As a new development in China's educational reform, the growth of vocational undergraduate education has garnered significant attention from various sectors of society. This paper uses the "A Brief History of Early Childhood Education" course as an example to explore the curriculum design of undergraduate early childhood education programs through literature review, case analysis, and survey methods. The teaching design of the "A Brief History of Early Childhood Education" course provides reference and inspiration for the curriculum reform of undergraduate early childhood education programs, aiming to cultivate more early childhood education professionals with noble ethics and solid professional skills.
In the field of early childhood education, the purpose of this research was to better comprehend and manage problematic behaviors. The quantitative method was utilized in order to acquire data from the fifty instructors who were working in early childhood education environments. The prevalence of problematic behaviors, instructors' confidence in confronting them, and the use of evidence-based interventions to support children's social-emotional development were all analyzed using descriptive statistics. According to the findings, difficult behaviors are relatively prevalent in early childhood education; however, educators typically feel confident in their ability to address them and are using evidence-based interventions to support the development of children. On the other hand, the research underscored the necessity of continuing training and assistance in order to encourage favorable outcomes for all children who participate in early childhood education. The findings add to our knowledge of how teachers handle problematic behaviors in the classroom and have significant repercussions for both future research and practice in the field of early childhood education.
Character education must be started from an early age through formal and nonformal education. The perception of the teacher to a science taught is very important. The aims of research are : (1) analyzing teacher’ perception towards character education in Early Childhood Education in Sunyaragi Village and (2) factors that influence character education in Early Childhood Education in Sunyaragi. This study used qualitative descriptive. The objects of this research were Play Group Annisa, Persil and Pelangi Sunyaragi. The techniques of data collection are Interview and observation; (a) Interviews are conducted to early chilhood teachers as many as 12 teachers, and (b) Questioner and (c) Observations are carried out to observe, know all activities organized by all components. To obtain accurate data, the researchers used data analysis techniques presented by Miles and Huberman namely: (a) Data Collection (b) Data Reduction, (c) Data Display , and (d) Conclusion (Drawing and Verifying ) The results of the study are (1) The teacher's perception of character values taught in the education process in Early Childhood Education Playing Group Annisa, Pelangi and Persil Sunyaragi are considered good, and (2) Factors that affect character education in Early Childhood Education are inhibition factors and supporting factors.
Abstract Conceptual discourse and practice of religious education is considered effective as a means of internalizing character values as early as possible for the provision of children's lives in the future. This study describes the implementation of religious education in instilling character values in early childhood by using a survey method in 624 early childhood education in 33 provinces in Indonesia. The results of this study indicate that the majority of early childhood education leaders implement religious education policies in the institutions they lead with a calculated value of (93.37%). Then the implementation of religious education strengthens cognitive knowledge through material content about God by (99.84%), Prophets by (100%), holy books by (100%), houses of worship by (100%), and material content about morals by (100%) 100%). While the affective aspect of religious education includes material content about value planting (100%), planting the value of helping to help (99.84%). While the material that leads to the psychomotor aspect includes material about mutual respect (99.52%), and material about politeness (99.84%). The narrative of the survey results shows that religious education at the early childhood education level has been carried out in accordance with early childhood education standards, namely placing religious education as a means of internalizing character values through material content that strengthens the cognitive, affective and psychomotor abilities of early childhood. Abstrak Diskursus konseptual dan praktik pendidikan agama dinilai efektif sebagai sarana internalisasi nilai karakter sedini mungkin untuk bekal hidup anak ke depan. Penelitian ini menjelaskan implementasi pendidikan agama dalam menanamkan nilai karakter pada anak usia dini dengan menggunakan metode survei di 624 lembaga pendidikan anak usia dini yang ada di 33 Provinsi di Indonesia. Hasil studi ini menunjukkan bahwa mayoritas pimpinan pendidikan anak usia dini menerapkan kebijakan pendidikan keagamaan di lembaga yang dipimpinnya dengan nilai perhitungan sebesar (93,37%). Kemudian implementasi pendidikan agama cenderung memperkuat aspek kognitif melalui konten materi tentang Tuhan sebesar (99,84%), Nabi sebesar (100%), kitab suci sebesar (100%), rumah ibadah sebesar (100%), dan konten materi tentang akhlak sebesar (100%). Sedangkan pendidikan agama yang menekankan aspek afektif meliputi konten materi tentang penanaman nilai kejujuran sebesar (100%), penanaman nilai tolong menolong sebesar (99.84%). Sementara untuk materi yang mengarah ke aspek psikomotor meliputi materi tentang saling menghormati sebesar (99,52%), dan materi tentang kesopanan sebesar (99,84%). Narasi hasil survey tersebut menunjukkan bahwa pendidikan agama pada jenjang pendidikan anak usia dini sudah dilaksanakan sesuai dengan standar isi pendidikannya, yaitu menempatkan pendidikan agama sebagai sarana internalisasi nilai karakter melalui konten materi yang memperkuat kognitif, afektif dan psikomotorik anak usia dini.
This study presents a discussion of the Reggio Emilia approach, one of the unique approaches applied in early childhood education. Information was given about the physical structure, art, teacher, atelierista, documentation and projects conducted in the school implementing this approach. In the paper, examples of observational studies to examine the Reggio Emilia approach are presented. It was suggested that making necessary physical arrangements by examining the Reggio Emilia approach's features and the principles of these features, a richer educational environment in preschool education institutions could be created. It was also suggested that preschool education could be more effective and qualified if these features were recognized by the program developers, educators and teachers. Finally, based on the analysis of this approach, some suggestions for teachers and program administrators are made.
Early childhood education (ECE) plays a critical role in shaping the cognitive, social, and emotional development of children. Research consistently demonstrates that high-quality early education provides long-lasting benefits, including improved academic performance, better social skills, and increased chances of long-term success in life. This paper explores the significance of early childhood education in laying the foundation for future educational outcomes, examining the impact of various ECE programs, teaching methods, and environmental factors. It discusses the role of parents, educators, and policymakers in ensuring access to quality early childhood education, especially in underserved communities. The study further highlights the challenges in expanding access to ECE and provides recommendations for improving early childhood education systems worldwide.
This essay focuses on the curriculum reform in Chinese early childhood education (ECE) and is separated into five sections. There is a clear rationale for selecting this reform as well as a description of the reform. While it is clear that the reform has advantages, significant shortcomings have been highlighted in the essay. The promotion of diverse and autonomous curriculum development and implementation was a successful outcome of the Chinese ECE curriculum reform. Individualism in curriculum creation and a more child-centered approach have been effectively established by Chinese ECE reform. It was very challenging for teachers to apply the reform's new curriculum and pedagogy in the classroom, nevertheless, because it did not start with professional training and did not account for Chinese kindergarten teachers lacking expertise. Additional policy recommendations are also presented at the end. It is advised to use a mix of top-down and bottom-up policies to enhance the way curriculum reform is implemented in Chinese ECE.
Parental involvement in early childhood education plays a vital role in the growth and development of children. Various research results show that parental involvement has a positive impact on parents and educators or managers of PAUD institutions must be in an excellent relationship to meet all children's needs. The aim of this study is to examine the involvement of parents in early childhood education in order to empower families in a digital age that is full of challenges, particularly in the context of the organization of quality early childhood education. This aims to inform parents of the importance of their involvement in the child education process and to establish good communication and collaboration between parents, educators and managers of educational institutions. This research uses a descriptive method of research with a qualitative approach. The research was conducted at TAUD SaQu Nurul Islam Al Husna Kota Cimahi, with the research subjects of 30 parents, 2 educators and 1 managers of PAUD institutions. Collection of data through interviewing techniques, observation and documentation studies. The results showed that: parental involvement in TAUD Saqu Nurul Islam Al Husna includes parenting activities, sharing information between parents and teachers through various communication media, parental volunteering, home learning assistance, involvement in decision-making, and parental participation in field activities. Through a variety of activities involving parents, making it more empowered to build a family force that can be beneficial to the child's success.
The issue of Artificial Intelligence (AI) literacy is gaining popularity in the field of education. Most research on AI literacy has focused on primary, secondary, and higher education, and there has been limited examination of AI literacy programs in early childhood education. This study aimed to evaluate the impact of an eight-week AI literacy program on young children’s AI literacy, AI-related creativity, and their perceptions of the AI4KG program. A total of 26 young children (average age of 4 years) enrolled in the program at a kindergarten in Hong Kong were the subjects of the study. The results indicated that (1) young children were capable of learning basic AI concepts and knowledge; (2) in terms of AI-related creativity, younger children were able to design a chatting robot via imagination, while older children created an AI robot to assist people in their drawings; (3) in regards to the children's perceptions of the AI4KG program, older children who enjoyed the activity were able to train AI, while younger children preferred to draw the future AI city and participate in the AI story activity. This study highlights the positive benefits of AI literacy education in preparing young children for an AI-driven future.
This study aims to construct the idea or thought regarding the importance of introducing halal and good food through early childhood education. Little children, including those of Muslims, generally do not have adequate knowledge about halal and good food according to Islamic jurisprudence (fiqh Islam). Children’s pattern of consumption, types of food they eat, and the ingredients of food cooked for them are generally determined by their parents or influenced by their social and cultural environments. By means of early childhood education, the knowledge of halal and good food is introduced earlier to the children in gradual steps in line with their age and developmental phases. Through constructivist-interpretive approach, this study is intended to analyze the importance of introducing, disseminating, and internalizing the knowledge, attitude, and skill about halal and good food to the children. The study also provides the children with graded lessons to identify halal and good food. The ultimate end the analysis is expected to yield integrated lessons on halal and good food within the curriculum of early childhood education.
Wahju Dyah Laksmi Wardhani, Sawitri Komarayanti, Tri Endang Jatmikowati et al.
