Language: English

ISSN: 1071-6246

Abstract/Notes: This paper talks about the meaning of the philosophy of raputallang as a concept in early childhood character education for Toraja people. When children enter the phase of self-discovery, they will do a lot of new things in their lives. In order for children to stay on the right track in their search for identity, it is necessary to equip children with good character to help them avoid the wrong path. Through a qualitative approach and literature study, this paper seeks to explore how the concept of raputallang which contains positive values, such as being able to solve problems, introspect themselves, build good relationships, and become social control in their environment, will make children have good character in living their lives. With parents who are the first agents in giving this concept to children, children can get provisions in living their lives well. This will help children avoid negative things in the search for their identity. Tulisan ini berbicara tentang makna falsafah raputallang sebagai konsep dalam pendidikan karakter anak usia dini bagi orang Toraja. Ketika anak masuk pada fase pencarian jati diri, maka mereka akan banyak melakukan hal-hal baru dalam hidupnya. Agar anak tetap berada pada jalur yang benar dalam pencarian jati diri tersebut, maka perlu membekali anak karakter yang baik guna membantu mereka dalam menghindari jalan yang keliru. Lewat pendekatan kualitatif dan studi pustaka, tulisan ini berupaya mengupas bagaimana konsep raputallang yang mengandung nilai-nilai positif, seperti bisa menyelsaikan masalah, mengintropeksi diri, membangun relasi yang baik, dan menjadi kontrol sosial pada lingkungannya, akan menjadikan anak berkarakter baik dalam menjalani kehidupannya. Dengan orang tua yang menjadi agen pertama dalam memberikan konsep ini kepada anak, maka anak bisa mendapatkan bekal dalam menjalani kehidupannya secara baik. Hal ini akan membantu anak menghindari hal-hal negatif dalam masa pencarian jati dirinya.

Language: Indonesian

DOI: 10.51667/mjpkaud.v3i2.1044

ISSN: 2798-6195

Language: English

Language: English

Published: [S.I.]: s.n.], 1982

Edition: [Ed. Japanese]

Abstract/Notes: There are more than 22,000 Montessori schools in over 100 countries worldwide. Beginning in the 1950s the American Montessori movement was primarily a private pre-school movement. There are more than 5,000 schools in the United States; over 500 of these are public. Montessori schools are an increasingly popular choice in the U.S. for public school districts looking to improve their educational outcomes. Predominantly Black Institutions (PBIs) can play a pivotal role by integrating Montessori education within their teacher preparation programs. As the demand for Montessori education increases there will be a need for more highly-qualified, culturally and linguistically diverse teachers who have the appropriate credentials and can implement the Montessori approach. Scientific research confirms that children who attend Montessori schools are advantaged academically, socially and emotionally. Communities such as Milwaukee and Chicago are now implementing Montessori education through public schools as part of school reform efforts making the educational approach more accessible to African American children.

Language: English

DOI: 10.1515/mlt-2017-0007

ISSN: 2161-2412

Abstract/Notes: Part 2 of 2

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040