Opportunities For Development Of Children Research Articles

Human Initiative Movement: Enhancing Environmental Literacy and Awareness among Orphans in Bengkulu City

This paper examines the Human Initiative organization in Indonesia and its efforts to provide education for orphans in Bengkulu City. It analyzes the organization's resource mobilization using various data collection techniques. Establishing an education center called the Home of Learning is seen as a social movement that successfully achieved its goals. The research considers five aspects proposed by Oberscall: social movement organization, leaders and leadership, resources and resource mobilization, networks and participation, and community opportunities and capacity. The research findings show that (Home of Learning) HOME in Bengkulu is a social movement that effectively implements quality education programs. This success is due to a clear institutional structure, effective leadership, resource mobilization, community participation, and opportunities for child development. Overall, this research highlights the effectiveness of the Human Initiative in providing education for orphaned children.

PARENTS OF PREMATURE CHILDREN PSYCHOLOGICAL SUPPORT

The article focuses on the problem of psychological support of parents whose children were born prematurely. Theoretical approaches to psychological assistance to such parents, psycho-emotional support of families are analyzed. The idea of the relationship between the harmonious development of the child and well-being in the family, a sense of security, support and security is considered. Ways of medical and psychological support, increase of psychological adaptive resource of parents are analyzed. The necessity of psychological support of parents and development of new ways of intrafamily interaction is discussed.
 It is analyzed that timely family care can not only effectively optimize the personal development of the child, but also help to eliminate psychological problems in adults. Along with experimental research programs, some schemes and approaches to psychological counseling of such families are also being developed. In this context, the work of a psychologist plays an extremely important role, helping parents to overcome despair and fear, promotes the creative search for new ways and opportunities for child development, the formation of new life goals in her parents.
 In the article notes that the psychological support of parents of premature babies may have the following features: family research, which includes studying the functioning of the family and its hidden resources, obtaining information about its social and financial situation, analysis of the primary needs of parents and children; establishing contact, motivating to cooperate; assessment of possible specific ways of psychological and pedagogical assistance; choice of directions of work depending on results of diagnostics; work of specialists aimed at psychological and pedagogical assistance to the family, to activate the social position of parents, to find their own family rehabilitation resources and opportunities.

SOCIALIZING FACTOR OF MEDIA INFORMATION IN THE FORMATION OF THE YOUNG GENERATION

The article is devoted to the influence of media information on the formation of the younger generation. It describes the views of scientists on the problem of socialization of children in the conditions of informatization of modern society. It also analyses the possibilities of modern computer technologies in the educational process and scientific sources based on the introduction of personal computers, multimedia and the Internet, as well as the key concepts of the study “media information”, “computer technology”, “mass media”. Theoretical and practical aspects of the process of implementation of computer-based learning technologies in preschool education are covered. The article also describes the main forms of influence of media information on the formation of the younger generation. It proves that the positive potential of computer technology is to create new opportunities for child development, gaining new experience. The article substantiates that the use of computer technology in preschool education not only contributes to the acquisition of new knowledge, but also to the development of such indicators as cognitive motivation, cognitive interest, independence, initiative, curiosity, creativity. Children have the opportunity to show their individual abilities. It establishes that the existence of a modern child cannot be imagined without the media influence of television and the Internet. Today, media information is not only the main source of information about what is happening around, but also one of the most important institutions of socialization of the individual. A set of tasks has been developed to contribute to the effective education and upbringing of preschool children. The article reveals the main aspects of individual qualities of preschool children, which are formed under the influence of the mass media.
 Keywords: media information, media socialization, mass media, media space, preschool child, computer technologies, personality, computer technology.

MEMBANGUN SIKAP SOSIALANAK MELALUI PERMAINAN TRADISIONAL

<p><em>T</em><em>raditional games, especially traditional Balinese games have been abandoned, one reason is the rapid development of technology in various aspects of life, one of them is digital games. Traditional games actually have many benefits for children, indirectly children will be stimulated to be creative and very good for the physical and psychological training of children. It is part of the character education process, so the traditional games can be started early. In the traditional games, students are able to build social attitude, such as social ability to work together, compact, have democratic attitude and love attitude environment. social attitude is expected to facilitate or provide opportunities for positive development of children, then they will be able to achieve social development in a mature. On the contrary, if the social environment is less conducive, the social attitude of the children tend to display deviant behavior. For that, the development of a social attitude of children through traditional games is needed.</em></p>

FORMATION OF SOFT SKILLS IN PRESCHOOL AND PRIMARY SCHOOL AGE - AN IMPORTANT FACTOR FOR SUCCESS IN A GLOBALIZING WORLD

In today's globalizing world, more and more people claim that academic knowledge is not sufficient for the success of the individual in life. Definitions of so-called hard and soft skills have been formulated.The article discusses the main accents related to the so-called soft skills and the opportunities for development of children from pre-school and primary school age.The term "soft skills" (soft skills) is used in pedagogical theory and practice and the term context competencies. They are part of the key competences for human success at every stage of his development. Soft skills include: communication, tolerance, reassurance, mutual assistance, empathy, teamwork, leadership, negotiation, decision-making, creativity, etc. Important factors for their formation from the earliest age are the family and educational institutions, which are an essential part of the child's life.Soft skills are defined as a combination of social skills, communicative skills, character, attitude, career features, emotional intelligence, etc. They can help people to orientate in the environment, to work well with others, to achieve their goals. They are complementary to other skills such as technical, professional, academic, called "hard skills".Pedagogical literature and practice seek appropriate technologies to describe the ways in which soft skills complement the so-called "hard skills" that are technological requirements for a particular activity the student is trained to perform. Soft skills are largely leading in shaping the personality of the individual. Of particular importance for the future realization of the growing generation is that besides the academic and technical skills, key social skills are also formed.The role of soft skills is increasingly appreciated by the increasing need for individual competitiveness and the globalization of the modern world. Having a number of social qualities always has the advantage of having the same academic knowledge or technical skills.The environment in which the modern generation is growing and developing is dynamic. Children are surrounded by a huge amount of information that reaches them through different channels and regardless of their desires. Their life skills are essential when the movies they watch have unrealistic ideas and the messages and challenges of social networks and peers are attractive and accessible. Children need to be prepared to deal with the "traps" of life, to have critical thinking, to master their emotions and their relationships with others, to be able to express their ideas and defend their position with arguments.In support of the lessons learned of the need to develop “soft” skills from an early age, it is imperative that UNICEF suggests that schools introduce a module of ten important skills that children can form. These include life skills such as self-awareness, decision-making, problem solving, creative thinking, critical thinking, empathy, dealing with emotions and stress; as well as soft skills such as communicative and interpersonal skills.Unfortunately, the trend that is observed is that schools primarily focus on academic knowledge. This is due to the fact that an important factor achieved success in different types of assessments. The lack of a social educational element leads to a number of problems in adolescents - aggression, associalization, lack of communication skills, etc.

Risky Play and Children’s Safety: Balancing Priorities for Optimal Child Development

Injury prevention plays a key role in keeping children safe, but emerging research suggests that imposing too many restrictions on children’s outdoor risky play hinders their development. We explore the relationship between child development, play, and conceptions of risk taking with the aim of informing child injury prevention. Generational trends indicate children’s diminishing engagement in outdoor play is influenced by parental and societal concerns. We outline the importance of play as a necessary ingredient for healthy child development and review the evidence for arguments supporting the need for outdoor risky play, including: (1) children have a natural propensity towards risky play; and, (2) keeping children safe involves letting them take and manage risks. Literature from many disciplines supports the notion that safety efforts should be balanced with opportunities for child development through outdoor risky play. New avenues for investigation and action are emerging seeking optimal strategies for keeping children “as safe as necessary,” not “as safe as possible.” This paradigm shift represents a potential for epistemological growth as well as cross-disciplinary collaboration to foster optimal child development while preserving children’s safety.

Therapy Locations in Early Intervention: A Pilot Survey of Parents' and Therapists' Perspectives

Parents and therapists in 7 of Washington's early intervention programs were surveyed about which therapy locations provide the most opportunities for child development and family support. Forty-three parents and 59 therapists working in more than one therapy location completed and returned the questionnaires. The majority of respondents perceived the center as providing the most opportunities for child development, whereas there was no substantial difference in ratings between the home and the center as providing the most opportunities for family support. Therapy in community locations was perceived as providing the least amount of opportunities for child development and for family support. Qualitative data highlighted the importance of parent choice and professional opinion when deciding therapy locations.

Developmentally Appropriate Practices As Predictors of Self-competence Among Preschoolers

The purpose of the study was to investigate whether the use of developmentally appropriate practices in the classrooms is related to the perception of self-competence among preschoolers. Ninety-one children (females = 46, males = 45) of several ethnic origins, attending seven different preschool programs, participated in the study. Self-competence was measured using the Pictorial Scale of Perceived Competence and Social Acceptance; developmentally appropriate and inappropriate practices were measured using the Checklist for Rating Developmentally Appropriate Practices in Early Childhood Classrooms. Regression analysis to determine whether the use of developmentally appropriate practices in early childhood influenced the perception of self-competence among preschoolers indicated that teaching strategies, curriculum goals, motivation, and guidance of social-emotional development were found to be significant predictors of the peer acceptance component of self-competence, but not to other components. The results suggest that developmentally appropriate curricula promotes opportunities for social development of children.