Children’s independence: a conceptual argument for connecting the conduct of everyday life and learning in Finland

Stevenson, Blair

doi:10.1080/14733285.2016.1271942

Cited by 15 publications

(7 citation statements)

References 21 publications

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“…Sherly Membubu as Head of the Theodosius Kindergarten explained that stimulating the development of children in school is a teacher's job, so I as a kindergarten teacher must have several strategies to stimulate children's independence, create an attractive atmosphere, always integrate each activity with attitude independence of the child, as well as me as a teacher must always exemplify the independence of activities to children. As with the research conducted by Stevenson (2017) which addresses the independence of children as a conceptual framework to explore how independence in children's daily lives is related to learning in the Finnish context. This framework is articulated using everyday life behavior as a theoretical foundation and focuses on the sociocultural aspects of informal daily life such as the period when children are at home without direct adult supervision as a potentially important learning environment.…”

Section: Discussionmentioning

confidence: 99%

Early Childhood Mindset Stimulation for Understanding Pancasila Through Affective Education

Banamtuan¹,

Natonis²

2019

jpud

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This study aims to find out how to stimulate Early Childhood Mindset in Theodeosius kindergarten through affective education. This research is qualitative research. Data analysis is done by reducing data, presenting data, and drawing conclusions. The research findings showed that students were very enthusiastic about following the activities of the teacher with pleasure, happiness and did not feel burdened from the initial activities to the final activities of the students who followed them well. The efforts made by TK Theodosius educators are good, so that it can be said that the teacher's efforts to train children's independence are maximized. The students have begun to instill Pancasila values in their daily lives, namely Godhead, Humanity, the Value of Unity, People's Value, and Social Justice. Keywords: Affective Education, Early Childhood Mindset Stimulation, Understanding Pancasila. References Abramson, L., Daniel, E., & Knafo-noam, A. (2018). Journal of Experimental Child The role of personal values in children ’ s costly sharing and non-costly giving. Journal of Experimental Child Psychology, 165, 117–134. https://doi.org/10.1016/j.jecp.2017.03.007 Aydoğan, C., Farran, D. C., & Sağsöz, G. (2015). The relationship between kindergarten classroom environment and children’s engagement. European Early Childhood Education Research Journal, 23(5), 604–618. https://doi.org/10.1080/1350293X.2015.1104036 Bowo, T. A., & Budiati. (2017). Model Pembelajaran Bahasa Inggris Interaktif Menggunakan Flascard Berbasis Pancasila Sebagai Upaya Pembentukan Karakter Bangsa. Media Penelitian Pendidikan, 11(2), 59–74. Cartledge, G., & Milburn, J. F. (1980). Teaching social skills to children. Pergamon Press. Chou, S. Y., & Pearson, J. M. (2012). Organizational citizenship behaviour in IT professionals: An expectancy theory approach. 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Retrieved from www.challengingbehavior.org Emilson, A., & Johansson, E. (2013). Values in Nordic Early Childhood Education: Democracy and the Child’s Perspective. Choice Reviews Online, 30(11), 30-6297-30–6297. https://doi.org/10.5860/choice.30-6297 Ertürk, A. (2007). Increasing organizational citizenship behaviors of Turkish academicians. Journal of Managerial Psychology, 22(3), 257–270. https://doi.org/10.1108/02683940710733089 Esnard, C., & Jouffre, S. (2008). Organizational citizenship behavior: Social valorization among pupils and the effect on teachers’ judgments. European Journal of Psychology of Education, 23(3), 255–274. https://doi.org/10.1007/BF03172999 Grajczonek, J., & Truasheim, M. (2017). Implementing Godly Play in educational settings: a cautionary tale. British Journal of Religious Education, 39(2), 172–186. https://doi.org/10.1080/01416200.2015.1110112 Hamid. (2015). Semiotika Kewarganegaraan. Bandung: Rizqi Press. Hildebrandt, C., & Zan, B. (2015). Pendekatan Konstruktivis pada Pendidikan Moral Anak Usia Dini. In Handbook Pendidikan Moral dan Karakter (pp. 511–536). Bandung: Nusa Media. Hurlock, E. B. (1999). Perkembangan Anak Jilid I. (Erlangga, Ed.). jakarta. Hurlock, E. B. (2010). Perkembangan Anak (6th ed.). Jakarta: Erlangga. Mahanani, P., Purnama Putra, A., & Kristianingsih, K. (2018). Analysis of the Influence of Understanding the Pancasila Values of Teachers on Learning in Elementary School, 244(Ecpe), 168–172. https://doi.org/10.2991/ecpe-18.2018.37 Mayfield, C. O., & Taber, T. D. (2010). A prosocial self-concept approach to understanding organizational citizenship behavior. Journal of Managerial Psychology, 25(7), 741–763. https://doi.org/10.1108/02683941011075283 Nicholson, J., Kuhl, K., Maniates, H., Lin, B., Bonetti, S., Nicholson, J., … Bonetti, S. (2018). A review of the literature on leadership in early childhood : examining epistemological foundations and considerations of social justice, 4430. https://doi.org/10.1080/03004430.2018.1455036 Organ, D. W. (1988). Organizational citizenship behavior: The good soldier syndrome. Lexington: Lexington Books. Podsakoff, P. M., MacKenzie, S. B., Moorman, R. H., & Fetter, R. (2015). Transformational Leader Behaviors and Their Effects on Trust , Satisfaction , and Organizational Citizenship Behaviors. JAI Press Inc., (August), 107–142. https://doi.org/10.1016/1048-9843(90)90009-7 Podsakoff, P. M., MacKenzie, S. B., Paine, J. B., & Bachrach, D. G. (2000). Organizational Citizenship Behaviors: A Critical Review of the Theoretical and Empirical Literature and Suggestions for Future Research. Journal of Management, 25(3), 513–563. https://doi.org/10.1016/0009-2614(78)85552-3 Robson, J. V. K. (2019). How do practitioners in early years provision promote Fundamental British Values ? How do practitioners in early years provision promote, 9760. https://doi.org/10.1080/09669760.2018.1507904 Ronald Silalahi, U. yuwono. (2016). Research in social sciences and technology. Research in Social Sciences and Technology, 2(3), 58–57. Retrieved from http://www.ressat.org/index.php/ressat/article/view/329 Samuelsson, I. P., & Hagglund, S. (2009). Early Childhood Education and Learning for Sustainable Development and Citizenship. International Journal, 41(2), 49–63. Sanjaya, W. (2013). Penelitian Pendidikan (Jenis, Metode, dan Prosedur),. Jakarta: Kencana Prenada Media Group. Stephens, M., & Ormandy, P. (2018). Extending conceptual understanding: How interprofessional education influences affective domain development. Journal of Interprofessional Care, 32(3), 348–357. https://doi.org/10.1080/13561820.2018.1425291 LK Stevenson, B. (2017). Children’s independence: a conceptual argument for connecting the conduct of everyday life and learning in Finland. Children’s Geographies, 15(4), 439–451. https://doi.org/10.1080/14733285.2016.1271942 UNESCO. (2014). Preparing learners for the challenges of the 21st century. France: UNESCO. Retrieved from http://www.unesco.org/new/en/global-citizenship-education UNESCO. (2015). Global citizenship education: topics and learning objectives.

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Section: Discussionmentioning

confidence: 99%

Early Childhood Mindset Stimulation for Understanding Pancasila Through Affective Education

Banamtuan¹,

Natonis²

2019

jpud

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“…Independence is one of the life skills that children must master. Teachers can stimulate independence by giving the child the opportunity to decide what he will do, providing support and open conversation, setting clear boundaries, following up, and giving him and giving him responsibility (Stevenson, 2017). This character needs to be instilled from an early age so that it becomes a skilled and social person in the future.…”

Section: Integrated Character Values In Pesantren Ramadanmentioning

confidence: 99%

Analysis of the Implementation of Strengthening Character Education Through Pesantren Ramadan

Muflih¹,

Gs²,

Rohmatulloh³

et al. 2022

AIJP

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Schools play an important role in fostering students' character with various programs in and outside the classroom to fortify students from the negative effects of globalization. This study aims to analyze the implementation of strengthening character education through the Pesantren Ramadan program to develop the religious character of students. The research method used is qualitative with a descriptive approach. Principals, teachers, and students became informants in this study. The data were collected through interviews, observation, and documentation, then the data were analyzed using the triangulation method. This study shows that this school implements the strengthening of school culture-based character education, one of which is the Pesantren Ramadan. This program aims to develop religious character as the main character and other characters such as independence, care for others, and integrity. There are several activities in the Pesantren Ramadan: Azan Competition, Religious Lecture Contest, Calligraphy Competition, Short Letter Memorizing Competition, Tartil Competition, Islamic Poster Contest, Zuhur Prayer, Al-Qur'an Tadarus, Collection of Zakat Fitrah, and Commemoration of Nuzul Al-Qur' an. Thus, the Islamic Boarding School of Ramadan effectively increases students' religious character.

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“…Scholars have also argued that increasing children’s participation, voice, and autonomy in everyday life would have positive impact on their welfare: for example, that it helps them learn to trust and be trusted (Rooney 2010); to become self‐motivated and adaptable self‐regulated learners (Stevenson 2017); to develop valuable coping skills, to experience the natural world and to be involved in more regular physical activity (Hillman 2006). Restricting children’s participation in the name of protecting them can ironically incur greater long‐term risks because they become less able to evaluate the dangers involved or recover from adverse consequences, scholars suggest.…”

Section: Agency Autonomy and Childhood Scholarshipmentioning

confidence: 99%

The Paradox of Constrained Well‐being: Childhood Autonomy, Surveillance and Inequality*

Dinsmore

Pugh

2021

Sociological Forum

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With some exceptions, children’s lives in the United States and other developed nations have become more intensely surveilled over the last 30 years, thanks to the intensification of parenting, the spread of surveillance technology in schools, and increased restrictions upon children’s use of public space. Yet childhood scholars argue that children’s autonomy and self‐efficacy are important not just as basic human rights, but also because they help children improve coping skills, learn better, and, and become trusting and trustworthy. Existing scholarship, then, might predict that trends of heightened surveillance negatively impact children’s well‐being. Instead, contemporary children are doing better, as measures of abuse and assault, physical health, educational achievement, and other outcomes attest. Given childhood studies scholarship, how do we understand children’s decreasing autonomy and increasing well‐being? We call this puzzle the “paradox of constrained well‐being.” We explore four possible explanations: stratification of childhood, safe bondage/risky freedom, mental‐health‐as‐SOS‐signal, and mental‐health‐as‐harbinger. Presenting evidence, we evaluate the capacity of each to explain the paradox of constrained well‐being. We conclude by suggesting all four have considerable purchase, and that our penchant for easily measurable and reportable metrics blinds us to the costs of constraints on children’s agency, liberty, mental health, and equity.

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Children’s independence: a conceptual argument for connecting the conduct of everyday life and learning in Finland

Cited by 15 publications

References 21 publications

Early Childhood Mindset Stimulation for Understanding Pancasila Through Affective Education

Early Childhood Mindset Stimulation for Understanding Pancasila Through Affective Education

Analysis of the Implementation of Strengthening Character Education Through Pesantren Ramadan

The Paradox of Constrained Well‐being: Childhood Autonomy, Surveillance and Inequality*

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