Penelitian ini bertujuan untuk meningkatkan kemampuan kognitif melalui pembelajaran sains. Sampel penelitian adalah siswa kelas B PAUD Cikal Harapan 4 Depok Jawa Barat. Teknik pengambilan data dengan menggunakan lembar pengamatan. Teknik analisis data menggunakan deskriptif analitik. Peningkatan kemampuan kognitif pada anak usia dini penting dilakukan karena berdampak pada cara berpikir di kemudian hari. Pembelajaran sains memberi dampak kepada siswa untuk berpikir logis, sistematis. Berdasarkan hasl tersebut maka penelitian ini dilakukan melalui pembelajaran sains. Adapun hasil penelitian selama dua siklus terdapat peningkatan kemampuan kognitif. Disarankan pembelajaran sains dapat digunakan untuk meningkatkan kemampuan lain seperti kemampuan berbahasa
Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one. Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. The research implication demands increase in technology systems and connections between educators, parents, institutional managers, and education policy holders, for ECE services in urban areas for disadvantaged children, and all children in rural or remote areas. Keywords: Blended Learning, Early Childhood Classroom, Media Literacy Education References Aktay, S. (2009). The ISTE national educational technology standards and prospective primary school teachers in Turkey. International Journal of Learning, 16(9), 127–138. https://doi.org/10.18848/1447-9494/cgp/v16i09/46607 Arke, E. T., & Primack, B. A. (2009). Quantifying media literacy: Development, reliability, and validity of a new measure. Educational Media International, 46(1), 53–65. https://doi.org/10.1080/09523980902780958 Briquet-Duhazé, S. (2019). Websites Consulted by Future Primary Level Schoolteachers in France: Differences between Students and Trainees. 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Integrating Media Literacy Education into the School Curriculum in China: A Case Study of a Primary School. Media Literacy Education in China, 1–179. https://doi.org/10.1007/978-981-10-0045-4 Chou, A. Y., & Chou, D. C. (2011). Course Management Systems and Blended Learning: An Innovative Learning Approach. Decision Sciences Journal OfInnovative Education, 9(3), 463–484. https://doi.org/https://doi.org/10.1111/j.1540-4609.2011.00325.x Crawford, R. (2017). Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education. Music Education Research, 19(2), 195–213. https://doi.org/10.1080/14613808.2016.1202223 de Abreu, B. (2010). Changing technology: empowering students through media literacy education. New Horizons in Education, 58(3), 26. https://files.eric.ed.gov/fulltext/EJ966657.pdf Domine, V. (2011). Building 21st-Century Teachers: An Intentional Pedagogy of Media Literacy Education. Action in Teacher Education, 33(2), 194–205. https://doi.org/10.1080/01626620.2011.569457 Friesem, E., & Friesem, Y. (2019). Media Literacy Education in the Era of Post-Truth: Paradigm Crisis. In Handbook of Research on Media Literacy Research and Applications Across Disciplines. IGI Global. Huguet, A., Kavanagh, J., Baker, G., & Blumenthal, M. (2019). Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. In Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. https://doi.org/10.7249/rr3050 Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113–127. https://doi.org/10.1504/IJMLO.2019.096479 Kennedy, A. B., Schenkelberg, M., Moyer, C., Pate, R., & Saunders, R. P. (2017). Process evaluation of a preschool physical activity intervention using web-based delivery. Evaluation and Program Planning, 60, 24–36. https://doi.org/10.1016/j.evalprogplan.2016.08.022 Kupiainen, R. (2019). Media Literacy in F inland . The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0147 Liene, V. (2016). Media Literacy as a Tool in the Agency Empowerment Process. Acta Paedagogica Vilnensia, 58–70. https://doi.org/http://dx.doi.org/10.15388/ActPaed.2016.37 Livingstone, S. (2013). Media Literacy and the Challenge of New Information and Communication Technologies. The Communication Review, 7(March), 86. https://doi.org/https://doi.org/10.1080/10714420490280152 Papadakis, S. (2018). Evaluating pre-service teachers’ acceptance of mobile devices with regards to their age and gender: A case study in Greece. International Journal of Mobile Learning and Organisation, 12(4), 336–352. https://doi.org/10.1504/IJMLO.2018.095130 Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children. What educators and parents need to know. International Journal of Mobile Learning and Organisation, 11(2), 1. https://doi.org/10.1504/ijmlo.2017.10003925 Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Designing and creating an educational app rubric for preschool teachers. Education and Information Technologies, 22(6), 3147–3165. https://doi.org/10.1007/s10639-017-9579-0 Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and exploring an evaluation tool for educational apps (E.T.E.A.) targeting kindergarten children. Sustainability (Switzerland), 12(10), 1–10. https://doi.org/10.3390/su12104201 Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers and Education, 144(March 2019), 103701. https://doi.org/10.1016/j.compedu.2019.103701 Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Media Literacy for All Ages. Journal of Media Literacy Education, 11(2), 1–19. https://doi.org/10.23860/jmle-2019-11-2-1 Redmond, T. (2015). Media Literacy Is Common Sense: Bridging Common Core Standards with the Media Experiences of Digital Learners: Findings from a Case Study Highlight the Benefits of an Integrated Model of Literacy, Thereby Illustrating the Relevance and Accessibility of Me. Middle School Journal, 46(3), 10–17. https://doi.org/10.1080/00940771.2015.11461910 Sabirova, E. G., Fedorova, T. V., & Sandalova, N. N. (2019). Features and advantages of using websites in teaching mathematics (Interactive educational platform UCHI.ru). Eurasia Journal of Mathematics, Science and Technology Education, 15(5). https://doi.org/10.29333/ejmste/108367 Schmidt, H. C. (2019). Media Literacy in Communication Education. The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0126 Ustun, A. B., & Tracey, M. W. (2020). An effective way of designing blended learning: A three phase design-based research approach. Education and Information Technologies, 25(3), 1529–1552. https://doi.org/10.1007/s10639-019-09999-9 Valtonen, T., Tedre, M., Mäkitalo, Ka., & Vartiainen, H. (2019). Media Literacy Education in the Age of Machine Learning. Journal of Media Literacy Education, 11(2), 20–36. https://doi.org/10.23860/jmle-2019-11-2-2 Wan, G., & Gut, D. M. (2008). Media use by Chinese and U.S. secondary students: Implications for media literacy education. Theory into Practice, 47(3), 178–185. https://doi.org/10.1080/00405840802153783 Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155–164. https://doi.org/10.1016/j.compedu.2009.12.012 Yuen, A. H. K. (2011). Exploring Teaching Approaches in Blended Learning. 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Gotong royong merupakan salah satu nilai karakter kebangsaan Indonesia yang melekat dalam kehidupan masyarakat. Meski demikian, saat ini banyak anak usia dini tumbuh dengan suasana individual. Penelitian dilakukan untuk mendesain paket pembelajaran tokoh “Sema (Semut Merah)” sebagai sarana penanaman karakter gotong royong anak usia 4-6 tahun. Studi ini menggunakan metode kualitatif dengan teknik analisis Miles Huberman. Paket pembelajaran tokoh Sema terdiri dari materi pembelajaran, buku cerita, lagu, video pembelajaran, asesmen dan aktivitas bersama orang tua. Paket pembelajaran menerjemahkan karakter gotong royong yang abstrak menjadi perilaku konkrit berdasarkan kisah keteladanan tokoh Sema yang menginspirasi. Berdasarkan temuan penelitian disimpulkan proses implementasi memiliki pola: 1) penyamaan persepsi pendidik, 2) pengembangan program sesuai ciri dan karakterisik satuan PAUD, 3) praktik mengajar mandiri, 4) membangun komunikasi efektif dengan orang tua mengenai nilai karakter, 5) proses implementasi dan asesmen, serta 6) pemberian umpan balik oleh peserta didik dan orang tua
Penelitian ini bertujuan untuk mengetahui bentuk-bentuk perilaku religius, proses terbentuknya perilaku religius dan peran lingkungan dalam membentuk perilaku religius anak usia 5-6 tahun di Taman Kanak-kanak Ar-rahman Motik Jakarta. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Hasil penelitian menemukan bahwa bentuk perilaku religius anak usia 5-6 tahun di Taman Kanak-kanak Ar-rahman Motik Jakarta adalah anak terbiasa mengucap dan membalas salam, anak hafal doa dan surat-surat pendek, hafalan bacaan serta gerakan sholat, berinfaq, berbagi sesama teman, mendokan kedua orang tua dan sesama muslim
Keterlibatan oarngtua dalam mendampingi belajar di rumah terbukti dapat meningkatkan prestasi anak. Artikel ini bertujuan untuk memberikan gambaran keterlibatan orangtua dalam mendampingi anak belajar di rumah selama pandemi berlangsung. Lima orangtua anak di Jakarta Timur, Indonesia menjadi partisipan yang dipilih melalui teknik purposive sampling. Teknik pengumpulan data yang digunakan menggunakan wawancara dan doumentasi. Data yang diperoleh kemudian dianalisis menggunakan AFI (Analisis Fenomenologi Intrepretatif). Penelitian ini menghasilkan lima tema utama yang berkaitan dengan keterlibatan orangtua yakni: : 1) gambaran pola asuh orang tua di rumah, 2) gambaran komunikasi orang tua dengan anak dan guru, 3) upaya orangtua dalam mendampingi anak belajar, 4) gambaran sikap orang tua dalam pengambilan keputusan, dan 5) gambaran kerjasama orang tua, anak dan guru. Hasil penelitian ini dapat menjadi pandangan bagi orangtua ketika mendampingi anak belajar di rumah selama pandemi.
Guru yang berperan sebagai agent of change berupaya membentuk dan menghasilkan generasi yang potensial dan unggul dengan kompetensi professionalnya. Setiap guru perlu melakukan upaya refleksi diri untuk menilai sejauh mana kompetensi yang ia miliki diimplementasikan selama mengajar. Oleh karena itu, studi ini bertujuan untuk mendeskripsikan pandangan guru mengenai perannya sebagi agent of change serta bagaimana mereka mengimplementasikannya. Pendekatan studi kasus digunakan dalam studi ini dengan teknik pengambilan data wawancara terbuka secara online. Penelitian ini menemukan lima tema yang menjadi fokus utama peran guru sebagai agent of change: (1) guru professional memiliki peran sentral dan ujung tombak pendidikan; (2) peran agent of change dalam diri guru; (3) upaya guru meningkatkan peran sebagai agent of change; (4) faktor penghambat peran guru sebagai agent of change; dan (5) strategi guru mengatasi hambatan sebagai agent of change. Implikasi hasil penelitian dibahas lebih lanjut dalam artikel ini.
This research aimed to map the quality curriculum used of kindergartens in Jakarta. The mapping curriculum was done by looking at the suitability curriculum with the stages of child development, needs of children, using the child-centered learning process, and taking ad-vantage of technological development. Subjects were 32 kindergarten institutions in Jakarta (North Jakarta and Jakarta Central), from 14 districts. Kindergarten institutions selected by representing every district. In collecting data, the researchers conducted an analysis content of curriculum and interview with respondents and informants in kindergarten institutions ei-ther principals or teachers in schools who selected as samples. The research team conducted a meeting to gather information that recorded as a result of observation and described in-depth interviews in the diary of researchers — the data collected from 16 kindergartens that are willing to research subject. The data consisted of curriculum documents, curriculum evaluation instruments and interviews’ result that analyzed qualitatively from the beginning of the data collection process including data reduction, data presentation, and conclusion. Keyword: Content, Curriculum, Evaluation, Kindergarten References Burchinal, M. (2018). Measuring Early Care and Education Quality. Child Development Perspectives, 12(1), 3–9. https://doi.org/10.1111/cdep.12260 Dhieni, N., & Utami, A. D. (2013). Evaluasi Konten Kurikulum Taman Kanak-Kanak di DKI Jakarta Tahun ke 1 dari rencana 3 tahun. Jakarta: FIP press. Dodge, D. T. (2004). Early Childhood Curriculum Models Why What and How Programs Use them. Exchange Organizational Behavior Teaching Journal, (February), 71–75. Eliason, C., & Jenkins, L. (2008). A Practical Guide to Early Childhood Curriculum 8th. New Jersey: Pearson Prentice Hall. Fox-turnbull, W. (2007). Implementing Digital Technology in The New Zealand Curriculum. Gestwicki, C. (2007). Developmentally Appropriate Practice Curriculum, and Development in Early Education 3rd Ed. New York: Thomson Delmar. Hainstock, E. G. (2002). Montessori untuk Prasekolah. Jakarta: Pustaka Delapratasa. Hasan, S. H. (2008). Evaluasi Kurikulum. (U. & R. Rosdakarya, Ed.). Bandung. Haslip, M. J., & Gullo, D. F. (2018). The Changing Landscape of Early Childhood Education: Implications for Policy and Practice. Early Childhood Education Journal, 46(3), 249–264. https://doi.org/10.1007/s10643-017-0865-7 Jackman, H. L. (2012). Early Education Curriculum: A Child’s Connection to the World Fifth Edition. Belmont: Wadsworth: Cengage Learning. Jacman, H. (2012). Early Education Curriculum. Pedagogical Development Unit, (FEBRUARY 2011), 163. Retrieved from https://www.eursc.eu/Syllabuses/2011-01-D-15-en-4.pdf Kostelnik, M. J., Soderman, A. K., & P, A. (2007). Whiren, Developmentally Appro-priate Curriculum: Best Practices in Early Childhood Education 4th. New Jersey: Pearson Prentice Hall. Mak, B., Keung, C., & Cheung, A. (2018). Analyzing Curriculum Orientations of Kindergarten Curriculum. In Teacher Education, Learning Innovation and Accountability, (pp. 135–153). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-13-2026-2 Odom, S. L., Butera, G., Diamond, K. E., Hanson, M. J., Horn, E., Lieber, J., … Marquis, J. (2019). Efficacy of a Comprehensive Early Childhood Curriculum to Enhance Children’s Success. Topics in Early Childhood Special Education. https://doi.org/10.1177/0271121419827654 Plowman, L., Stephen, C., & Mcpake, J. (2010). Growing Up with Technology (pp. 1–169). London and New York: Routledge. Roopnarine, J. L., & Johnson, J. E. (2005). Approaches to Early Childhood Education 4th Ed,. New Jersey: Pearson Prentice Hall. Sarama, J., & Clements, D. H. (2019). From Cognition to Curriculum to Scale. Cognitive Foundations for Improving Mathematical Learning. https://doi.org/10.1016/b978-0-12-815952-1.00006-2 Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: critical questions about content, coherence, and control. Curriculum Journal, 27(3), 387–405. https://doi.org/10.1080/09585176.2015.1129981 Yang, W., & Li, H. (2019). Changing culture, changing curriculum: a case study of early childhood curriculum innovations in two Chinese kindergartens. Curriculum Journal, 0(0), 1–19. https://doi.org/10.1080/09585176.2019.1568269
Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment. Keywords: Early Discipline Behavior, Read aloud, Big Book Media References Aksoy, P. (2020). The challenging behaviors faced by the preschool teachers in their classrooms, and the strategies and discipline approaches used against these behaviors: The sample of United States. Participatory Educational Research, 7(3), 79–104. https://doi.org/10.17275/per.20.36.7.3 Anderson, K. L., Weimer, M., & Fuhs, M. W. (2020). Teacher fidelity to Conscious Discipline and children’s executive function skills. Early Childhood Research Quarterly, 51, 14–25. https://doi.org/10.1016/j.ecresq.2019.08.003 Andriana, E., Syachruroji, A., Alamsyah, T. P., & Sumirat, F. 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Discipline and rules in four Hong Kong kindergarten classrooms : a qualitative case study. International Journal of Early Years Education, 1–15. https://doi.org/10.1080/09669760.2017.1316242 Hoffman, L. L., Hutchinson, C. J., & Reiss, E. (2005). Training teachers in classroom management: Evidence of positive effects on the behavior of difficult children. In The Journal of the Southeastern Regional Association of Teacher Educators (Vol. 14, Issue 1, pp. 36–43). Iraklis, G. (2020). Classroom (in) discipline: behaviour management practices of Greek early childhood educators. Education 3-13, 0(0), 1–9. https://doi.org/10.1080/03004279.2020.1817966 Kalb, G., & van Ours, J. C. (2014). Reading to young children: A head-start in life? Economics of Education Review, 40, 1–24. https://doi.org/doi:10.1016/j.econedurev.2014.01.002 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press. Ledger, S., & Merga, M. K. (2018). Reading aloud: Children’s attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124–139. https://doi.org/10.14221/ajte.2018v43n3.8 Longstreth, S., Brady, S., & Kay, A. (2015). Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure for Social and Academic Success Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure. Early Education and Development, 37–41. https://doi.org/10.1080/10409289.2011.647608 Mahayanti, N. W. S., Padmadewi, N. N., & Wijayanti, L. P. A. (2017). Coping With Big Classes: Effect of Big Book in Fourth Grade Students Reading Comprehension. International Journal of Language and Literature, 1(4), 203. https://doi.org/10.23887/ijll.v1i4.12583 Martha Efirlin, Fadillah, M. (2012). Penanaman Perilaku Disiplin Anak Usia 5-6 Tahun di TK Primanda Untan Pontianak. Pendidikan Anak Usia Dini, 1–10. Merga, Margaret K. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research, 20(Liu 2004). Merga, Margaret Kristin. (2015). “She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59(1), 35–50. https://doi.org/10.1177/0004944114565115 Merga, Margaret Kristin. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328–343. https://doi.org/10.1177/0004944117727749 Milles;, M. B., & Huberman, M. (2014). Qualitative Data Analysis. Sage Publications. Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Mol, S. E., & Bus, A. G. (2011). To Read or Not to Read: A Meta-Analysis of Print Exposure From Infancy to Early Adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890 Pegg, L. A., & Bartelheim, F. J. (2011). Effects of daily read-alouds on students’ sustained silent reading. Current Issues in Education, 14(2), 1–8. Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23–33. https://doi.org/10.1037/0022-0663.94.1.23 Septyaningrum, A., & Mas’udah. (2015). Pengaruh metode bercerita berbasis dongeng terhadap kedisiplinan anak. Fakultas Ilmu Pendidikan, 1–5. Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258–275. https://doi.org/10.1177/0022219410378444 Turan, F., & Ulutas, I. (2016). Using storybooks as a character education tools. Journal of Education and Practice, 7(15), 169–176. Turuini Ernawati, Rasdi Eko Siswoyo, Wahyu Hardyanto, T. J. R. (2018). Local- Wisdom-Based Character Education Management In Early Childhood Education. The Journal Of Educational Development. Westbrook, J., Sutherland, J., Oakhill, J., & Sullivan, S. (2019). ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy, 53(2), 60–68. https://doi.org/10.1111/lit.12141 Yılmaz, S., Temiz, Z., & Karaarslan Semiz, G. (2020). Children’s understanding of human–nature interaction after a folk storytelling session. Applied Environmental Education and Communication, 19(1), 88–100. https://doi.org/10.1080/1533015X.2018.1517062 Zachos, D. T., Delaveridou, A., & Gkontzou, A. (2016). 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