Abstract/Notes: Tujuan dari penelitian ini adalah untuk mendeskripsikan (1) Efektivitas Penggunaan Media Pembelajaran Superbook. (2) Faktor-faktor yang menghambat Efektivitas Penggunaan Media Pembelajaran Superbook. (3) Upaya yang dilakukan Komisi Pelayanan Anak untuk mengatasi hambatan Penggunaan Media Pembelajaran Superbook bagi Anak Sekolah Minggu GMIM Bukit Sion dan Tesalonika Mapanget. Penelitian ini merupakan penelitian kualitatif dengan metdoe deskriptif yang dilakukan di Gereja Masehi Injili di Minahasa (GMIM) Bukit Sion dan Tesalonika Mapanget. Data yang dikumpulkan melalu observasi partisipatif, wawancara , studi dokumen. Analisis dan interpretasi data menunjukkan bahwa (1) Efektivitas penggunaan media pembelajaran Superbook sudah berjalan dengan baik. Di dalam Superbook mengandung nilai-nilai kristiani yang cocok dengan karakteristik anak zaman sekarang. Sangat sesuai dengan kebutuhan anak dan memberikan pemahaman mengenai perilaku yang baik dan buruk. (2) Faktor-faktor penghambat penggunaan media pembelajaran ialah peran penyelenggara PAK dalam hal ini pendeta, guru agama, guru sekolah minggu dan orangtua tentang penggunaan Gadget bagi anak usia 6-12 tahun. (3) Upaya yang dilakukan gereja dalam mengatasi hambatan tersebut ialah memfasilitasi alat-alat penunjang berupa laptop/TV, DVD/LCD Proyektor dan Sound System dan Guru Sekolah Minggu giat mengikuti pelatihan Superbook.

Language: Indonesian

DOI: 10.51667/mjpkaud.v2i2.737

ISSN: 2798-6195

Language: English

Abstract/Notes: The current system of education in Kenya is the 8-4-4 structure, where children study for eight years of Basic (primary) education, four years of Secondary education and four years of University education. This system was introduced in 1985 to promote man-power capable of performing blue collar jobs, as compared to the former 7-6-3 system that targeted developing a local workforce to replace the British workforce who largely held white collar jobs in the new, independent Kenya. However, over the years, the 8-4-4 curriculum has been widely criticised for a myriad of reasons. The criticisms against this curriculum are that it is too heavily loaded with content, purely examinations-oriented, and generally violating the Rights of the Child by placing undue physical and psychological pressure on learners. In order to address this problem therefore, a new curriculum was hastily crafted and taken through a rushed pilot drive in April 2017 and is expected to replace the current 8-4-4 system by January 2018. Admittedly, this new education system addresses some of the weaknesses of the current 8-4-4 education system, since it is competency-based and focuses more on skills acquisition as opposed to a purely knowledge-based acquisition system. The issues addressed in this paper is how this new and hurriedly crafted curriculum (as well as the introduction of Free Secondary School Education) will be implemented by teachers who are yet to come to terms with the new paradigm shift of teaching and learning. The second issue addressed is whether the crafters of this system took into consideration children’s rights, or whether at all, the system was crafted from a child-centred perspective. The concerns are that apart from the manner in which this syllabus was been crafted and planned for implementation, if not reviewed comprehensively may not only violate the rights of future generations of children, but also enhance negative ethnicity from a linguistic perspective

Language: English

ISSN: 2394-9686

Abstract/Notes: A brief history of the development of Early Childhood Care and Education in pre and post Independent India has been given first. The current situation of ECCE, teacher training and research has been described and the Research — Policy — Program interface has been delineated. Among the myriad issues confronting ECCE in the country a few have been selected for discussion. [Un bref historique du développement de l'accueil et de 1'éducation de la petite enfance de la période pré — et post Indepnédance est donné pour débuter. La situation actuelle ,1a formation des enseignants et la recherche ont été décrites et la Recherche — Politique — Programme envisagé ont été délimités. Parmi les myriades de sujets auxquels l'Accueil et l'Education de la Petite Enfance ont été confrontées quelques‐uns ont été sélectionnés pour la discussion. / Primero ha sido descrita una breve historia acerca del desarrollo del Cuidado Temprano de la Niñez y Educacion en la India pre y post independiente. Se ha descrito la situación presente de ECCE, el entrenamiento del profesorado e investigatión y la Investigación — la Política — el Programa común ha sido delineado. Dentro de los muchos miríados temas que confronta la ECCE en el país unos pocos han sido seleccionados para discusión.]

Language: English

DOI: 10.1080/0966976940020103

ISSN: 0966-9760

Language: English

ISSN: 0519-0959

Language: English

Abstract/Notes: This chapter explores the theories and histories of the holistic educational paradigm. Beginning with a description of the theoretical structures that underpin the holistic educational viewpoint, it lays the groundwork to understand how pedagogies as diverse as Waldorf, Montessori, Democratic Free Schooling, and homeschooling are connected by a common set of paradigmatic assumptions. Following brief summaries of the origins of these traditions, key aspects of practice and highlights from research carried out in each pedagogy are discussed. Concluding remarks draw connections between the fundamental convictions that gave rise to these pedagogies and the needs of educators in diverse contexts today. DOI: 10.4018/978-1-7998-4906-3.ch001

Language: English

Published: Hershey, Pennsylvania: IGI Global, 2021

ISBN: 978-1-79984-906-3

Abstract/Notes: Preschool educators may observe that this unique historical period is an opportunity to integrate peace education into the educational program. The communication that has developed thanks to new technology has offered the opportunity for transformation. Teaching, nonviolence, conflict resolution, well-being, economic, political participation and interest in the environment can be considered as concepts of education for peace. This visionary idea includes global education, prevention of violence, character education and moral education. The educational program and methods of education for peace of preschool children (from birth to 8 years old) include different themes: 1) promote cooperation and resolve conflicts 2) respect for self and authority; 3) appreciation of diversity 4) the role of permeating cultural violence including television, video games, films and dramatic games stimulated by toys and representations of violent actions. These central themes contain the hope that the principles contained in the United Nations Convention on the Rights of the Child will be applied. Parents' participation seen as essential agents in decision-making concerning their children is a fundamental concept. The study of this event produced a visionary model, identified as education for peace, with the participation of parents. OMEP members act as catalysts for peace education efforts with an emphasis on intercultural education. Peace education was, is and will be a goal of pre-school and primary education for all educators around the world. There is a great need for activities in preschool, primary and other educational programs to reduce tensions peacefully.

Language: English

DOI: 10.1007/BF03174500

ISSN: 0020-7187, 1878-4658

Abstract/Notes: Includes information about all the sessions at the conference. Information regarding Montessori includes: 1. Katherine Moore, teacher of the Montessori classes in the public schools of Los Angeles and a graduate of the first class of Dr. Montessori, will conduct a demonstration Montessori class each forenoon [morning] from nine to twelve o'clock during the session of the National Education Association, in the Art Room, City Auditorium [Oakland Municipal Auditorium]. The model furniture will be furnishhed by Louise Brigham the inventor of box furniture, New York, N. Y. Teachers are invited to observe this class. (see p. 6-7) 2. General Sessions - International Congress on Education - Meetings in City Auditorium - August 16, 1915 - Afternoon Session, 2:30 O'Clock - "The Montessori System" by Maria Montessori (see p. 13). 3. Departmental Congress on Kindergarten Education - Sessions in Auditorium Theatre - August 17, 1915 - Afternoon Session, 2:30 O'Clock (Joint Session with the International Kindergarten Union) - "Imagination" by Maria Montessori (see p. 15). 4. Departmental Congress on Elementary Education - Sessions in City Auditorium - August 20, 1915 - Evening Session, 8:00 O'Clock - "Organization of the Intellectual Work in the School" by Maria Montessori (see p. 20). 5. Departmental Congress on Relationship Between the School and Co-operative Organizations - City Auditorium - August 23, 1915 - Evening Session, 8:00 O'Clock - "The Mother and the Child" by Maria Montessori, interpreted by Mariana Bertola, M.D. of San Francisco (see p. 25). 6. Montessori Congress - Sessions in Ballroom, Hotel Oakland - August 28, 1915 (see p. 42-43). This includes details regarding the itinerary for the Montessori Congress held in Oakland, 1915. The morning session began at 10:00 O'Clock and included: "Address of Welcome" by Philander P. Claxton (US Commissioner of Education, Washington, D.C.); "Possibilities and Opportunities of the Montessori Work for American Children" by E. L. Hardy (State Normal School, San Diego); "The Future of the Montessori School in America" by Arthur Chamberlain (Secretary, California Council of Education and California Teachers' Association, San Francisco); and "Address" by Maria Montessori. The afternoon session began at 2:00 O'Clock and included: "Round Table under the Auspices of the National Education Association and of the San Francisco Local Committee of Advisory Patrons" with David Starr Jordan (President, National Education Association, Stanford University, California) presiding over "Questions and Discussions by Leading American Educators and Dr. Montessori". The program indicates that the Round Table discussion was an invitation only affair - "Admission by Invitation".

Language: English

Published: 1915

Language: German

Published: Freiburg, Germany: Herder, 1986

ISBN: 978-3-451-20919-2