Abstract/Notes: Penelitian ini bertujuan untuk mendeskripsikan mengenai pemanfaatan kegiatan practical life untuk perkembangan kemandirian anak usia 4-5 tahun. Penelitian ini menggunakan penelitian kualitatif dengan metode deskriptif. Subjek penelitian dalam penelitian ini yaitu anak usia 4-5 tahun di TK Khayangan Montessori School. Narasumber wawancara dalam penelitian ini yaitu guru TK Khayangan Montessori School yang berjumlah 4 orang. Pengumpulan data pada penelitian ini melalui observasi terhadap anak, wawancara serta dokumentasi. Analisis data penelitian ini menggunakan reduksi data, penyajian data, verifikasi dan kesimpulan. Hasil dari penelitian ini menunjukkan bahwa kegiatan practical life seperti kegiatan makan dan minum, mencuci tangan, melepas dan memakai sepatu, mengerjakan tugas, membereskan mainan yang telah digunakan dan bermain bersama teman memiliki manfaat untuk kemandirian anak di TK Khayangan Montessori School serta metode yang digunakan oleh guru dalam pemberian tugas agar anak dapat melatih kemandiriannya dan faktor-faktor yang mendukung anak dapat mandiri. / This study aims to describe the use of practical life activities for the development of independence of children aged 4-5 years. This research uses qualitative research with descriptive methods. The research subjects in this study were children aged 4- 5 years at Khayangan Montessori School Kindergarten. The interviewees in this study were 4 teachers of Khayangan Montessori School Kindergarten. Data collection in this study was through observation of children, interviews and documentation. Data analysis of this study uses data reduction, data presentation, verification and conclusions. The results of this study show that practical life activities such as eating and drinking, washing hands, taking off and wearing shoes, doing assignments, tidying up toys that have been used and playing with friends have benefits for children's independence in Khayangan Montessori School Kindergarten as well as methods used by teachers in assigning tasks so that children can practice their independence and factors that support children to be independent.

Language: Indonesian

Published: Jakarta, Indonesia, 2022

Language: English

DOI: 10.5840/thinking20001516

ISSN: 0190-3330, 2380-6370

Abstract/Notes: The development of self-care skills in children is a part of the Core curriculum for preschool education. The contents regarding formation of such skills include shaping hygiene practices, goodhabits and developing motor skills. Maria Montessori drew attention to the development of selfcare skills and functional independence. In her concept of preschool child education, Maria Montessori developed practical life activities which were intended to serve the development of specificskills and their application to everyday life. Therefore, the aim of the research was to identify thelevel of self-care skills in 4-year-old children attending selected kindergartens located in MińskMazowiecki and Siedlce. The research was conducted on 200 children from Non-public CreativeActivity Montessori Kindergarten ‘Zameczek’ in Siedlce, Non-public Montessori Kindergarten‘Delfinek’ in Mińsk Mazowiecki and 6 traditional kindergartens — 2 of which were located inMińsk Mazowiecki and 4 located in Siedlce. The obtained research results indicated a varied levelof self-care skills depending on kindergarten the children attended.

Language: Polish

ISSN: 2353-7140, 2353-7159

Abstract/Notes: Continued from vol. 1, no. 2

Language: English

Language: English

Language: English

Language: English

Language: English

Language: English

DOI: 10.1080/00309230.2023.2172351

ISSN: 0030-9230, 1477-674X

Abstract/Notes: A Tangible User Interface (TUI) can bridge real-world physical objects with the digital world, which has much potential for children with ASD. However, at present, most TUIs have been developed for children in affluent countries. Such solutions may not be applicable for children with ASD in low resource countries like Sri Lanka. Therefore, we have designed a tablet-based, and cost-effective TUI called POMA (Picture to Object Mapping Activities) for supporting social and cognitive skills of Sri Lankan children with ASD. This paper presents the evaluation of POMA with 20 children with ASD (moderate: 6; mild: 14) and five special education teachers. Results show that both groups of children were able to play POMA accurately. However, children with moderate ASD required more time and help from the special education teachers to play POMA compared to children with mild ASD. This study identified several lessons for designing TUI, such as the importance of including audio prompts when the system is in idle state, using appropriate helper cues, using multiple types of reinforcements, easy-to-handle nature of the tangibles and the properties of them. Finally, we provide guidelines to overcome the issues for designing low-cost TUIs for children with ASD.

Language: English

DOI: 10.1016/j.ijhcs.2020.102486

ISSN: 1071-5819