Play and Learn with Tradisional Local Wisdom Game in School

In Indonesia, the number of online game addicted in children was experienting a very dangerous development. One doctor predicted that the highers number of online game addicted was Asia. This is very ironic. Since the first, the Indonesian nation has had many traditional games that can be used in learning activities at school. This traditional game was very beneficial for the development of children's abilities, especially children's motoric skills. In the midst of the dangers of massive online games, the RA Nurul Ulum educational institution in Sumbersalak Village used traditional local wisdom game methods and media in every learning activity. This was done so that the students continue to love and preserve the educational games of traditional local wisdom. From this background, this study aims at describing the application of traditional games in improving the gross motoric skills of early childhood in RA. The research method used was a descriptive qualitative approach. The results of the research show that the traditional local wisdom games used are engklek and jumping rope games. The application of this game can improve gross motoric skills in early childhood, stimulated children in developing cooperation, make children more creative, active, adept at jumping, jumping and being responsible in a game. From the application of this traditional game, children's gross motoric skills developed more rapidly and children get to know traditional games and their types

Implementation Based Education (Learning-Gradual) through Traditional Games Mambe Tampun

This article aimed to determine the application of learning-gradual based education through traditional games as a learning medium and to find out the strengths and weaknesses of implementing traditional games. This type of research is qualitative. The research subjects consisted of school principals, teachers, and students at MTS Miftahul Huda 2 Palangka Raya. Data collection techniques in this study used interview, observation, and documentation. The concept of education learning-gradual (LEGAL) combines the concept of learning gradually through traditional games as a medium of primary school learning in Miftahul Huda 2 Palangka Raya. In a traditional game, it has cultural worth and national character consists of mutual cooperation, cooperation, hard work, and democracy and can improve other aspects of child advancing, namely motoric, cognitive, emotional, language, social, spiritual, ecological as well as worth and moral aspects. The weakness is teachers struggle to divide the playgroup because students storm and run. It is hoped that teachers can implement traditional games as a learning medium, so that a nation's generation that loves local wisdom, culture, and morality is a relationship. Keywords: Education of Learning-Gradual, Traditional Games,  .Mambe Tampu

The games as a pegagogical tool in the improvement of its teaching practice

The objective of the research was to analyze how the game through its various methodological, playful and didactic strategies enable the development of the pedagogical practice developed by teachers of the initial level in the teachinglearning process. The methodology used was centered on the qualitative approach, based on interpreting the meaning of the actions carried out by the teachers using the semi-structured interview technique, whose instrument was the questionnaire based on open questions. The results showed that the teachers managed to improve their work at the pedagogical level and significantly after having been prepared and developing this strategy

Already at a disadvantage? ICT in the home and children's preparation for primary school. (ICT Research Bursaries 2004 - Final Report)

The aim of this study is to investigate the impact of socio-economic disadvantage on pre-school children's development of competences in information and communications technologies (ICT). The study focuses on children's experiences of ICT in the home and in pre-school settings in the year before they begin formal education, and seeks to investigate concepts of advantage and disadvantage in this context. The study also aims to investigate teachers' perceptions of children's ICT competences on entry to school

Exploring the feasibility of outdoor indigenous games and songs to enhance play-based pedagogy in early childhood education

Indigenous play activities are crucial to cross-cultural knowledge and practice and are gaining ground as a pedagogical approach in early childhood education settings. The study aimed at systematically documenting culturally and developmentally appropriate outdoor indigenous games that could serve as resource materials for play-based learning in ECE centres. Participants comprising teachers, parents, grandparents, and adolescent girls and boys were drawn from Lufwanyama district of Zambia.  Data was generated through Participatory Action Research to allow inter-cultural dialogue. Data was analysed using thematic categorisation. Results showed that documentation of indigenous games can serve as a resource capital for enhancing play-based learning practice in an early childhood education setting. The study further revealed that integrating indigenous games can strengthen home-school linkages through active community engagement. The study recommends that teachers can effectively implement play-based learning when the reservoir of developmentally appropriate indigenous games is easily accessible to them. We further argue for rethinking early childhood education pedagogical practice so that learning and development are seen as being influenced more by contextually responsive play and exploration, than by direct instruction and teaching

Eco Architecture on Design Creative Center for Children in Medan

Childhood is one phase of human that plays an important role for children, especially of the child’s brain. Besides that, generals in this phase, the creativity and the character development of children also begin to form. Indonesia has diverse cultures, religions, and languages. Traditional games are also included in cultural diversity. But unfortunately, as the development of science and technology progresses like digital games, these games have gradually begun to extinct and is rarely played by children. The project tries to overcome the problem by designing a building that can become an educational and recreation area. The methodology of this project starts from conducting site selection by literature studies, then the design problem-solving phase, namely by searching ideas, collecting data, literature studies, observation studies, comparative studies. This research produces buildings that can respond to these problems by applying the concepts of ecology architecture to the design. The benefit of this design is that children are more familiar with traditional games and energy-efficient buildings

Design principles of interactive play systems for children's outdoor play:A designers’ perspective

In recent years, designers around the world have developed a number of interactive play systems to stimulate children's outdoor play. This paper provides a framework for the design principles used by designers of interactive play systems. In addition, the mechanisms by which these design principles could potentially contribute to stimulating children's outdoor play are discussed based on the COM-B model of behaviour change. The COM-B model is adopted to elaborate the design principles and their mechanisms of action. This model provides a basis for designing healthy behaviour change interventions. It defines behaviour as the result of an interaction between three components that generate behaviour: Capability, Opportunity, and Motivation. The contribution of this paper is to identify the design principles and link them to the underlying factors of children's outdoor play in terms of the components of the COM-B model. Clarifying this link elaborates the mechanisms of action of design principles to stimulate children's outdoor play. An in-depth interview approach is used to explore the designers’ perspectives. The findings of this research contribute to the theory of behaviour change and are beneficial for practitioners, and in particular, interactive designers who develop systems that stimulate children's outdoor play.</p

Conexiones creativas con Asia usando videoconferencias

The core activity in this project is direct contact between Australian school children both primary and secondary, with their peers in Asia, particularly in Korea. Direct contact is made through highdefinition videoconferencing whereby students talk to each other and observe each other in real time. Teachers are directly involved in organising and helping students prepare their presentations to their Asian peers, but the students themselves talk directly to their peers. The program began in 2008 and now there are 30 pairs of schools between Australia and Korea, 5 pairs for Japan, and 2 for China. This study focuses on 12 videoconferencing sessions involving Australian and Korean students. The excitement of the students in both countries is palpable, and the motivation to make the very best presentation is extremely high. Excitement, seeing new faces in their peers who are thousands of miles away across the world and who are as excited as the presenters and show it, and working to ensure that they do the best job they can in their presentations, all together act as strong motivators. But the most important aspect is the contact made between children from different countries and different cultures, who speak a different language, and who want to know about each other. The identification of creative activities as they occurred in each session was completed by three expert judges who were asked to rate behaviours simply as creative or non-creative and to give some reasons if necessary. Several spontaneous behaviours were recognized as good examples of creative behaviour.La actividad central de este proyecto está dirigida a establecer contactos entre niños de primaria y secundaria australianos con sus pares en Asia, particularmente en Corea. Contacto directo es realizado por medio de Videoconferencia de alta definición en las cuales los estudiantes hablan entre ellos y se observan en tiempo real. Los docentes están envueltos directamente en la organización y en ayudar a los estudiantes a preparar sus presentaciones para los padres asiáticos, pero son los estudiantes mismos quienes conversan directamente con sus pares. El programa comenzó en 2008 y ahora hay 30 pares de escuelas entre Australia y Corea, 5 pares con Japón y 2 con China. El estudio que aquí informamos se focaliza en 12 sesiones de videoconferencias envolviendo estudiantes australianos y coreanos. El entusiasmo de los estudiantes de ambos países es palpable y la motivación para hacer la mejor presentación es extremadamente alta. La excitación viendo nuevas caras entre sus pares que están a centenares de millas dando la vuelta al mundo y que están tan excitados como los presentadores y que lo demuestran además de asegurar que están haciendo la mejor calidad que pueden con sus presentaciones, todo esto actúa como un motivador sumamente poderoso. Pero el aspecto más importante es el contacto hecho entre jóvenes de diferentes países y culturas, que hablan idiomas diferentes y que desean saber los unos de los otros. La identificación de las actividades creativas a medida que ocurrían en cada una de las sesiones fue llevada a cabo por tres jurados expertos a los que se les pidió que midieran las conductas simplemente como creativas o no y fundamentando si eso era necesario. Varias conductas espontaneas fueron identificadas como buenos ejemplos de conductas creativas