The Effects of Situational Teaching on Preschool Children’s Originality Development

Preschool education is a critical stage in a child's life. Several studies have confirmed that the pivotal moment for the development of creativity is between the ages of three and five. Through cultivation, training, and learning development ability, preschool children's creativity can be amplified through the presence of nature and the imagination of instructional strategies. The purpose of this research is to look into the effect of situational learning in physical education on preschool children's creativity. This study's methodology begins with a pre-test of the child's creativity performance, followed by a six-week program of situational physical learning lessons. The data is compared to show how children's learning abilities have changed and how effective situational learning training has been in increasing creativity.

Knowing-with-snow in an outdoor kindergarten

This article highlights how reciprocal relationships between children and the environment can contribute to exploring understanding of children’s learning in the outdoor environment. We draw on data from a kindergarten in the northern part of Norway, where we have carried out fieldwork three hours a week from October to mid-May. During this period, the outdoor area was covered with snow of varying qualities. Snow and weather conditions are included as elements in a relational understanding, in which the environment is understood as open and dynamic – an interaction between past and present, between geography, materiality, people and the ‘more-than-human’. The learner and the environment are understood as an indivisible process, where different elements exercise a reciprocal influence on each other. Using Ingold’s concept of correspondence, we explore how children learn by being within and with the world. The article is a contribution to creating a nuanced understanding of children’s learning and the educator’s role within an outdoor environment in kindergarten practice.

PERAN KOMUNIKASI ORANG TUA DALAM MENINGKATKAN MINAT BELAJAR ANAK DI MASA PANDEMI COVID 19

Islam views that the first education carried out is family education. The educational situation is realized thanks to the association and the relationship of mutual influence between parents and children. Allah swt gives a lot of descriptions of how parents should educate their children in the Qur'an, which in general education must be based on love for children. During the COVID-19 pandemic, the role of parents in children's education is even greater at home. Because learning that is carried out online, either through zoom meetings, classroom, google meet, whatsapp and other applications, limits the monitoring or supervision of teachers on children's learning activities, this task is now the responsibility of parents. Many cases occur in online learning, especially the problem of children's interest in learning which generally shows poor results. This can be seen from the lack of attention of children in the tasks given by the teacher, slow in collecting until they do not do the task, children are lazy in following the learning process and so on. Regarding this problem, the author sees that the role of parents is very important in increasing children's interest in learning, namely by implementing effective communication both verbally and non-verbally, by always providing advice, motivation, encouragement and education about the importance of learning even though it is only done online. Through this, it is hoped that there will be an increase in children's interest in learning so that children's learning achieves better and maximum results.

TATA KELOLA TAMAN BACAAN MASYARAKAT “MELATI” DESA KOLAM SEBAGAI SARANA BELAJAR ANAK DI MASA COVID-19

At the beginning of the establishment of the reading park it was intended as a means of reading for the community, but due to the Covid-19 pandemic, the reading garden no longer functions as it used to, there was a decrease in visits by people who initially visited the reading garden a lot. Based on observations, the decrease in the interest of reading garden visitors was caused by several things, namely 1) the design of the reading park location was not well organized; 2) A collection of reading gardens that are less varied and not updated; 3) Social restrictions imposed during the Covid-19 pandemic; and 4) the lack of understanding of the management of the reading park (Community for the Children of the Pond Village and Karang Taruna) regarding the management of an attractive reading park and in accordance with health protocol standards during the Covid-19 pandemic. Therefore, based on this problem, a solution was agreed upon to provide strengthening of the governance of the community reading garden for the Children's Community in the Pool Village and the Karang Taruna in the Pool Village as the manager of the "Melati" Community Reading Park in the Pool Village and make the reading garden a means of learning for children during the Covid period. -19. Keywords: Community Reading Gardens, Children's Learning Facilities, Covid-19

Distance Education and Parental Role, in Italy. Evidence-Based Reflections from an International Survey, after the First Lockdown

This paper presents the analysis of the data from the International Covid-19 Impact on Parental Engagement Study (ICIPES) 2020, an international survey investigating the ways in which parents and caregivers were able to build capacity to engage with children’s learning during the period of social distancing arising from the global Covid-19 pandemic. The survey was coordinated by the University of Bath and involved 23 partner countries, among which the “IUL- Italian University Line” representing Italy. The domains investigated were parental engagement; school support for parents and children; home-schooling and family life balance, and confidence in the use of technology. The pandemic has shown several obstacles that families had to face daily in their attempt to educate their children, especially in a period where no previous models could be taken as a reference point. Therefore, it represents a unique historical opportunity for researchers and policymakers to understand all the lessons learnt from this global emergency and work closely with families, to support them inengaging with children’s learning. The Authors of this contributions, as well as the other partners worldwide, believe that school-family relations are far from being collaborative and supportive, especially in certain age levels, and that much needs to be done to co-design learning opportunities bearing in mind a more ecological vision, with formal, informal and non-formal learning occasions be intertwined and interconnected. In sight of the abovementioned framework, the analysis shown in this paper focuses on the Italian data set.