Abstract/Notes: Pendidikan Kristen untuk anak usia dini menghadapi tantangan yang cukup signifikan dengan hadirnya gadget sebagai produk yang sangat menarik bagi semua orang di dunia maya. Orang dewasa hingga anak usia dini sekarang menikmati kehadiran gadget dan segala kenyamanan yang mereka tawarkan. Dampak era gangguan sebagai bagian dari digitalisasi revolusi industri harus ditangani dengan baik oleh para guru, dan orangtua yang memiliki anak kecil. Berdasarkan latar belakang tersebut peneliti ingin mengkaji dan menjelaskan bagaimana Pendekatan Pendidikan Kristen yang diterapkan oleh guru dan orangtua dalam mendidik anak usia dini di era disrupsi ini? Dengan demikian tujuan penelitian ini adalah untuk mengetahui dan mendeskripsikan pendekatan Pendidikan Kristen yang diterapkan oleh guru dan orangtua dalam mendidik anak usia dini di era disrupsi. Pendekatan kualitatif digunakan dalam penelitian ini dengan metode observasi, wawancara, dan dokumentasi.

Language: Indonesian

DOI: 10.51667/mjpkaud.v1i1.434

ISSN: 2798-6195

Abstract/Notes: This paper reports results of the first year of a 2-year comparative study of four curricula used for disadvantaged preschool children: Bereiter-Engelmann, DARCEE, Montessori, and Traditional (the official Head Start program). Details of the study design and procedures are contained in the abbreviated Annual Progress Report for 1968-1969 (PS 003 034). Treatment (program) dimensions were assessed by in-class monitoring of teachers and children using a time-sampling procedure, and by video-tape monitoring of teachers in their classrooms. Significant differences were found among the four curricula on a number of dimensions of behavior for both teachers and children, most of these differences being in predicted directions. Treatment effects were assessed by use of a variety of cognitive, social, motivational, perceptual, and achievement measures. Programs had significantly different effects on the children with respect to a number of variables measured, such as curiosity, initiative, arithmetic, and verbal participation. Preliminary regression analyses on the relationship between teaching techniques monitored in class and dependent variables have produced multiple R's between .229 and .419 and partial R's between - .293 and .307. No interpretation has been made, pending the inclusion of variables from the video-tape monitoring. (Author/NH)

Language: English

Published: Louisville, Kentucky, Jan 31, 1970

Language: English

Published: Italy, 2023

Language: German

ISSN: 0944-2537

Abstract/Notes: Ushbu maqolada maktabgacha ta’lim muassasasi tashkilotlarida bolalarni o‘qitish va tarbiyalashda qo‘llaniladigan zamonaviy ta’lim berish usullari, pedagogik texnologiyalar ko‘rib chiqilgan. Shuningdek, Maktabgacha ta’lim muassasalarida qo‘llaniladigan zamonaviy, ommabop, innovatsion pedagogik texnologiyalardan foydalanishni ko‘rsatib beradi. Bu esa maktabgacha va boshlang‘ich ta’lim ta’lim muassasalari tashkilotlari faoliyatida foydalaniladigan va qo‘llaniladigan zamonaviy texnologiyalarning muhim va dolzarbligni isbotlaydi. Maktabgacha va boshlang‘ich ta’lim tashkilotlari tarbiyachilari hamda o‘qituvchilari o‘z faoliyatida zarur bo‘lgan zamonaviy texnologiyalarning mazmuni va mohiyatini ularning qo‘llanishi hamda maqsadlari bo‘yicha ma’lumot oladilar. [In this article, modern teaching methods and pedagogical technologies used in the education and training of children in preschool educational institutions are considered. It also demonstrates the use of modern, popular, innovative pedagogical technologies used in preschool educational institutions. This proves the importance and relevance of modern technologies that are used and used in the activities of preschool and primary educational institutions. Educators and teachers of pre-school and primary education organizations will receive information about the content and essence of modern technologies necessary in their work, their use and goals.]

Language: Uzbek

ISSN: 2181-2888

Abstract/Notes: Montessori is not well known among the larger community of educators, but it does fulfill many, if not all, of the standards researchers use to define excellent classrooms and teaching practices. Montessori environments are literature rich and there is a strong emphasis on skills instruction and vocabulary development. There are many lessons that address different aspects of literacy instructionbut there are not lessons or materials that specifically address reading comprehension strategy instruction. Montessori teachers are as aware of reading comprehension strategies as any other educator, but I believe there is not enough emphasis placed on these lessons because of the lack of materials in the classroom that would support such instruction. At best, this instruction is uneven in the community because it depends on an individual teacher's initiative and knowledge. Another factor I believe affects reading comprehension strategy instruction is the reliance on the Simple View of Reading, which states that reading comprehension is a product of decoding skills and vocabulary knowledge. While the SVR has been shown to be an inadequate view of reading, it is still the prevailing model. The purpose of this project was to create a resource guide that would provide background knowledge on the importance of comprehension strategy instruction and provide a framework for Montessori teachers in the "Lower Elementary" or "Elementary 1" level (grades 1-3) to use. The resource guide includes detailed descriptions of the factors and strategies that contribute to reading comprehension, lesson plans, book suggestions for teaching the lessons, and graphic organizer suggestions.

Language: English

Published: San Marcos, California, 2022

Abstract/Notes: Primary School education in Germany is characterized by a strong belief that didactic theory and practice must move towards the “individualization” of teaching and learning. This is considered to be the best way of acknowledging the heterogeneity of learners: Each student should be able to learn on his or her own pace and follow his or her own way of learning. Although these concepts are rather popular in German pedagogical literature, empirical evidence supporting these arguments are rare. Most notably missing are studies on a micro-level of teaching and learning. The research which is reported in this chapter aims at discussing individualized teaching and learning at the level of classroom practices and practical demands. The chapter presents and discusses two pieces of empirical data. It shows an observation of a student working with a learning device called the “pharmacy”, a complex learning tool used in Maria Montessori schools. And secondly, it presents the transcript of a teacher-student-interaction on learning to read. The discussion points to the structure of child-centered teaching and learning: Many of the students’ activities have the character of a routine piece of work, the accuracy of the handling seems to be more important than the understanding. The interaction between teachers and students is characterized by the fact that it is one-to-one interaction within a group of learners who have diverse needs. Hence, the teacher-student-interaction is under pressure to make it result in a success. For “child-centered“ learning there seems to be a strong tendency to focus on procedures keeping the students busy when it comes to organizing the autonomy and self-reliance of learning.

Language: English

Published: Cham, Switzerland: Springer, 2023

ISBN: 978-3-031-20810-2

Series: Transdisciplinary Perspectives in Educational Research

Language: English

ISSN: 0094-534X

Abstract/Notes: From the early 1900s through the 1950s, child-centered and humanistic theories of education were developed and disseminated from hubs of progressive educational theorization. Based on the resultant educational reforms of the 1960s, humanistic approaches to education became popular in schools throughout the United States. Concurrently, and perhaps not coincidentally, while these theories were being developed, Doctor Who was conceived and promoted as an educational television series for young learners throughout Britain. This essay posits that, consciously or inadvertently experimenting with progressive new pedagogical models, the Doctor and his series of companions present a complementary union of potentially opposing pedagogical approaches. While the Doctor’s lessons tend to be pedantic in nature and substance, the companions’ efforts to absorb the Doctor’s demonstrated teachings, relating that message to the audience, make episodes humanistic learning experiences for the viewer. By presenting dilemmas confronted and varyingly resolved by companions of the Doctors show-run by Russell Davies and Steven Moffat, this essay illustrates each companion’s personal struggles and attempts to understand and assimilate the Doctor’s lessons into an expanding worldview or moral truth that parallels and elicits the viewer’s—who occupies the silent, observant position of novice companion, or neophyte as acolyte—empathetically vicarious experiences.

Language: English

ISSN: 2517-4266

Abstract/Notes: The multi-age teams (MATs) at one Georgia middle school fostered continuous, individual student progress unachievable in more conventional classrooms. In MAT groups, assignments to classes were based on students' interests, abilities, performance, and other maturational factors, regardless of chronological age. Opportunities for remediation and acceleration abounded. (MLH)

Language: English

ISSN: 0031-7217