scholarly journals DESIGN OF DIDACTIC MATERIAL FOR TEACHING AND LEARNING SITUATIONS: THE CASE OF SÃO TOMÉ AND PRÍNCIPE, AFRICA

2016 ◽  
Vol 74 (1) ◽  
pp. 16-30
Author(s):  
Rita Maria de Souza Couto ◽  
Roberta G. R. Portas ◽  
Flavia Nizia F. Ribeiro ◽  
Maria A. C. Mamede-Neves
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Education Curriculum ◽  
Curriculum Content ◽  
Teaching Materials ◽  
Childhood Education ◽  
Sao Tome And Principe ◽  
Education Design ◽  
Didactic Material

Much of the didactic material of São Tomé and Príncipe for teaching and learning situations for early childhood education is not guided by interdisciplinary dialogue between design and education suitable to the country’s context. A proposal is presented for a system of objects that support the early childhood education curriculum, designed to be used as a guide and supporting material for preschool teachers of São Tomé and Principe and illustrates the various ways in which design can contribute to teaching-learning processes, strengthening knowledge building through the development of artefacts, environments, and education systems. This material is one of the outcomes of the project developed by the Interdisciplinary Education Design Lab¬ (LIDE), from PUC-Rio, Brazil, using the Design in Partnership methodology for the development of curriculum content for early childhood education. The project is being developed by researchers at LIDE/PUC-Rio, the Ministry of Education, Culture and Science of the Republic of São Tomé and Príncipe, Africa, and UNICEF, and has other spheres of action, including the development of early childhood education curriculum content, ongoing teacher and assistant training courses, the recycling course offering for educators and assistants, the teaching materials project, and the redesign of physical spaces in kindergartens. This material contributes to the application of the curriculum under development. Key words: education design, design in partnership, early childhood education, teaching materials.

scholarly journals Early Childhood Education: Contextual Thematic Teaching Materials Based on Classroom Activities

2021 ◽  
Vol 15 (1) ◽  
pp. 181-200
Author(s):  
L. Julius Juih ◽  
Elindra Yetti ◽  
Nurbiana Dhieni
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Teaching Materials ◽  
Childhood Education ◽  
Group Test ◽  
Classroom Activities ◽  
Contextual Teaching ◽  
Teaching Learning ◽  
Teacher Guides

Contextual learning binds the content of the subjects in the classroom with the context of the children's daily lives. Learning in early childhood classes (0-8 years) is carried out using the thematic method, which combines several learning materials into one subject. Thematic teaching resources in early childhood classes are still limited in number and rely on textbooks provided by the government. This study aims to develop activity-based teaching materials to assess contextual thematic learning. This research method uses model development research by Borg and Gall with data collection techniques using panels and questionnaires on expert tests, one to one test, small-group test, and large-group test. The research data analysis technique used mixed methods, namely quantitative data tabulated in the form of percentages and described in the qualitative form. The expert test provides recommendations that the instrument can be used to assess student teaching materials and teacher guidance. Teaching materials and teacher guides are suitable for use, and further testing is carried out. Based on the results of the one-to-one test, small-group test, and large-group test, both teaching materials and teacher guides are readability and eligibility with an average of 85.00. The implication of this research, it is suggested that early childhood education institutions where the pilot can use teaching materials and teacher guides in developing and assessing activity-based contextual thematic learning for further research. Keywords: Early Childhood Education, Contextual Thematic, Classroom Activities References: Aini, Q., & Relmasira, S. C. (2018). Penerapan Pembelajaran Tematik Integratif Berbasis Kontekstual untuk Meningkatkan Keaktifan dan Hasil Belajar Siswa Kelas 1 SD. Sekolah Dasar: Kajian Teori Dan Praktik Pendidikan, 27(2), 124–132. https://doi.org/10.17977/um009v27i22018p124 Anggo, M., Kadir, Lambertus, Jazuli, L. O., Suhar, & Kansil, Y. E. (2015). Metacognitive strategies on mathematics learning to improve student’s environmental awareness. International Journal of Education and Research, 3(4), 133–142. Borg, W. R., & Gall, M. D. (2007). Educational Research An Introduction. Fourth Edition. Bacon Publishing. Crain, S., & Thornton, R. (2012). Syntax acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 3(2), 185–203. https://doi.org/10.1002/wcs.1158 Daryanto. (2011). Media Pembelajaran. Satu Nusa. Davidova, J. (2020). Thematic Approach as The Basis of Integrative Music Teaching/Learning in Preschool. 4177–4185. https://doi.org/10.21125/iceri.2020.0934 Fadillah, A., Dewi, N. P. L. C., Ridho, D., Majid, A. N., & Prastiwi, M. N. B. P. (2017). The Effect of Application of Contextual Teaching and Learning (CTL) Model-Based on Lesson Study with Mind Mapping Media to Assess Student Learning Outcomes on Chemistry on Colloid Systems. International Journal of Science and Applied Science, 1(2), 101–108. Fogarty, R. (1991). Ten Ways to Integrate Curriculum. Educational Leadership, 49(2), 61–65. Johnson, E. B. (2007). Contextual Teaching & Learning (I. Setiawan, Ed.). MLC. Krasovska, O., Miskova, N., & Veremchuk, A. (2020). Professional Training of Future Preschool Teachers in the Field of Artistic and Aesthetic Education by Means of Contextual Learning Technologies. Behavioral Sciences, 10(2), 50. https://doi.org/10.3390/bs10020050 Atwi Suparman. (2007). Desain Instruksional Modern: Panduan Para Pengajar dan Inovator Pendidikan. Erlangga. Majid, A. (2014). Pembelajaran Tematik Terpadu. Remaja Rosda Karya. Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Mudlofir, A. (2011). Aplikasi Pengembangan Kurikulum Tingkat Satuan Pendidikan dan Bahan Ajar dalam Pendidikan Agama Islam. Raja Grafindo Persada. Ormrod, J. E. (2008). Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang, Erlangga, 2008 (6th ed.). Erlangga. Prastowo, A. (2011). Panduan kreatif membuat bahan ajar inovatif. Diva Press. Puskur. (2018). Monitoring dan Evaluasi Pelaksanaan Pembelajaran Tematik. Puspita, A. M. I. (2018). The Effect of Contextual-Based Thematic Teaching Materials towards Student Learning Activity. Jurnal Inovasi Pendidikan Dasar, 3(2), 47–52. Sadjati, I. M. (2017). Hakikat Bahan Ajar (Vol. 3, Issue 1). Universitas Terbuka. https://doi.org/10.1017/CBO9781107415324.004 Semiawan, C. R. (2008). Belajar dan Pembelajaran Prasekolah dan Sekolah Dasar. Indeks. Slavin, RobertE. (2018). Educational psychology. In Psychological Bulletin (12th ed.). Pearson. https://doi.org/10.1037/h0075790 Soedijarto, Thamrin, Karyadi, B., Siskandar, & Sumiyati. (2010). Sejarah Pusat Kurikulum. Sukmawati, F. (2015). Pengembangan Bahan Ajar Biologi Berbasis Contextual Teaching Learning untuk Mengefektifkan Pembelajaran Bagi Siswa SMA. FENOMENA, 7(1), 145–154. Susialita, T. (2016). The Development of Audio-Visual Students Portofolio (LKS) Contextual Teaching and Learning-Based (CTL) on Sound Chapter of Science Subject for Deaf Students. Jurnal Pendidikan IPA Indonesia, 5(2), 192–198. Trianto. (2011). Desain Pengembangan Pembelajaran Tematik Bagi Anak Usia Dini TK/RA & Anak kelas awal SD/MI. Kencana Prenada Media Group. Ukala, C. C. (2012). Resource capacity for the implementation of early childhood Education in Public and private school in Rivers State. University of Port Harcourt.        

scholarly journals Implementasi Kurikulum dan Strategi Pembelajaran Pendidikan Agama Islam pada PAUD

2015 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Zul Fa
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Religious Education ◽  
Curriculum Implementation ◽  
Implementation Process ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Religious Values ◽  
Education Curriculum ◽  
Childhood Education

Kurikulum merupakan bagian integral dari pendidikan. Kurikulum juga merupakan media untuk menumbuhkan nilai-nilai agama pada anak-anak, terutama di bidang pendidikan anak usia dini (usia 0-6 tahun). Fokus utama dari penelitian ini adalah beberapa Pendidikan Anak Usia Dini (PAUD) di Kota Salatiga dan Kabupaten Semarang. Penelitian ini bertujuan untuk memperoleh suatu tujuan, faktual, akurat dan sistematis proses pelaksanaan kurikulum pendidikan Islam dan strategi yang diterapkan pada objek penelitian. Data dikumpulkan dengan beberapa metode yaitu observasi, dokumentasi dan wawancara. Kemudian data yang dikumpulkan dianalisis dengan menggunakan pendekatan deskriptif kualitatif. Hasil penelitian menunjukkan pelaksanaan kurikulum pendidikan agama Islam di PAUD di Salatiga dan kabupaten Semarang sudah mengacu pada standar di Permendiknas Nomor 58 tahun 2009. Beberapa dari mereka belum mengacu patokan dasar pemerintah. Mereka juga melakukan pengembangan yang sesuai dengan karakteristik masing-masing lembaga. Bahan pendidikan agama Islam yang diberikan cocok dengan tahap perkembangan peserta didik. Materi tersebut disampaikan melalui bercerita, bercakap-cakap, tugas, Iqro ', simulasi dan praktek. Curriculum is an integral part of education. The curriculum is also a medium to cultivate of religious values in children,especially in early childhood education (ages 0-6 years). The main focus of this study is some early childhood education in Salatiga and Semarang district. This study is aimed to gain an objective, factual, accurate and systematic of curriculum implementation process of Islamic education and its strategies that applied in the research object. The data is collected by several methods namely, observation, documentation and interviews. Then the gathered data were analyzed using descriptive qualitative approach. The results indicate the implementation of Islamic religious education curriculum in early childhood education in Salatiga and Semarang districts already refers to the standards in Permendiknas No. 58 of 2009. Some of them have not referring to the government's basic benchmark. They also undertake the development which is appropriate with the characteristics of each institution. The materials of Islamic religious education is given suited with stage of learners’ development. It is delivered by storytelling, chatting, assignments, Iqro ', simulation and practice. Kata kunci: implementasi, kurikulum pendidikan Islam, strategi

scholarly journals How to Use Challenge-Based Learning for the Acquisition of Learning to Learn Competence in Early Childhood Preservice Teachers: A Virtual Archaeological Museum Tour in Spain

2021 ◽  
Vol 6 ◽  
Author(s):  
Daniel Abril-López ◽  
Dolores López Carrillo ◽  
Pedro Miguel González-Moreno ◽  
Emilio José Delgado-Algarra
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Virtual Museum ◽  
Learning To Learn ◽  
Virtual Tour ◽  
Childhood Education ◽  
Challenge Based Learning ◽  
Museum Tour

This article presents the research results in relation to an interdisciplinary teaching innovation project—Teaching and Learning of Social Sciences and Teaching and Learning of Natural Sciences—with Early Childhood Preservice Teachers (ECPT) at the University of Alcalá (Spain) in the pandemic context by COVID-19 during 2020–2021 (N = 55): 52 women (94.55%) and 3 men (5.45%) from 20 to 22 years of age. The main research problem is to know if the ECPT improves the learning to learn competence after a challenge-based learning (CBL) linked to virtual tour in a museum. The main objective was to improve the learning to learn competence, during a virtual tour at the Community of Madrid Regional Archaeological Museum (MAR) (Alcalá de Henares, Spain) for a reflective training of students to understand problems of the past and present and future global challenges, promote collaborative and multidisciplinary work, and defend ethics and leadership. In order to ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—pretest–posttest—of the experience was assessed through a system of categories adapted from the European Commission. ECPT worked, in small groups and using e/m-learning tools, ten challenges and one storytelling cooperatively with university teachers to solve prehistoric questions related to current situations and problems. Subsequently, two Early Childhood Education teachers from a school in Alcalá de Henares reviewed the proposals and adapted them for application in the classroom of 5-year-old boys and girls. The results show an improvement in this competence in Early Childhood Preservice Teachers: total score pre-post comparison paired-samples Wilcoxon test result shows a statistically significant difference (p > 0.001); an evaluation rubric verified the results of self-perception. Second, we highlight the importance of carrying out virtual museum tours from a challenge-based learning for the development of big ideas, essential questions, challenges, and activities on socioeconomic, environmental, and emotional knowledge, skills, and attitudes. Third, this experience shows the insufficient educational adaptation of the virtual museum tour to the Early Childhood Education stage from a technological and didactic workshops point of view, but there is a diversity of paleontological and archaeological materials and a significant sociocritical discourse.

Building Collaborative Virtual Communities in a University Department of Early Childhood Education for Wikipedia Article Authoring

2014 ◽  
pp. 23-43 ◽  
Author(s):  
Jim Prentzas ◽  
Galini Rekalidou
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Virtual Communities ◽  
Education Curriculum ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teacher Education Curriculum ◽  
Childhood Education ◽  
University Department

Collaborative and student-centered learning are endorsed by modern educational approaches and (to a certain degree) are applied to educational environments. Early childhood education puts emphasis on such issues. Wiki environments provide the infrastructure for supporting collaborative learning and student-centered learning tasks. Consequently, wiki activities are gradually becoming part of teacher education curriculum. This chapter discusses issues regarding the incorporation of wikis in teacher education curriculum. The most recent corresponding approaches are categorized according to different views, and the most important findings are discussed. An approach aiming to create collaborative virtual communities for Wikipedia article authoring is also presented. The approach has been applied to a university department of early childhood education. To support communication among participants, face-to-face, e-mail communication, and tools encompassed in an open source Learning Management System were employed. Preliminary results are presented showing a positive response of the pre-service early childhood teachers. Lastly, conclusions and future research directions are outlined.

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