Choosing an effective kindergarten program : comparing full-day and half-day schedules

Due to changes in American society and education during the last twenty years the popularity of all-day, everyday kindergarten programs has grown. Among the many issues cited as reasons for implementing all-day kindergarten programs are . . . a growing need for child care, the need for more opportunity for socialization among young children, and a demand for more academically challenging programs (Rust, 1993, p. 8). The whole child approach is what we strive for today. However, that focus has been compromised in some instances by placing financial, parental, or school needs ahead of what is best for kindergarten students. The literature is surveyed for strengths and weaknesses of the full-day schedule in comparison to the half-day kindergarten schedule in an attempt to conclude which schedule is best for parents, teachers, and most importantly, kindergarten students. In summary, the research clearly states that advantages of the all-day kindergarten schedule outweigh the disadvantages in comparison to the half-day schedule

Bahasa Sebagai Salah Satu Sistem Kognitif Anak Usia Dini

Bahasa adalah alat untuk berpikir, mengekspresikan diri dan berkomunikasi. Bahasa mencakup setiap sarana komunikasi dengan menyimbolkan pikiran dan perasaan untuk menyampaikan makna kepada orang lain. Perkembangan kognitif dan perkembangan bahasa anak memiliki hubungan yang erat. Bahasa mempunyai peranan yang sangat penting terhadap proses berpikir anak. Dengan bahasa anak dapat lebih mudah memahami suatu informasi maupun kemampuan yang baru. Kemampuan berbahasa seseorang banyak dipengaruhi oleh kapasitas kemampuan kognitifnya. Besarnya kesempatan yang diperoleh untuk melakukan proses belajar dari lingkungannya mempengaruhi kemampuan berbahasa anak.Kata Kunci: bahasa, kognitif, anak usia dini

Book Review: Transitions and Tools that Support Scholars’ Success by Mary Renck Jalongo and Olivia N. Saracho

The prime duty of an academic is to contribute to the economy of knowledge. Academics find new knowledge through research and they disseminate it through lectures and scholarly works. Researchers face a real challenge when they want to publish their work. A scholars’ success solely depends on impactful publications. In accordance with this argument, the book titled ‘Writing for Publication’ discusses the transitions and tools that support a scholars’ success

PENGARUH MEDIA AUDIO VISUAL TERHADAP PENINGKATAN KOSAKATA ANAK USIA 4-5 TAHUN

Penelitian ini bertujuan untuk menganalisis seberapa besar pengaruh penggunaan media audio visual terhadap peningkatan kosakata anak usia 4-5 tahun di Paud Permata Hati Pontianak. Penelitian ini menggunakan Metode eksperimen dengan bentuk penelitian pre-eksperimental design. Populasi dalam penelitian ini adalah seluruh  anak didik PAUD Permata Hati Pontianak ajaran 2013-2014 yang berjumlah 24 anak yang terdiri dari usia 4, 5 dan 6 tahun. Sampel penelitian ini adalah seluruh  anak didik PAUD Permata Hati Pontianak ajaran 2013-2014 yang berjumlah 24 anak yang terdiri dari usia 4, 5 dan 6 tahun. Berdasarkan hasil analisis data diperoleh rata-rata pre-test 30,83 dan rata-rata post-test 64,75. Hasil uji hipotesis menggunakan t-test diperoleh thitung = 18,266 untuk  dk = 23 dan α=5% diperoleh  sebesar 2,069 yang berarti  >  ( 18,266 >2,069), maka Ha diterima. Jadi, dapat  disimpulkan bahwa terdapat peningkatan kosakata anak usia 4-5 tahun di Paud Permata Hati Pontianak. Perhitungan besar peningkatan kosakata anak digunakan normalized gain. Kata kunci : Media Audio Visual, Peningkatan Kosakata  Abstract: This study aims to analyze how much influence the use of audio-visual media to increase the vocabulary of children aged 4-5 years in early childhood Permata Hati Pontianak. This study uses experimental methods to study the form of pre-experimental design. The population in this study were all students of early childhood teachings Permata Hati Pontianak 2013-2014, amounting to 24 children consisting of age 4, 5 and 6 years. The sample was all students of early childhood teachings Permata Hati Pontianak 2013-2014, amounting to 24 children consisting of age 4, 5 and 6 years. Based on the analysis of data obtained by the average pre-test average of 30.83 and a post-test 64.75. The results of hypothesis testing using t-test is obtained for t = 18.266 df = 23 and α = 5% was obtained for 2.069 which means> (18.266> 2.069), then Ha is accepted. Thus, it can be concluded that there is an increase in the vocabulary of children aged 4-5 years in early childhood Permata Hati Pontianak. Calculation of the increase in child vocabulary used normalized gain. Keywords : Audio-Visual Media, Increase Vocabular

MEDIA WAYANG BEBER TERHADAP KEMAMPUAN MENYIMAK ISI CERITA PADA ANAK TUNAGRAHITA RINGAN

AbstractDeveloping listening to story content skill at SLB is done through language skills. There are listening, speaking reading, and writing. Listening to the content of the story must be acquired by the mental retarded children. Based on the observation, it shows that low mental retarded children’s listening skill has not shown the satisfiend result. This research aims to find out the effect of leather puppet “beber” for the mental retarded children’s listening skill to the content of the story at fifth grade of SLB Dharma Wanita Kebonsari Madiun.This research is pseudo experiment quantitative research by using the one group pre test post test design. That is an experiment conducted to one group without having controlled or compared group. The research samples are five student of fifth grade of SLB Dharma Wanita Kebonsari Madiun. The sign test is used to analyze the data.The data analysis of the critical score of 5 % top one side test (1,64) concludes that ZH = 1.80 is bigger than critical score of 5% in one side test (1.64). Therefore, it can be concluded that there is a significant effect of leather puppet “beber” for the fifth grade low mental retarded children at SLB Dharma Wanita.The school is expected to apply the interactive learning technique which can support and motivate the mental retarded children when they are learning.Key words: wayang beber, learnin

PENIGKATAN KEMAMPUAN MEMBACA PERMULAAN MELALUI DINDING KATA (WORD WALL)

This research motivated by the lack of teacher’s knowledge in the strategy of children beginning reading skills, because of that the ability on child's beginning reading skill are still low, there is no specific stimulation on the development of beginning reading skills that appropriate for children stages and ability, and also the process of reading lesson activities are still lead by the teacher as the center of activity, with one way mode trough the children. The purpose of this study is to improve the ability on children beginning reading by using word wall. This study uses an action research with two variables: the beginning reading ability (Y) and the word wall (X). The results showed an increase for overall percentage pre cycle only 30.8%, after the measures in the first cycle increased to 50.9%, and for the second cycle raised to 94.7%. From the second result, showed the highest percentage up to 100% was obtained by AI and QUI as the respondent and lowest percentage was 75 % obtained by JO as the respondent

Соціально-особистісна компетентність викладача у сучасній вищій школі

Охарактеризувати поняття соціально-особистісної компетентності педагога, розглянути особливості утворення соціально-особистісної компетентності загалом

PERANAN STORYTELLING TERHADAP PERKEMBANGAN BAHASA ANAK USIA DINI PADA MASA PANDEMI COVID 19 DI KELOMPOK B2 TK NEGERI MODEL TERPADU MADANI PALU

Masalah yang dikaji dalam artikel ini perkembangan bahasa seperti anak bisa menceritakan kembali cerita, anak bisa menjawab pertanyaan yang diberikan, dan  kemampuan bertanya. Upaya mengatasi masalah tersebut dilakukan penelitian untuk mengetahui peranan metode storytelling terhadap keterampilan berbahasa anak di kelompok B2 TK Negeri Model Terpadu Madani Kelurahan Talise Kecamatan Mantikulore. Penelitian ini menggunakan metode kuantitatif dengan jenis penelitian eksperimen. Subjek penelitian ini adalah anak dikelompok B2 TK Negeri Model Terpadu Madani berjumlah 11 anak, terdiri dari 5 anak perempuan dan 6 anak laki-laki, terdaftar tahun ajaran 2021/2022. Teknik pengumpulan data dilakukan dengan observasi, wawancara, dan dokumentasi, data dianalisis dengan teknik presentase. Data sebelum perlakuan aspek menceritakan kembali cerita BSH 18%, MB 27%, BB 54%. menjawab pertanyaan BSH 27%, MB 18%, BB 54%. Kemampuan bertanya BSH 45%, MB 18% BB 36%. Sesudah melaksanakan Metode Storytelling kemampuan aspek menceritakan kembali cerita BSB 18%, BSH 27%, MB 36%, BB 18%. Menjawab pertanyaan BSB 18%, BSH 36%, MB 27%, BB 18%. Kemampuan bertanya BSB 36%, BSH 36%, MB 18%, BB 9%. Rata-rata ketiga aspek yang diamati sebelum perlakuan kategori BSB, BSH dan MB 88%. Sesudah perlakuan kategori BSB, BSH, dan MB 99%. Dapat disimpulkan ada peranan metode storytelling terhadap perkembangan bahasa anak usia dini terbukti ada peningkatan 11% kategori BSB, BSH dan MB dari semua apek yang diamati. Kata Kunci: Storytelling, Perkembangan Bahasa Anak Usia Din