachers. The specific needs of research participants were classified into users' recording behavior level and data level. In terms of recording, the research participants attested that a digital observation record tool should be equipped with convenience of recording, diversity of representational methods, and possibility of learning in the recording process. In addition, a process of enhancing the effectiveness of observation records was necessary to meaningfully utilize the accessed data and to share a large number of data together. Through this study, the necessity of improving the field observation opportunities of pre-service early childhood teachers and developing an application for recording digital observations were raised.

Educators, parents and children engaging in literacy activities in multiple languages: an exploratory study

ABSTRACT There is a consensus that home languages are the foundation on which to develop additional languages and that collaboration between homes and institutions of early childhood education and care (ECEC) can contribute to the development of children’s language and literacy skills. Nevertheless, educators seem rarely to draw on multiple languages in literacy activities. Furthermore, situations where educators and parents jointly read to children are scarce. Luxembourg, which has implemented a programme of multilingual education in ECEC, is an ideal context to investigate literacy practices and language use of educators and parents. Drawing on observations in two multilingual centres in Luxembourg as well as interviews, the present study examines the interactions between the educators and the 3-year-old children and those between the educators, parents, and children when the parents occasionally read books in the centres. The findings show that the educators in both centres used several languages and that the types of interactions differed. When the parents offered literacy activities, their use of languages and the roles they played also differed, varying from being fully involved to taking a marginal role. The findings can help educators and policymakers develop inclusive and participatory literacy practices which actively involve children and parents.

SPIRITUAL HABITATION MODEL IN IMPLEMENTING MORAL AND RELIGIOUS VALUES IN EARLY CHILDREN

Every child has different basic spiritual needs that must be met in life. If spiritual needs are met, it will create peace, tranquility, and security in the lives of children in their families. BIMS Purwokerto Kindergarten as an early childhood education institution takes a strategic role. From here, this research focuses on the strategic model of spiritual habituation in inculcating moral and religious values in early childhood. This research uses field research or analysis data according to the phenomenon with the description. The data collection technique is through observation, in-depth interviews, and documentation. Observations and interviews with teachers, parents, and class A students at BIMS South Purwokerto Kindergarten, Banyumas Regency. While the documents are archives, anecdotal notes, photos, and other works related to the model of children's spiritual habituation. The results of this study focus on the model of spiritual habituation in inculcating moral and religious values through four points, namely; (1) spiritual habituation through programmed, (2) spiritual habituation through routine activities, (3) spiritual habituation through spontaneous, and (4) spiritual habituation through example. These four are the success of the early childhood spiritual habituation model with the development of children's religious abilities (knowing the religion they follow, compassion for fellow creatures of God, imitating worship movements in order and order, recognizing praiseworthy and despicable behavior), respect for tolerance of other religions, knowing Islamic holidays, being able to pray with good ethics, and helping to stimulate spiritual intelligence and other intelligence.

PERAN GURU DALAM PENGEMBANGAN KURIKULUM DAN PENERAPAN PEMBELAJARAN DI PAUD

This study aims to find out how the role of teachers in curriculum development and the application of learning in Early ChildhoodEducation Institutions (ECCE). This research method uses literature study research or literature review studies. The result of this study,that the core of the educational program is the curriculum. Policies and approaches aimed at achieving national education goals can beseen as curricula. To ensure that Early Childhood Education (ECCE) is implemented in accordance with the established objectives, it isimportant that all educators and administrators participating in Early Childhood Education (ECCE) have an understanding of the basicsand structure of the Early Childhood Education Curriculum since 2013. The application of learning in the 2013 curriculum emphasizesthe scientific approach is to ensure that students master knowledge and understand various modules by utilizing a scientific approach,meaning that students can independently get the knowledge found from various sources of information. The scientific approach is closelyrelated to scientific methods. Scientific (scientific) methods usually involve observing the necessary activities to formulate hypotheses orcollect data. The scientific method is usually based on the presentation of information obtained through observation or experimentation.Teachers can support scientific approaches during the learning process using a variety of complementary approaches such as storytelling, conversations, assignments, social dramas, demonstrations, tourist works, projects, and experiments. Teachers, students, and learning resources are part of the learning process. Educators plan lessons until students can gain the knowledge, attitudes, and abilities they need to meet future challenges. If a teacher creates daily learning activities that demonstrate the application of a scientific approach, the application of that approach to learning is to be successful. And also an integrated approach to the early childhood curriculum.

Empowerment of Communication Parents and Educators to Success Program Play Groups

Communication between educational institutions and parents is needed so that children's education becomes optimal. This research was conducted with the aim to explore information related to the effectiveness of communication between parents and educators in Early Childhood Education institutions. This research is a type of case study research with qualitative methods. The research subjects involved included educators, parents and managers. Data were collected using observation, interview, and documentation techniques. The results showed that the process of communication between parents and educators in early childhood education institutions was more likely to use a pattern of openness so as to enable all interested parties to exchange information. Program activities are carried out and communicated through meetings involving parents. The effectiveness of existing communication is demonstrated by the change that is getting better in the achievement and success of the Play Group program.

Innovation of the Educational Process in Early Childhood Education Institutions

Nowadays, the introduction of the latest means of development of early childhood education institutions is connected with the general trends of innovation processes in the economy and new social standards. The publication of new textbooks, and manuals, as well as equipping higher pedagogical education institutions with computer technology should meet the requirements of the development of new material bases and the challenges of professional development of early childhood teachers. Under such requirements, the goals, content, conditions, and expected consequences of the innovative development of the educational process in early childhood education institutions are being developed. The article aims to characterize the main directions and features of scientific research in the field of innovative development of the educational process carried out in early childhood education institutions. In the course of organizing and conducting both theoretical and practical components of this study, the analytical and bibliographic method was applied to study the scientific literature on the educational process in early childhood education institutions. Analysis, synthesis, induction, and deduction were employed in the processing of scientific information. System-structural, comparative, logical, and linguistic methods, abstraction, and idealization were used to study and process data. Moreover, the questionnaire survey served in the practical establishment of certain aspects of innovative processes in the field of education in preschool institutions. Based on the results of the study, the theoretical aspects of innovating the process of upbringing in preschool education have been studied. Moreover, the most essential factors, stages, and components of this process from the standpoint of its subjects have been clarified.

유아교사의 수학적 태도와 수학교과교육학지식이 수학문해환경에 미치는 영향

Objectives The purpose of this study is to analyze the effect of early childhood teachers' mathematical attitudes and Mathematical Knowledge for teaching on the mathematical literacy environment of early childhood education institutions. Methods Data were collected from 229 teachers working at 34 kindergartens and daycare centers located in Seoul, Gyeonggi, and Incheon using a questionnaire for teachers on mathematical attitudes, Mathematical Knowledge for teaching, and mathematics literacy environment. The collected data were analyzed using descriptive statistics, frequency analysis, t-test, one-way ANOVA, and stepwise multiple regression analysis. Results First, it was found that early childhood teachers differ in their mathematical attitudes according to the age of the class they are in charge of, and Mathematical Knowledge for teaching differs according to career, academic background, and type of institution among general variables of early childhood teachers. In addition, it was found that the environment of mathematical literacy differed according to career and educational background, type of institution, and age in charge among general variables of early childhood teachers. Second, general variables of early childhood teachers, mathematical attitudes and mathematical knowledge for teaching showed positive correlations with the environment of mathematics literacy. Third, the general variables of early childhood teachers, the motivation for mathematics in the mathematical attitude, and the knowledge of teaching and learning methods in the mathematical knowledge for teaching had explanatory power in the mathematical literacy environment. Conclusions This study investigated the effects of teachers' general variables, mathematical attitudes, and mathematical knowledge for teaching on the mathematical literacy environment of early childhood education institutions. Through this, it was emphasized that teacher education should be carried out by developing a teacher education program that can improve teachers' mathematical attitude and knowledge of mathematics and pedagogy as a way to improve the quality of the environment for mathematics literacy in the early childhood education field.

Proposed Business and Marketing Strategy for Recovering Kb Kupu-Kupu and Tk Harapan Bunda after Pandemic

KB Kupu-Kupu and TK Harapan Bunda are early childhood education institutions located in Sepinggan Pratama Complex, Balikpapan, East of Kalimantan. Since the Covid-19 pandemic, they suffer from the declining number of students in the school. This research intended to find the internal and external factors which are affected the performance of KB Kupu-Kupu and TK Harapan Bunda. The internal factors are obtained by analyzing the general environment, industrial environment, and competitor analysis. The resource analysis and value chain analysis were performed to obtain the internal factors. This research employed a qualitative approach. The primary data were collected through observation and interviews. While secondary data are collected through reports, journals, news, brochure, article, website, and social media. The novelty of this research is the utilization of the Holistic Marketing approach, everything matters connected with resources and activities. The SWOT quantification was performed to choose the significant factors of strength, weakness, opportunity, and the threat of KB Kupu-Kupu and TK Harapan Bunda, and to assess the dominant factors which determined the appropriate corporate strategy. The TOWS matrix was performed to formulate the functional strategies. Based on the analysis, the appropriate corporate strategy for KB Kupu-Kupu and TK Harapan Bunda is growth, the proposed business strategy is differentiation, and marketing strategies are proposed through the 4P marketing mix (Product, Price, Promotion, and Place).

Problems of Learning the Qur’an in Early Childhood Education during the COVID-19 Pandemic

Purpose – The early learning of the Qur’an, infused with Islamic values, has been widely regarded as an effective tool in preserving the natural inclinations of children and nurturing their humanity. However, the ongoing COVID-19 pandemic has presented significant obstacles to Qur’an learning in Early Childhood Education (ECE) institutions. As such, this study seeks to offer a comprehensive description of the challenges faced by these institutions in delivering their teachings during this global health crisis.Design/methods/approach – The method used in this research is descriptive qualitative research. The location of this research was carried out at 4 ECE institutions. Namely: RA Al-Muslimun Nurul Islam, TKIT Asy-Syaamil Qur’anic Fullday School, Integrated Star Islamic Early Childhood Education, and RA Ulumul Qur’an Al Madani.Findings – The current COVID-19 pandemic has created significant challenges for learning the Qur’an in ECE. These issues can be categorized as internal and external factors. Internal factors relate to teachers’ difficulties when conducting practical learning activities outside the classroom. Meeting constraints, large class sizes, and limited time duration often result in an inability to deliver a complete learning experience. Externally, learning losses in early childhood have become apparent, with children experiencing behavioral changes. Not all parents are equipped to accompany their children in instilling Islamic values based on the Qur’an at home. This issue is compounded by parental objections to tuition fees, which creates financial challenges for institutions. Finally, offline learning has been the subject of criticism from the community, which indirectly affects the learning process.Research implications/limitations – This study used a qualitative method related to the problems of learning the Qur’an in ECE during the COVID-19 pandemic. Practical implications – The research presents significant implications for developing Al-Qur’an learning post-pandemic. It also provides valuable insights into formulating policies about Al-Qur’an learning during pandemics. Additionally, the study sheds light on the effectiveness of character building during the challenging times of the COVID-19 pandemic.Originality/value – Potential avenues for further investigation could include examining the effects of COVID-19 on the acquisition of Qur’anic knowledge during early childhood and its potential impacts on personality development. Such research could contribute to a deeper understanding of how the pandemic has influenced educational and psychological outcomes in this context.
 Paper type Research paper

INCLUSION: CHALLENGES FOR EARLY CHILDHOOD EDUCATORS

This article reflects on the difficulties faced by educators of early childhood education, facing the challenge of including children with special educational needs in the day care space. The Law of Guidelines and Bases of National Education nº 9.394/96 determines that people with special needs, including those with disabilities, are included in classrooms and regular schools, including in institutions of early childhood education. However, the implementation of the Law comes up against numerous difficulties, since inclusion demands broad processes of pedagogical organization (integrated planning, selection of methodologies that meet the different needs, material and pedagogical time, among others). In order to know how the laws work and in the lived reality, we will examine and reflect on the main existing laws and documents.

Managementul activității de lucru în echipă a cadrelor didactice din instituția de educație timpurie

The management of the teamwork activity of teachers in the early childhood education institution is an important and relevant process that has a significant impact on the quality of education provided to preschoolers. This process involves defining clear objectives and roles, open and effective communication, developing leadership skills, continuous training, evaluating and monitoring performance. By implementing these measures, the quality of the education provided can be improved, creating a strong and efficient team that contributes to the success of the whole process.

Structural Relationship Between Mothers’ Play Beliefs, Parenting Behavior, Children’s Playfulness, and Children’s Ego-Resilience

Objectives: This study analyzed the structural relationship between mothers’ play beliefs, parenting behavior, children’s playfulness, and children’s ego-resilience, and verified the relationship between variables. The mediating effect of the mother’s parenting behavior and children’s playfulness was examined in the relationship between direct and indirect effects of variables on children’s ego-resilience and mother’s play belief and children’s ego-resilience.Methods: A total of 305 children aged 3 to 5 and 305 mothers enrolled in early childhood education institutes in Gangwon-do, Gyeonggi-do, Jeollabuk-do, and Chungcheongnam-do were recruited. Structural equation modeling was conducted using the AMOS 21.0 program.Results: Results revealed that mothers’ play beliefs had a positive correlation with parenting behavior, children’s playfulness, and children’s ego-resilience, and parenting behavior had a positive correlation with children’s ego-resilience. The playfulness of children exhibited a positive correlation with the ego-resilience of children, while parenting behavior and children’s playfulness. In addition, the mother’s play beliefs, the mother’s parenting behavior, and the children’s playfulness directly affected the children’s ego-resilience, and the play beliefs indirectly influenced parenting behavior and the children’s playfulness as mediators.Conclusion: This study, verified that the mother’s play beliefs, parenting behavior, and playfulness of children had a significant effect on children’s ego-resilience. It is encouraging in that it revealed that if a mother recognizes the importance of play and supports it with a positive belief in play, children’s playfulness can be cultivated and ego-resilience can be improved.

국내 유아교육기관의 공중관계성(PR) 활동 현황과 필요성에 대한 연구

국내 유아교육기관의 공중관계성(PR) 활동 현황과 필요성에 대한 연구

Przejście, gotowość i adaptacja jako znaczące kategorie pedagogii Montessori

The article is a theoretical exploration of three significant concepts of the Montessori pedagogy, i.e., transition, readiness and adaptation in the context of early childhood education (ECE). The text summarises some of the conclusions formulated by Professor Barbara Wilgocka-Okoń and Maria Montessori. In this way the author points out the similarities and differences between these two thinkers, which helped to critically reflect on the concepts alone, but also on the paradigms of the functioning of ECE institutions.

유아교육기관의 전문성 지원환경이 유아교사의 디지털놀이 지원역량에 미치는 영향

Objectives The effect of the professional support environment of early childhood education institutions on the digital play support competency of early childhood teachers was analyzed.
 Methods A survey was conducted on 844 teachers working at daycare centers and kindergartens in early childhood educational institutions in Seoul and Gyeonggi Province, and SPSS 23.0 and AMOS 23.0 were used to analyze descriptive statistics, reliability and confirmatory factor analysis, and structural equation models.
 Results First, it was found that there was a positive (+) correlation between the professional support environment of early childhood education institutions, early childhood teachers' perception of play rights, perceived usefulness of digital play, and digital play support competency. In addition, it was found that the professional support environment of early childhood education institutions recognized by early childhood teachers had a statistically significant positive (+) effect on the perceived usefulness of digital play. Second, the mediating effect of perception of play rights and perceived usefulness of digital play was proved in the relationship between professionalism support environment and digital play support competency.
 Conclusions As a result of the study, the perceived usefulness of digital play as a mediator to increase digital play support competency was found to have a large effect. Therefore, it is necessary to seek ways to increase the perceived usefulness of digital play by early childhood teachers and the positive perception of the right to play.

Impact of ECE on Social Competencies and Language Learning

Early childhood education (ECE) addresses holistic development of thechildren brings positive experiences and enhances academic and socialcompetencies. In Pakistan, ECE program was started in last two decadeswith limited budget. Recent educational policies and projects havefocused ECE by developing rooms, play facilities and leaning kits,learning material and Teachers training etc. This casual comparativestudy compared the public ECE and Public non ECE students in socialdevelopment and language learning. Sample of 300 students from publicECE and public non ECE institutions was selected for studying level ofsocial competency and 500 for measuring academic achievement inEnglish and Urdu language by two stage stratified random samplingtechnique. To compare mean social competencies scores and languageachievement scores of public ECE and public non ECE students, t-testwas used. The study found that students studying in public ECEinstitutions are better in social competencies and language learning thanthat of students in public non ECE schools.

How to Implement the Development of Early Detection Instruments for the Development of Religious and Moral Values of Children Aged 5-6 Years ?

In thus day and age, the Indonesian nation is experiencing a crisis that is so influential, namely a crisis of character. Where there are many deviations from social norm, legar norm, and even religios norms. The inculcation of religious and moral values from an early age through early childhood education institutions is very important to be carried out consistently and continuously, bearing in mind that there will be a lot of immoral behavior in society due to the weakness of the moral education system in schools. This study aims to describe the planning, pattern of implementation and evaluation of the inculcation of religious and moral values for children aged 5-6 years at Pertiwi DWP Kindergarten, Tasikmalaya City. This research method uses a descriptive qualitative method. Data collection was carried out using observation techniques, interviews, and documentation studies. The results showed that of the 7 children studied, on average it could be said to have developed as expected. This can be seen from several indicators of the development of religious and moral values that have been achieved.

Implementation Outdoor Learning Activities (OLA) to Develop Early Childhood Language Skills

Aspects of language is one aspect that is owned by early childhood that must be stimulated. At this time, children's language skills have not been optimally stimulated and have not been designed through interesting activities. The aim of this research is to describe the need to implement early childhood language development through Outdoor Learning Activity. This study uses a survey method. The subjects were educators at Early Childhood Education institutions under the auspices of Himpaudi Magelang Regency, the Bustanul Athfal Teachers' Association, the Raudhatul Athfal Teachers' Association totaling 40 educators. The data collection tool used a questionnaire at the FGD event to identify the implementation of OLA in developing early childhood language. The analysis technique uses descriptive analysis, namely describing facts with the right interpretation to recognize phenomena and to describe accurately some of the phenomena, groups or individuals that are happening. The results showed that 27.03% of educators had implemented OLA every day and had not optimally developed children's language skills. Stimulation of children's language is still carried out monotonously in the classroom by using conversation method by 24%, storytelling 22%, and question and answer 11%. So that it has not fulfilled the BAN PAUD and PNF accreditation instruments, namely education units that apply interesting learning activities outdoors to get at least 30 minutes of sunlight every day. This supports the need for OLA learning designs to take advantage of the potential of the child's environment.

Pentingnya Pelayanan Bimbingan dan Konseling Pada Pendidikan Anak Usia Dini (PAUD)

Implementation of guidance and counseling services at Early Childhood Education Institutions is carried out to help children so that children can develop optimally and prepare Early Childhood Children to undergo the next stage of education, namely basic education. Guidance and counseling services in early childhood education are considered important because they are in line with the goals of PAUD services stipulated in the Minister of Education and Culture Regulation Number 18 of 2018 concerning Early Childhood Education Services which aim to serve Early Childhood Education and the Sustainable Development Goals or SDGs so that children have access to quality early childhood development and care, preschool education as preparation for basic education by implementing student-centred guidance and counseling services by adjusting the background and support from teachers, parents, and related parties. This article examines the importance of implementing guidance and counseling in Early Childhood Education to see how it needs to be implemented.

Evaluation of Teachers' Understanding of Curriculum 2013 and Merdeka Curriculum in Early Childhood Education Institutions (PAUD)"

Penelitian ini bertujuan untuk mengukur pemahaman guru terhadap kurikulum 2013 dan kurikulum merdeka yang diterapkan oleh lembaga Pendidikan Anak Usia Dini (PAUD). Metode yang digunakan dalam penelitian ini adalah metode wawancara dan observasi. Jenis penelitian yang digunakan adalah penelitian deskriptif. Hasil penelitian menunjukkan bahwa pemahaman guru terhadap kurikulum 2013 cukup baik, namun masih ada beberapa guru yang kurang memahami konsep dan tujuan dari kurikulum 2013. Selain itu, hasil penelitian juga menunjukkan bahwa pemahaman guru terhadap kurikulum merdeka yang diterapkan oleh lembaga PAUD cukup baik, namun masih ada beberapa guru yang kurang memahami konsep dan tujuan dari kurikulum ini. Oleh karena itu, perlu adanya upaya untuk meningkatkan pemahaman guru terhadap kurikulum 2013 dan kurikulum merdeka yang diterapkan oleh lembaga PAUD. Temuan ini menunjukkan bahwa perlu adanya pelatihan dan pengembangan profesional untuk meningkatkan pemahaman guru tentang kurikulum 2013 dan kurikulum merdeka, serta mendukung mereka dalam menfasilitasi pembelajaran yang berpusat pada siswa.