IMPLEMENTASI PEMBERDAYAAN KELUARGA MELALUI PENDIDIKAN ANAK USIA DINI PADA POS PEMBERDAYAAN KELUARGA DI DUSUN SAMAN DESA BANGUNHARJO KECAMATAN SEWON KABUPATEN BANTUL

This study aims to describe: (1) Implementation Process empowering families through early childhood education at Posdaya, (2) The benefits of early childhood for the Saman’s people, (3) supporting and obstacles factors in the implementation of early childhood through Posdaya in Saman village. The approach in this research uses a qualitative approach, with managers of Posdaya early childhood education, early childhood educators, and students parents as the subjects in this study. The data was collected using observation, interviews, and documentation. The researcher is the main instrument in conducting the research, supported by the research questions, interview guidelines, and documentation. Techniques used in data analysis are data reduction, data display and making conclusions. Triangulation performed to explain the validity of the data using the data source. The results indicated that (1) The process of implementation of empowering families through early childhood education on Posdaya recruitment of students, recruiting teachers, the interaction between educators and learners is good enough, the communication in learning, educators as a motivator and friend in playing, the material provided covers all aspects of child development, the learning strategy applied is a strategy that focused on teachers, teaching methods used are lectures and practice. (2) Benefits of empowering families with early childhood through Posdaya is that the citizen have the awareness about the importance of education started from early age, since the parents can see the talent of children from an early age; children can learn to socialize with their surroundings, mentally training, and development of children's intelligence. (3) The supporting factors of the Posdaya motivation program implementation of Saman’s community, the liveliness of village officials, educators, and managers in promoting Posdaya programs especially in Saman village early childhood education. The enthusiasm of Saman’s early age children in following early childhood learning is enormous. While the inhibiting factor is the lack of awareness in the community to participate the Posdaya activities, also the inadequate infrastructure and facilities to support early childhood education implementation Keywords: Implementation, Empowerment, Family, Early Childhood Educatio

Bridging Early Educational Transitions in Learning Through Children's Agency

A longitudinal study of continuity and progression in children's early education reported the significance of the transition from preschool to elementary education for later school success. It was found that the nature of this particular transition is influential for children, parents and educators and therefore for the educational system. An ecological framework was used in order to embrace the complex nature of educational transitions. Educators in 8 preschool and 4 primary school settings, and their managers, were interviewed to explore beliefs about early education. The same educators were observed as the 28 focus children in a cohort of 150 children were tracked during their final year before school and their first year of school, and their written documentation including planning and reports were scrutinised. It was found that despite the similar language used by early educators in early years preschool and primary settings to describe their intentions and motivations for children, there can be major discontinuities between settings, relationships, pedagogy and curriculum and that consequently there are increased challenges for children and for their parents and educators. It is proposed that educators need to collaborate more and to move on from a shared use of terminology to shared meanings, in order to develop a shared conceptual framework which attends to cognitive, social and emotional aspects of children's learning in transition. Certain measurable elements of school progress were noted as part of the local authority's value-added record keeping and it has been possible to make links between educational attainment and other variables. The cohort of children is now entering the last year of primary school education and a number of focus children will now be involved in a study of their transition to secondary education

Going beyond defining: Preschool educators\u27 use of knowledge in their pedagogical reasoning about vocabulary instruction

Previous research investigating both the knowledge of early childhood educators and the support for vocabulary development present in early childhood settings has indicated that both educator knowledge and enacted practice are less than optimal, which has grave implications for children\u27s early vocabulary learning and later reading achievement. Further, the nature of the relationship between educators\u27 knowledge and practice is unclear, making it difficult to discern the best path towards improved knowledge, practice, and children\u27s vocabulary outcomes. The purpose of the present study was to add to the existing literature by using stimulated recall interviews and a grounded approach to examine how 10 preschool educators used their knowledge to made decisions about their moment-to-moment instruction in support of children\u27s vocabulary development. Results indicate that educators were thinking in highly context-specific ways about their goals and strategies for supporting vocabulary learning, taking into account important knowledge of their instructional history with children and of the children themselves to inform their decision making in the moment. In addition, they reported thinking about research-based goals and strategies for supporting vocabulary learning that went beyond simply defining words for children. Implications for research and professional development are discussed

Portraits of Black Classicists, Slaves to Scholars

An exhibition of fourteen photographic reproductions of African-American Classical Scholars and Educators from the 19th and early 20th centuries.Wayne State Universit

Weaving theory/practice for art as knowing in early childhood education

Early childhood education has a tradition of arts based pedagogy. Current emphasis on high stakes testing and test scores as evidence of learning, even for young children, has educators moving away from the arts as academic learning. This visual essay is an a/r/tographic inquiry with woven threads of theory/practice from this moving fault zone that support the arts as a way of knowing for the early years. Making and writing with woolen fibers and feathers form a mat as a surface that is thinking with encounters from teaching pre-service early childhood educators with art. The weaving is an opening to understanding that falling, fear, and knowing are temporary and can provoke what might be next for pre-service teachers and young children using art as learning

Early Exposure to and Preparation for College: A Guide for Educators

Since 2012, the NYC Department of Education's Expanded Success Initiative (ESI) has provided funding and professional development to 40 City high schools with the goal of helping them develop new strategies (or expand existing efforts) aimed at increasing college and career readiness for Black and Latino male students. As part of our larger evaluation of ESI, the Research Alliance is conducting in-depth case studies in five ESI schools, observing programs in action, and speaking with educators, school leaders, and students about the specific practices they have changed as part of ESI. Drawing on these sources, we have compiled a set of guides that provide concrete examples of how ESI schools are attempting to boost college readiness for young men of color. Each guide describes a specific approach and offers tips, discussion questions, and resources for educators who may want to pursue this strategy. This practice guides focuses on Early Exposure to and Preparation for College, a topic that principals, teachers, and guidance counselors across ESI schools identified as important for creating an environment that supports and welcomes young men of color. Helping students envision themselves in college;Supporting the college search and application processes;Providing access to college coursework and career training; andIncreasing opportunities and supports in math

How do Early Years Educators sustain and define their professionalism? A methodological approach to eliciting early years educators’ thinking

This research has been concerned with eliciting the voices and thinking of a group of early years’ educators across three Local Education Authorities in West Yorkshire. The early years of education require a reflective, articulate and highly qualified workforce. The ability to reflect on and evaluate practice, prescription and one’s own thoughts about it must be the key to professionalism in the early years. The objective of this research was to extrapolate the thinking of a small group of EYEs across three local education authorities (LEAs) in West Yorkshire. The methodology of eliciting teacher thinking was employed to gain access to their voices and discover what were their critical issues and interests, their professional and practical knowledge. Rather than directing the participants to responding to specific aspects, the research was conducted to enable them to demonstrate any areas of interest and critical issues arising from their professional roles.Teacher thinking’ is an effective methodology to determine the thinking and knowledge of experienced and complex professionals working in a variety of settings. This empirical research was undertaken to elicit educators' perspectives to determine their own understandings, with accounts in their own terms through in-depth open-ended interviews, questionnaires, personal/professional time-lines, video-reflective interviews on practice and focus group interviews. These varied different data collection strategies are key to the research as they elicited holistic and varied perspectives on the early years educators professionalism. The aim was to give early years educators a voice, promote recognition of the complexity of the phenomena to be studied and determine the most effective method of eliciting their thinking. This article presents the methodology and findings from this research

DAMPAK PELATIHAN TERHADAP KINERJA PENDIDIK PAUD DI KECAMATAN CINAMBO KOTA BANDUNG.

Penelitian ini dilatarbelakangi oleh variasi kinerja pendidik PAUD yang diduga sebagai akibat dari perbedaan pendidikan, pengalaman dan motivasi menjadi pendidik PAUD. Telah dilakukan usaha untuk meningkatkan kompetensi, pendidik PAUD di Kecamatan Cinambo melalui berbagai pelatihan tentang PAUD. Rumusan dalam penelitian ini adalah bagaimana dampak pelatihan terhadap kinerja pendidik PAUD di Kecamatan Cinambo Kota Bandung, yang disusun dalam pertanyaan penelitian, yaitu : (1) bagaimana pengalaman pelatihan Pendidik PAUD di Kecamatan Cinambo Kota Bandung ?; (2) bagaimana Kinerja pendidik PAUD di Kecamatan Cinambo Kota Bandung ?; (3) bagaimanakah analisis perbedaan kinerja pendidik PAUD berdasarkan pengalaman mengikuti pelatihan ?. Tujuan penelitian ini adalah; (1) mengetahui pengalaman pelatihan pendidik PAUD di Kecamatan Cinambo Kota Bandung; (2) mengetahui Kinerja pendidik PAUD di Kecamatan Cinambo Kota Bandung; (3) mengetahui dan menganalisis perbedaan kinerja pendidik PAUD berdasarkan pengalaman mengikuti pelatihan. Metode yang digunakan adalah metode deskriptif dengan pendekatan kuantitatif dengan sampel 46 pendidik PAUD yang pernah mengikuti pelatihan. Analisis data yang digunakan adalah analisis independent sample test. Dalam penelitian ini, keterlibatan pendidik PAUD dibagi kedalam dua kelompok, yaitu kelompok pendidik yang pernah mengikuti pelatihan dan kelompok pendidik yang belum pernah mengikuti pelatihan. Berdasarkan hasil pengolahan data, diperoleh 28% pendidik PAUD belum pernah mengikuti pelatihan dan 72% pendidik PAUD yang pernah mengikuti pelatihan. Artinya, lebih banyak pendidik PAUD yang pernah mengikuti pelatihan dibandingkan dengan pendidik PAUD yang belum mengikuti pelatihan. Menurut hasil analisis data, kinerja pendidik PAUD yang pernah mengikuti pelatihan dinilai lebih baik dibandingkan dengan kinerja pendidik PAUD yang belum mengikuti pelatihan. Dilihat dari hasil pengolahan, skor rata-rata kinerja pendidik PAUD yang pernah mengikuti pelatihan adalah 79,85, sedangkan skor rata-rata kinerja pendidik PAUD yang belum pernah mengikuti pelatihan adalah 60,15. Menurut hasil uji empiris, menunjukkan perbedaan secara signifikan antara kinerja pendidik PAUD yang pernah mengikuti pelatihan dengan pendidik PAUD yang belum pernah mengikuti pelatihan. ---------- This research is motivated by the variation in the performance of early childhood (PAUD)educators,suspected cause of the differences in education, experience and motivation to become early childhood educators. already has been made efforts to improve the competence, early childhood educators in District Cinambo through various training on early childhood. The formulation of this research is how the impact of training on the performance of early childhood educators in the District Cinambo Bandung, which are arranged in a research question, namely: (1) how early childhood educators involved in training?; (2) how the performance of early childhood educators based on training experience?; (3) whether the performance of early childhood educators are trained better than the early childhood educators who have been trained?. The purpose of this study is; (1) knowing involvement in the training of early childhood educators; (2) determine performance based on the experiences of early childhood educator training ; (3) determine and analyze the performance differences early childhood educator training experience. The method used is descriptive method with a quantitative approach with a sample of 46 early childhood educators who attended the training. Analysis data which used is the analysis of the independent sample test. In this study, the involvement of early childhood educators were divided into two groups, which is the group of educators who had attended training and a group of educators who have not been trained. Based on the results of data processing, obtained 28% of early childhood educators have not been trained and 72% of early childhood educators who attended the training. it means early childhood educators who attended the training it's lot more then who yet in trained.. According to the results of the data analysis, the performance of early childhood educators who attended the training is considered better than the performance of early childhood educators who have not been trained. Judging from the results of the processing, the average performance score of early childhood educators who attended the training is 79.85, while the average score of the performance of early childhood educators who have been trained is 60.15. According to the results of the empirical test, showed significant differences between the performance of early childhood educators who had attended training with early childhood educators who have not been trained

Facilitating a blended learning community : a collaborative approach to professional learning : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University

This thesis has researched the question of "How can blended learning communities be facilitated to support the professional learning of inservice teacher educators?" Inservice teacher educators work to build teacher capability with the ultimate goal of raising student achievement. This relatively small group of people work across large geographical areas and are having increasing difficulty meeting the demands of the teachers. In addition, inservice teacher educators' contact with teachers is often less frequent than is desirable to ensure sustainable shifts in practice. However the growth in internet-based collaborative tools has meant that different ways of communicating are being created at exponential rates. Due to the natural limitations on inservice teacher educators' work, innovative ways of sustaining the professional development they provide are becoming increasingly important. The action research project described in this thesis has investigated one of these innovative approaches; not towards shifting teacher practice but focusing rather on improving the practice of the inservice teacher educators themselves. Five inservice teacher educators known as Isteam (Inservice teacher educators at Massey) formed a professional learning community to investigate the use of blended learning communities which use a combination of both face to face and online learning environments. While this thesis discusses how blended learning communities can be facilitated to support the professional learning of inservice teacher educators, Isteam themselves investigated the potential of using both blended learning communities to support the professional learning of teachers they worked with. Isteam met physically face to face on regular occasions and carried on their learning virtually between meetings through an easily modifiable webpage environment known as a wiki. This thesis discusses how these two environments wove their relative strengths together to build the professional learning of Isteam in ways that far exceeded the possibilities of using one or other learning community on its own. Research findings indicate that blended learning communities require early phases of building knowledge and social relationships, and that developing pedagogical capability relies on these building blocks to be in place first. Blended learning communities worked most effectively to improve the professional learning of inservice teacher educators when the facilitator: 1. Provided a range of online and face to face opportunities for inservice teacher educators to build their professional knowledge and gain confidence and competency in using online collaborative technologies, particularly in the early phases of the community's development. 2. Engaged inservice teacher educators in a range of online opportunities, including non task-related activities, to develop social relationships and get participants 'talking' comfortably online. 3. Challenged inservice teacher educators to use their growing knowledge and social relationships as platforms for critically reflecting on their professional learning and practice issues. As a result of these findings, the inservice teacher educators involved in this research project are now strengthening the communities they have already established to ensure they grow to their full potential, and are mentoring other colleagues to develop their own blended learning communities in response to requests for help. Blended learning communities have piqued the interest of inservice teacher educators at Massey as having powerful potential to embrace the demands of working in the 21st century

Constructing quality childcare: Perspectives of quality and their connection to Belonging, Being and Becoming

Discourse on quality, within the context of childcare, has moved beyond the level of licensing to consider children’s right to belong. Within Western Australia (WA), there has been a paradigm shift as international research literature on quality childcare has advocated the long- term benefits for individuals and the community when children experience high quality early education and care. This paradigm shift has resulted in new legislation in WA that articulates the components of quality across childcare, as well as the criteria on which centres are assessed. This paper reports the findings of an investigation into the constructs of quality from two stakeholder groups; parents and educators. Findings from this study indicated that, when it comes to quality, what matters most to both parents and educators are the types of interactions children have with others and their environment; the ways in which children’s needs are met; and children’s experiences for development and learning. These findings align with the themes of the nationally mandated early years’ document – the Early Years Learning Framework (Department of Education, Employment and Workplace Relations [DEEWR], 2009) Belonging, Being and Becoming