Learning In Kindergarten Research Articles

Future paths for GIS in K-12 education: A review of possibilities and constraints

Geographic information systems (GIS) have been highlighted as essential future knowledge and are increasingly integrated in people’s everyday lives through applications, tracking, and global positioning systems (GPS). Still, applications and re-search of GIS technology for teaching and learning in kindergarten to grade 12 (K-12) education are limited. Through a scoping review of contemporary literature, this study identifies and discuss possibilities and constraints for GIS in K-12 education. Data were collected and analyzed with directed content analysis, using affordances as a theoretical lens, to identify possibilities and constraints of GIS for K-12 education. The study highlight themes of possibilities and constraints for further investigation. The possibilities of GIS for K-12 education include accessibility, transdisciplinary, and beyond classroom; and the constraints include skills and attitude, higher education and support, and teachers’ knowledge. The theoretical contribution of the study is a conceptual model for how possibilities and constraints of GIS for K-12 education relates to reaching educational goals. Findings of the study have practical implications for teachers and other stakeholders on the use of GIS in K-12 classrooms. The study also provides several suggestions for future research on GIS in K-12 education.

Peran Orang Tua dalam Peningkatan Kualitas Pembelajaran di TK Pgri Merpati Pangandaran

The parents play a crucial role in early childhood education, particularly in optimizing children's learning experiences at the kindergarten level. This study involves parental participation in various activities and interactions with the school to enhance the quality of learning in kindergarten. The aim of this research is to understand the role of parents in improving the learning quality of children. The research employs a qualitative-descriptive model approach, which aims to describe a phenomenon or event that occurs. The methods used include observation and interviews. The findings of this study reveal that parents have an essential role in enhancing the learning quality at TK PGRI Merpati Pangandaran. Key aspects of parental involvement in improving learning quality lie in their ability to build attachment with their children and foster good communication between parents, children, and teachers. Moreover, parents who take the initiative to be involved in their child's education and create a conducive learning environment at home can motivate the child in the learning process. Contributing to the decision-making process at school and cooperating with the community are also crucial points to consider, as the quality of learning is the responsibility of all parties, especially parents. Therefore, parents are encouraged to continuously improve their skills, knowledge, and creativity to realize the importance of their role in achieving improved learning quality. By implementing all efforts optimally, the process of enhancing the quality of learning can be achieved promptly.

Block Center Learning of Sekolah Penggerak: Portrait of Merdeka Belajar in Kindergarten

Block center learning in kindergarten is influenced by government education programs, including the driving school program as a school that pioneered the implementation of the independent curriculum. This study aims to analyze the implementation of block-center learning integrated with the driving school program. This research is field research with a qualitative approach. The research subjects were school principals, teachers, and students of driving schools. Data was collected through interviews, observation, and documentation techniques, which were then analyzed through condensation, data presentation, and conclusion. The study results show that block center learning implementation consists of planning by designing teaching modules and lesson plans, determining methods and media, and developing themes, sub-themes, and topics. Second, implementation is carried out on four bases according to the BCCT learning model guidelines. Several adjustments support forming a Pancasila student profile and reflect independent learning. Child development evaluation is carried out through an assessment using a work record instrument. This study concludes that government support, facilities and infrastructure, various online platforms, the readiness of educators and education staff, and simplification of curriculum instruments are very important to support the successful implementation of learning. Inhibiting factors in the implementation of learning must be mitigated by various policies at the school level and from the government so that learning can run better.

Learning through play or learning sexism through play? Why critical gender literacy matters in kindergarten education

ABSTRACT Play is a highly valued pedagogy in early learning settings around the world. Supporters of play have emphasised the benefits of this approach in promoting children’s development and learning and their alleged freedom to choose, explore, and follow their interests. Feminist research, however, has shown that play contexts can be key sites that perpetuate gender inequalities. Building on this scholarship, I apply a critical feminist lens to examine the gendered effects of a recent shift in a Canadian province towards full-day play-based learning in kindergarten. Analysis of ethnographic data collected in two classrooms reveals that not all children may benefit from play-based learning. Instead, the findings show that the play settings in this study implicitly propagated patriarchal values that upheld hierarchal gender divisions and legitimized sexist practices among children in play. Specifically, in this paper I examine the subordination of girls through role allocations in the big blocks center. Given these findings, I discuss the need for critical gender literacy and transformative action among early education stakeholders.

Evaluation of Physical Activity Learning in State Kindergarten Kulon Progo Regency

This study aims to evaluate the planning and learning process of physical activity at kindergarten in kulon progo regency, Indonesia. Physical activity learning in kindergarten is very influential on the development of children not only focused on psychomotor development, but also on cognitive and social development. Methods: The evaluation model used in this study is the Discrepancy model. The subjects of this research were the principal and the teachers of the State Kindergarten in Kulon Progo Regency. The sampling technique uses a total of sampling which aimed at 1 principal and 1 teacher in each State Kindergarten in Kulon Progo Regency. The sample in this study included 12 Principals and 12 Kindergarten teachers. Data collection techniques use interview methods, questionnaires, and documentation. The data analysis technique in this study is quantitative and qualitative descriptive analysis. Results: The results showed that the evaluation of physical activity learning programs in State Kindergartens of Kulon Progo Regency was 2.45 so that it was included in the less category. Based on each evaluation stages, which include (1) The design of physical activity learning programs in Kindergartens of Kulon Progo Regency amounted to 2.45, with details on the indicators of understanding about physical activity learning in Kindergartens of 2.42 included in the less category and indicators of learning objectives of 2.48 included in the less category, (2) Program planning or installation of physical activity learning programs in Kindergartens of Kulon Progo Regency amounted to 2.43, with details on the indicators of learning implementation plans of 2.36 included in the less category, learning material preparation indicators of 2.49 are included in the less category, and learning media preparation of 2.46 is included in the less category, (3) Implementation of physical activity programs or learning processes in Kindergartens of Kulon Progo Regency is 2.45, with details on material delivery indicators of 2.50 are included in the good category, learning activity indicators of 2.46 are included in the less category, and learning media use indicators of 2.38 are included in the less category, and (4) Products of physical activity learning programs in Kindergartens of Kulon Progo Regency of 2.49, with details on the learning evaluation indicator of 2.49 included in the less category

THE LIVING QURAN STUDY (Analysing the Participation of University Students’ Parents in Learning during The Covid -19 Pandemic)

Online learning in the Covid-19 pandemic era was a new experience for lecturers, teachers,educators, and parents. Online learning in kindergarten, elementary school, junior highschooll, and senior high school levelss relied on the parents’ involvement and guidance itoptimal. This article responded to the absence of a study about the role of universitystudents’ parents in online learning in covid 19 pandemic. This study aimed to explain therole of parents of university students in online learning during covid 19 pandemic, whichwas conducted from home. It is qualitative research with a survey method involving 34students of the Faculty of Dirasat Islamiyah, State Islamic University of Syarif HidayatullahJakarta, on September 2021 on the subject of Al-Quran Memorization. The Faculty usedArabic language specializing it from other faculties. A questionnaire using g-form was usedas the data collection instrument considering that the study was carried out when theacademic activities were arranged in covid 19 pandemic era. The data we obtained werethematically grouped based on the research questions. They were then analyzed throughthree stages: data restatement, description, and interpretation. The study found that manyparents were involved in online learning during the Covid -19 pandemic. Their roles areclassified into academic, material, and motivational. The study was limited to one Faculty ina university and only investigated the parents’ role in guiding their children in onlinelearning of Alquran memorization subject. Further study should be carried out in a widerscale with more various variables.

PENYUSUNAN KURIKULUM OPERASIONAL PADA SATUAN PAUD BERBASIS KURIKULUM MERDEKA

Curriculum is dynamic and it needed to change to adjust to the context and goals of the society, however it is also not always easy for teachers who implement the curriculum. This community service activity aims to help PAUD teachers, especially Kindergarten (TK) levels in understanding the existence of curriculum changes, namely the Kurikulum Merdeka so that teachers can understand, plan, and implement learning at the kindergarten level. The target of this community service (PKM) activity is 25 kindergarten teachers in Mojokerto City. The PKM design carried out were: socialization of the independent curriculum and training in preparing activity plans in learning in kindergarten. This community service uses the lecture, discussion, assignment, and simulation methods, this PKM is carried out both online and offline to provide experience in compiling and implementing learning in kindergarten. The results of this PKM can be seen from the results of the pre-test and post-test. Kindergarten teachers in the City of Mojokerto already have knowledge of the Independent Curriculum but not in its entirety. Based on the results of a questionnaire filled out by 25 kindergarten teachers in Mojokerto City, it was found that only 8.7% of institutions had used the Kurikulum Merdeka. 52.2% use a mixed curriculum (50% PAUD 2013 Curriculum and 50% Kurikulum Merdeka). As many as 39.1% still use the 2013 PAUD Curriculum, so it can be concluded from this PKM is the creation of the ability of kindergarten teachers in preparing, planning and implementing Kurikulum merdeka appropriately.

Kegiatan outbond sebagai media pendidikan karakter Pancasila pada pendidikan anak usia dini

This study aims to examine character education learning media that are in accordance with the principles of learning in early childhood. Outbound can be used as a character learning medium in Early Childhood Education. Outbound as a character learning medium is an essentially learning approach that uses the principle of playing while learning, experience learning, which is adapted to aspects of child development. This research is a research and development following the model of Thiagarajan which consists of define, design, development, and disseminate. The results of this study indicate that outbound in early childhood education is adapted from outbound games commonly used in recreational places which are embedded in learning themes and sub-themes. Learning activities are adapted to learning in kindergarten which consists of an introduction, core, and closing. Outbound activities for PAUD consist of games Reaching for the Stars, Chain of Love, Defending the Fort, Building a Lighthouse, and Maze of Social Justice. The five forms of this game are learning that contains the values of divinity, humanity, nationalism, democracy, and welfare. Apart from that, outbound learning also includes the values of cooperation, empathy, tolerance, leadership, and being able to stand the test of facing challenges. Outbound is an effective learning media for national character education for early childhood.

Analysis of Educational Values in Macapat Song Learning in Kindergarten

Background: Early childhood learning cannot be equated with adults. So education observers continue to develop and innovate in learning for children. The macapat song is one of the innovations and developments of early childhood learning media which has been implemented in ABA Ngabean 2 Kindergarten.
 Aim: The purpose of this study was to determine the educational values ??in the learning of the macapat song in TK ABA Ngabean 2. The macapat songs that were implemented in learning were the Potong and Gambuh songs.
 Method: This research method uses descriptive qualitative analysis by using data from observations, interviews, and conducting group discussion forums. Value analysis is associated with character education values ??based on Permendikbudristek number 7 of 2022 concerning PAUD content standards.
 Findings: The results of this study indicate that the macapat song has educational values ??that are following children's learning competencies according to the ministry of education in Indonesia

Intergenerational learning and cooperation: A perspective of preschool teachers

The study explores intergenerational learning and cooperation in kindergarten. Given the importance of intergenerational learning in education and recognizing that intergenerational learning in kindergarten takes place in many and different interactions between different participants (preschool teachers, children, parents, grandparents, etc.), the perspective of preschool teachers on intergenerational learning was studied. The aim was to explore the perspective of preschool teachers on the factors of intergenerational learning and cooperation in kindergarten. A quantitative research paradigm that has cross-sectional design features was used. An online scaling technique was used to collect relevant data. Consistent with ethical considerations, data collection was voluntary and anonymous. Factor analysis identified three factors that indicate the perspective of Slovenian preschool teachers on intergenerational learning: challenges of intergenerational interaction, social (cohesion), professional and personal wellbeing and innovative intergenerational learning practices grouped into two polarized dimensions. Keywords: intergenerational learning, innovative practices, intergenerational interaction, social cohesion, preschool teachers.

Encouraging Self-Regulated Learning in Kindergarten

This paper presents a part of the research carried out among educators in Slovenian kindergartens on the self-regulated learning of children in kindergarten and the role of educators in this process. The aim of the research was to find out how educators self-assess their knowledge of self-regulated learning in relation to their level of education, workplace (educator and assistant educator), and work experience. The research was conducted in June and July 2021 via the 1Ka website for online surveys. The questionnaire was sent by e-mail to the kindergarten directors throughout Slovenia. One-way analysis of variance indicates that there are no significant differences on the scale of knowledge about self-regulation and self-regulated learning in relation to the level of education, F (4, 494) = 0.96, p> 0.05. One-way analysis of variance indicates that there are statistically significant differences on the scale of knowledge about self-regulation and self-regulated learning in relation to work experience, F (3, 495) = 3.20, p = 0.023. LSD post hoc test was applied to examine the differences between individual groups. Educators and assistants with more than 31 years of service (AS = 3.62) have significantly higher results on the scale compared to those with up to 10 years of service (AS = 3, 40). as well as in relation to those with work experience from 11 to 20 years (AS = 3.39). Educators and assistants with more than 31 years of service (AS = 3.62) have significantly higher results on the scale compared to those with up to 10 years of service (AS = 3,40). ) as well as in relation to those with work experience from 11 to 20 years (AS = 3.39).

Peer interactions and their role in early mathematical learning in kindergarten discourses

Since the 2000s, early co-constructive mathematical learning in kindergarten has focused on political discussions and (mathematical-didactic) research. This is because kindergarten is the first place for subject-specific learning, next to socialization in the family. Research on this first institutional learning in the kindergarten often focuses on the interaction between children and elementary school teachers, which is presented as a key variable for these learning processes. However, it is peer interaction that takes up a large part of the day in kindergarten. In these interactions, children negotiate a variety of issues that are relevant to them. The following contribution will present research that focuses on these peer interactions in the context of block play situations. There is a general analysis using methods of (qualitative) thematic analysis as well as a detailed analysis using methods of interpretative classroom research. These analyses will help answer the question as to what role these peer interactions play in early mathematical learning processes and to what extent conditions can emerge in such interactions that enable mathematical learning in the sense of Miller (1987).

PRESCHOOL EDUCATORS’ OPINIONS AND PRACTICES DURING THE IMPLEMENTATION OF EMERGENCY REMOTE TEACHING DUE TO THE PANDEMIC OF COVID-19

One of the consequences of the pandemic of Covid-19 was the closure of schools, forcing the implementation of education online. The present research project focuses on Greek preschool education and aims to analyze the actions, practices, and opinions of preschool education teachers during the Emergency Remote Teaching (ERT) in the school years 2019-2021. Moreover, the present study aims to compare the consecutive school closures and highlight their similarities and differences concerning the implementation of the ERT in Greek preschool education. The research project is taking into consideration multiple variables of the preschool teachers’ experience, such as the educational practices, partnership with parents, received support, perceived pros, and cons, suggestions for improvement of the ERT, as well as the attitudes and opinions on ERT and how it affected traditional teaching and the potential future complementary use of distance learning in kindergarten. The research was conducted with qualitative means.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0555/a.php" alt="Hit counter" /></p>

Predictors of Intergenerational Learning in Kindergarten

An exploratory study is part of a project of a quantitative nature conducted in 2021 on a sample of 105 preschool teachers of preschool institutions in the Banja Luka region, Bosnia and Herzegovina. Its goal was to examine whether elementary knowledge and sociodemographic variables of preschool teachers (work experience and year of completion of formal education) play a role in the prediction of intergenerational learning in a kindergarten context. The theoretical framework of the study is the concept of both intergenerational learning and professional development. Using multiple regression analysis, preschool teachers’ elementary knowledge was singled out as a predictor of intergenerational learning in kindergarten. The predominance of elementary knowledge about intergenerational learning for its implementation in relation to other variables that do not carry individual action, confirms the importance of a constructivist approach in pedagogical work and indicates that the active construction of individual knowledge through various types of education is crucial. The findings of the study indicate the need for more emphasis on the design and implementation of education on intergenerational learning through formal, non-formal education and informal learning in order to acquaint preschool teachers with this concept and ways of its implementation in everyday life and work through various programs and projects.

THE EFFECTIVENESS OF THE ROLE OF PARENTS IN ASSISTING SOCIAL SKILLS LEARNING ACTIVITIES IN ONLINE LEARNING AT THE AGE OF KINDERGARTEN (TK) CHILDREN

This study aims to determine the role of parents in assisting social skills learning activities in online learning in Kindergarten (TK) age children. The reason for taking this research is because of the physical distancing policy which makes social activities limited. At the same time, making children's play needs become unfulfilled. So it demands not to interact directly with their friends socially. Usually studying happily at school, meeting and socializing with teachers and friends, now they are forced to study in unusual conditions, namely learning from home. The method used in this research is a survey method with quantitative research. The data collection instrument used a closed statement with these indicators adjusted to what the role of parents and those faced by children in the Covid-19 pandemic condition and distributed online. In this study, 44 parent respondents were collected from the results of distributing questionnaires via WhatsApp, Facebook broadcasts. Based on the results of the study, it was found that knowing the role of parents in assisting learning activities for social skills in online learning for Kindergarten-aged children cannot be separated from the roles and responsibilities of parents during the current pandemic which requires children to learn, play, and play. interact at home accompanied by parents.

Play-Based Physics Learning in Kindergarten

This article highlights the importance of play as a learning approach in early physics education. It demonstrates the concept of an innovative didactic method that combines children’s free play with physics learning in kindergarten. This play-based learning approach enables children to experience and recognize physical laws in a self-directed, action-oriented, and playful manner. The article provides concrete insights into how kindergarten teachers can stimulate physics-related learning moments, starting from free-play situations. Moreover, it points out the teacher’s crucial role in creating suitable play environments, providing feedback in play, and facilitating sustained shared thinking after play. The article is based on the didactic development project “je-desto”, which aims to promote play-based science learning in kindergarten by familiarizing kindergarten teachers with this promising didactic approach. Accordingly, this article provides kindergarten teachers and experts in subject didactics an answer to what play-based physics learning can look in practice.

Partnership of Parents of Children who Need Additional Support in Learning and Preschool Teachers in Preschool Institutions from the Perspective of the Integrated Approach to Learning

This research focuses on the collaboration between preschool teachers and parents of children who need additional support in learning in kindergarten through the prism of the integrated approach to learning. The research was based on a general assumption that the success of the cooperation between preschool teachers and parents of children who need additional support in learning is inconsistent and with varying efficacy. The research was conducted in the 2019/2020 school year, on a sample group of 52 preschool teachers. The data collected by the Scaler Family involvement questionnaire ( = .086) were analysed using descriptive statistics that showed that there are significant differences in preschool teachers’ assessment of mutual information sharing and activities of parents within the family, while there are none regarding parents’ participation in kindergarten activities. The results of the research are presented in the form of the conclusion, with pedagogical implications provided alongside.

Interactive Learning Media 2D Educational Game to Improve Learning Effectiveness in Kindergarten Students

The purpose of this study was to determine the feasibility of interactive learning media 2-Dimensional Educational Game to increase the effectiveness of learning in Kindergarten in Jepara Regency. The research method using Research and Development was adopted from Borg and Gall with three simplified stages, namely introduction, development, and effectiveness testing. Data collection techniques through observation, questionnaires and documentation. The effectiveness of teaching materials was obtained from the pretest and posttest scores in the control class and the experimental class. Based on the results of the study, it can be concluded that the interactive learning media of the 2-Dimensional Educational Game is declared feasible and can be used. This can be seen from the expert validation which states very well, as well as positive responses from teachers and parents of students. The interactive media of the 2-Dimensional Educational Game that has been developed is stated to be effective in improving listening and speaking skills, as well as children's learning interest. This is evidenced by the students' listening and speaking abilities in the experimental group which were better than the control class.

Urban Classification, Not COVID-19 Community Rates, Was Associated With Modes of Learning in US K-12 Schools?

To identify factors associated with the decision to provide in-person, hybrid, and remote learning in kindergarten through 12th grade school districts during the 2020-2021 school year. We performed a retrospective study evaluating school district mode of learning and community coronavirus 2019 (COVID-19) incidence and percentage positivity rates at 3 time points during the pandemic: (1) September 15, 2020 (the beginning of the school year, before Centers for Disease Control and Prevention guidance); (2) November 15, 2020 (midsemester after the release of Centers for Disease Control and Prevention guidance and an increase of COVID-19 cases); and (3) January 15, 2021 (start of the second semester and peak COVID-19 rates). Five states were included in the analysis: Michigan, Missouri, North Carolina, Ohio, and Wisconsin. The primary outcome was mode of learning in elementary, middle, and high schools during 3 time points. The measures included community COVID-19 incidence and percentage positivity rates, school and student demographics, and county size classification of school location. No relationship between mode of learning and community COVID-19 rates was observed. County urban classification of school location was associated with mode of learning with school districts in nonmetropolitan and small metropolitan counties more likely to be in-person. Community COVID-19 rates did not appear to influence the decision of when to provide in-person learning. Further understanding of factors driving the decisions to bring children back into the classroom are needed. Standardizing policies on how schools apply national guidance to local decision-making may decrease disparities in emergent crises.

Pengaruh Aktivitas Bermain Media Konkrit terhadap Kemampuan Membilang di Kelompok B TK Aba Purworejo

Kindergarten of early Childhood education has a role as the basis for the ability of children to prepare for education at the next level. For this reason education in kindergarten is expected to provide astrong foundation or basis in order to develop all aspects of the development of children holistically. In order for children for children to develop as expected, learning in kindergarten should be planned as a process toward further development in the most affective and efficient way, so that children are ready to attend education at a higher level. Furthermore, in order to prepare the children for attending higher education level, including in learning to apply playing strategies using various concrete media, with the hope that children’s ability in counting will be more developed than before. From this study, the authors know that the use of concrete media has given aquite large effect on the group of children who are treated to play activities with those who are not treated in counting activities