77,052 research outputs found

    Pendidikan Multikultural Sebagai Upaya Menanamkan Nilai-Nilai Keberagaman Dalam Islam Pada Anak Usia Dini

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    In Islam, Islamic education also plays an important role in instilling diversity values as strengthening multicultural values in children from an early age. Not only that, Islam also teaches children to interact with friends who can also provide educational values that are multicultural in mind in realizing children who are obedient in religion and respect other religions.In this study, using qualitative research methods. Qualitative methods are used to obtain data that contains meaning about the social reality that is observed and then interpreted thoroughly and comprehensively. The data collection in this study is descriptive-qualitative in nature, in which the researcher does not intend to test the hypothesis. This research resulted in the conclusion that there are values of diversity that can be used as multicultural education in early childhood in Islam as explained in the Qur'an, namely: (1) Ta'aruf (Knowing Each Other), ( 2) Egalitarian (Equal Degrees), Taqwa (Degrees of Piety). Multicultural education like this will build the soul of early childhood not to distinguish people who are different from them

    Teaching Social Justice through the Lens of Multicultural Education

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    With public school populations growing in socio-economic and racial diversity, as projected by the Census Bureau, there is a clear need for an understanding of this diversity to occur at the early childhood level. In order to truly adopt multicultural education as an integral part of a student’s academic growth, teachers must consider the meaning of “cultural competence”. In the first years of a student’s education, fundamental values can be developed as the building blocks for future culturally responsive human beings. This presentation will review concrete evidence that supports the incorporation of multicultural education early childhood classrooms

    NILAI-NILAI MULTIKULTURAL MELALUI PERMAINAN TRADISIONAL UNTUK KELOMPOK B DI RA NAHDLATUSY SYUBBAN GONDANGLEGI-MALANG

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    The development of multicultural values through traditional games has a major influence on early childhood at RA Nahdlatusy Syubban. The research objective is to instill multicultural values through traditional games including dhakon, bekel ball, rope jumping, and suweng cubek-cubek. The research method used is qualitative-descriptive research, using observation data/field notes, interviews, and documentation. The findings of the data obtained in research activities include multicultural learning based on the values of tolerance, mutual respect, democracy, mutual love, and togetherness in unifying the goals of the game. Traditional games can develop their own culture, revive local wisdom, and can be carried out independently. together. The results of this study in the development of multicultural values include the values of tolerance, democracy, justice, mutual trust, and togetherness. Research suggestions emphasize the cultivation of multicultural values in children not only on traditional game concepts. However, in learning activities that can build a pattern of habituation, the growth of children to adulthood will naturally instill multicultural values in their next life

    NILAI-NILAI PAI MULTIKULTURAL DI PIAUD (Tinjauan Epistemologi)

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    Multicultural Islamic education teaches people to be aware of and understand the diversity in life on earth. Diversity is basically sunatullah, so that humans must recognize, accept and appreciate the differences in equality. Difference as something beautiful, not the embryo of hostility or division. Multicultural Islamic education as education that carries the values of divinity and humanity, which decomposes into the values of peace, freedom, wisdom, tasamuh, tawazun, taawun, tawasuth, pluralism, and inclusiveness. These values are actualized in Islamic education at various existing levels, one of which is actualized in early childhood Islamic education in a fun play package

    Exploring the narrative of a Finnish early childhood education teacher on her professional intercultural learning

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    Cultural diversity has been increasing in Finnish day care centres, implying the need for early childhood education teachers to learn how to meaningfully work with children and parents from different cultural backgrounds. This article focuses on describing the intercultural learning process as narrated by a Finnish early childhood education teacher, Tanja, who has worked for more than twenty years in a multicultural day care context. Tanja’s narrative focuses on her intercultural professional learning experiences that take place in the workplace. Early childhood education teachers’ intercultural learning processes have not been studied or theorized extensively. Therefore, there is a great need to research and discuss this topic, especially in the Finnish context. In Tanja’s case it seems that through her work experiences she has learnt to appreciate diversity more, has become more confident and has gained many practical competences for encountering diversity in a positive way. However, it seems that as there has not been an opportunity to reflect her experiences formally, she lacks the conceptual tools and ability to critically analyse various practices and values of the day care centre

    Urgensi Penanaman Nilai-Nilai Pendidikan Agama Islam Berbasis Multikultural pada Anak Usia Dini

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    The values multicultural Islamic education for early childhood, although a relatively new discourse in the treasury of Islamic education in Indonesia, but basically if studied from the essence has become the spirit or spirit of the basic teachings of Islam contained in the Qur'an and as-Sunnah, as references to the life of the Muslims since the last dozen centuries. The concepts or ideas of Islamic education based on multicultural that have been raised so far need to be continuously developed from both quantitative and qualitative aspects. The existence of multicultural-based Islamic education for early childhood developed in accordance with Islamic values and the dynamics of modern society, is actually very appropriate to answer so many issues concerning the dimensions of diversity and diversity. The rapid development of human life without the bounds of space and time, desperately requires an in-dividual awareness which then implies the collective consciousness to accept and place all these differences and diversity as a part that needs to be respected and respected

    The Monocultural Agenda: How Denmark\u27s Culture of Assimilation Undermines the Benefits of Child-Centered Practice for Minority Children

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    Early Childhood Education and Care (ECEC) in Denmark adheres to the tradition of social pedagogy, a child-centered practice that emphasizes holistic development. While social pedagogy produces many developmental benefits that support the formation of positive self concepts and transitions to classroom environments, Denmark is overwhelmingly homogenous and the dominant culture demands assimilation to Danish traditions and values. This, compounded with longstanding stereotypes and negative representations of Muslims in particular, has the potential to undermine the development of positive self-concepts in minority children, who face perceptions of incompetence and do not see their backgrounds as valued resources. Theoretically, social pedagogy would be highly effective in promoting inclusivity in a multicultural society because the philosophy emphasizes egalitarianism, democracy, and self-expression. However, cultural attitudes in Denmark undermine this potential outcome. Research surrounding the topic of inclusion in Danish education is scarce, particularly in the field of Early Childhood. Early Childhood is a period of critical development that influences the trajectory of later achievement and well-being. I propose such research is necessary to catalyze change, and justify this approach by its relevance to important influencers of policy

    Multicultural Curriculum in Rural Early Childhood Programs

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    This study investigated the use of multicultural curricula in early childhood programs (licensed and licensed-exempt) in rural communities in Wyoming. In previous studies, little attention has focused on the nature of multicultural education in rural schools. This study specifically explored the ways in which existing instructional strategies and curricula were utilized to address the diverse learning needs of young children, and the ways in which culture and race are embraced and celebrated in early childhood programs in rural communities. Data showed a positive correlation (r= .45 p = \u3c .01) between national accreditation of early childhood programs and the availability and use of multicultural curricula

    Local Wisdom Values of the Bugis Community in Early Childhood Multicultural Learning

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    What the Children Are Reading: A Content Analysis of Minority Male Characters in Preschool Children\u27s Libraries

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    Many early childhood classroom environments have a library area, which has picture books for the children to explore and enjoy, and some early childhood classrooms put tubs or baskets of a few picture books in every center in the classroom. In addition to inspiring a love of reading and providing hours of enjoyment, children\u27s literature serves emotional, social, intellectual, linguistic and literary purposes (Temple, Martinez, Yokota & Naylor, 2002). A primary goal in early childhood programs is to welcome and embrace the diversity of children and families in today\u27s multicultural society (Brinson, 2012) and children\u27s books provide a wonderful way for children to learn about diversity and fairness (Derman-Sparks & Edwards, 2012). Children\u27s literature presents gender roles and culture norms to readers that are overt and underlying within the story (Rodman & Hildreth, 2002). Exposure to picture and story books that challenge historically limiting gender roles and cultural norms counteract stereotypes that could have harmful effects on cognitive, social, and gender development of young students. (Hamilton, Anderson, Broaddus & Young, 2010). The purpose of this study was to explore representation and depiction of male characters of color in children\u27s picture books within early childhood classrooms libraries. Ten early childhood classroom libraries were inventoried and picture books with males of color were analyzed using a framework for the critical analysis of multicultural children\u27s literature (Mendoza & Reese, 2001). This study had three levels of analysis of classroom libraries: classroom demographics and teacher perceptions, inventory of classroom libraries, and critical content analysis of the role and representation of male characters of color. Findings revealed that director and teacher perceptions impact the composition of classroom libraries, and that they are more aware of the need for books featuring non-White characters than they are aware of the need for picture books with male characters. The representation of males of color aligns with dominant cultural values and traditional roles for boys, and some ethnicities are portrayed through a native cultural lens. Picture books typically consist of one racial or ethnic group and the non-White characters are often seen as representations of ethnic cultural information. This study suggests a need for school leaders to pay attention to the composition of classroom libraries related to racial/ethnic and gender diversity represented in classroom libraries. Teachers would also benefit from professional development regarding how to build a classroom library that exposes young children, especially boys, to racial, ethnic, and gender diversity
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