Developmental Psychology for the Health Care Professions

Billingham, Katherine A.

doi:10.4324/9780429045141

Cited by 3 publications

(3 citation statements)

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“…Including activities both academically and non academically. Academic activities for children aged 4-5 years cover five aspects of development, including; religious, moral, socialemotional, language, cognitive, and physical motor values (Billingham & Billingham, 2019). These five aspects are very much needed stimulation or stimulus with various activities/activities to optimize each child's development.…”

Section: Resultsmentioning

confidence: 99%

The Role of Parents During The Covid-19 Pandemic: Description Of Child Development Activities

2022

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The problem of this research was taken from the anxiety of parents in their children during the pandemic, in which parents who were previously busy with their respective affairs, and then turned into the responsibility of taking care of children's learning. This article aims to find out how the role of parents in carrying out child development activities during the COVID-19 pandemic. This research method uses a qualitative, case study approach, while the research steps using Miles & Huberman are data collection, data reduction, data presentation and conclusion drawing. The data mining was carried out by observation and in-depth interviews with 4 heads of families, 3 fathers and 5 mothers. The results show that child development activities during the pandemic are certainly different from usual because they are carried out from home. However, it does not reduce the activities of the five aspects of child development. watching television, communicating, role playing, loving animals, watering flowers, playing puzzles, writing, counting, and other activities to help parents. This makes the development of religious and moral values, cognitive, language, social emotional and physical motor able to develop optimally without being left behind in any aspect stimulated during the COVID-19 pandemic. A timetable for children to carry out various activities at home so that aspects of children's development can develop optimally during learning activities from home.

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Section: Resultsmentioning

confidence: 99%

The Role of Parents During The Covid-19 Pandemic: Description Of Child Development Activities

2022

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“…In addition, the literacy culture among teachers is still fragile, and the textbooks/subject materials used still include abilities lower order thinking skills (LOTS) (Abbas, 2015(Abbas, , 2020. Failure to treat ECCE can result in developmental delays and disabilities and hinder children's optimal development and performance throughout their lives (Billingham & Billingham, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Online Learning as A Form of Critical Pedagogic Transformation: The Perceptions of ECCE Teachers and Parents

Jovanka

2024

jpud

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Regarding their competence, teachers must be able to improve their professional competence by utilizing technology and communication (ICT) by the demands of 21st-century competence. Furthermore, the nation's problems in the field of education and professionalism include several main problems that require more applicable and quality training for teachers and parents. This research aims to measure the perceptions of ECCE parents and teachers regarding the digital competence (use of technological devices and ability to access the internet) of online learning that they carry out, whether the learning is effective and able to measure children's competence or competence still needs to be improved to make it even better. The method that will be used in this research is quantitative research with a survey method in the form of a questionnaire. Participants are focused on ECCE teachers and parents who have early childhood children, especially kindergartens and elementary school grades 1 and 2 (aged 4 to 8 years). The results of the data analysis, of this research show that both parents and teachers feel face-to-face learning is more effective than online learning. This condition is supported by data that both parents and teachers feel obstacles and doubts that online learning can measure children's competence. Keywords: professional development, digital learning, digital competencies, technology in learning References: Abbas, H. (2015). Straightening the Direction of Education. PT PP Mardi Mulyo. Abbas, H. (2020). Contemporary Issues on Indonesian Education: Expedient Truths. PT PP Mardi Mulyo. Abdallah, A. K. (2018). Parents Perception of E-Learning in Abu Dhabi Schools in United Arab Emirates. International Journal of Advances in Social Sciences, 4(10). http://ijasos.ocerintjournals.org/en/download/article-file/458240 Advocates, E. (2015). Every Student Succeeds Act: Comparison of the No Child Left Behind Act to the Every Student Succeeds Act. www.acsd.org Ala-Mutka, K. (2011). Mapping digital competence: towards a conceptual understanding. Institute for Prospective Technological Studies. Alhumaid, K., Ali, S., Waheed, A., Zahid, E., & Habes, M. (2020). COVID-19 & Elearning: Perceptions &Attitudes Of Teachers Towards E-Learning Acceptance in The Developing Countries. Multicultural Education, 6(2). https://doi.org/10.5281/zenodo.4060121 Alkaabi, S. A. R., Alkaabi, W., &; Vyver, G. (2017). Researching Student Motivation. Contemporary Issues in Education Research, 10(3). https://clutejournals.com/index.php/CIER/article/view/9985/10086 Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning. 12(3). Aparicio, M., Bacao, F., &; Oliveira, T. (2017). Grit in the path to e-learning success. Computers in Human Behavior, 66, 388–399. https://doi.org/10.1016/J.CHB.2016.10.009 Best, S. J., & Harrison, C. H. (2009). Internet Survey Methods. In L. Bickman & D. J. Rog (Eds.), The SAGE Handbook of Applied Social Research Methods (2nd ed.). SAGE Publications, Inc. https://books.google.co.id/books?hl=id&lr=&id=m4_MAwAAQBAJ&oi=fnd&pg=PA375&dq=fowler+2009+survey&ots=ZVUJUrEXyq&sig=ULNAWcDriqjKfOWg9FasuNS39ns&redir_esc=y#v=onepage&q&f=false Billingham, K. A., & Billingham, K. A. (2019). Early Childhood Development. In Developmental Psychology for the Health Care Professions. https://doi.org/10.4324/9780429045141-3 Cheok, M. L., Wong, S. L., Ayub, A. F., &; Mahmud, R. (2017). Teachers' Perceptions of E-Learning in Malaysian Secondary Schools. Malaysian Online Journal of Educational Technology, 5(2). www.mojet.net Cole, A. W., Anderson, C., Bunton, T., Cherney, M. R., Cronin Fisher, V., Draeger, Jr., R., Featherston, M., Motel, L., Nicolini, K. M., Peck, B., & Allen, M. (2017). Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation Toward Online Courses. Online Learning, 21(4). https://doi.org/10.24059/olj.v21i4.966 Cresswell, J. (2013). Qualitative, quantitative, and mixed methods approaches. In Research Design (Fifth). SAGE. https://edge.sagepub.com/creswellrd5e/student-resources-0 Cresswell, J. W., &; Cresswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fifth). SAGE Publications, Inc. Creswell, J. W. (2016). Research Design: Qualitative, Quantitative, and Mixed Method Approaches (fourth). Student Library. Crompton, H., Burke, D., Gregory, K. H., &; Gräbe, C. (2016). The Use of Mobile Learning in Science: A Systematic Review. Journal of Science Education and Technology 2016 25:2, 25(2), 149–160. https://doi.org/10.1007/S10956-015-9597-X Daniels, M. M., Sarte, E., & Cruz, J. Dela. (2019). Students' perception of e-learning: a basis for the development of e-learning framework in higher education institutions Recent citations. The International Conference on Information Technology and Digital Applications. https://doi.org/10.1088/1757-899X/482/1/012008 Ferrari, A., Punie, Y., & Bre, B. N. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. https://doi.org/10.2788/52966 Ghomi, M., &; Redecker, C. (2019). Digital competence of educators (DigCompedu): Development and evaluation of a self-assessment instrument for teachers' digital competence. CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education, 1(Csedu), 541–548. https://doi.org/10.5220/0007679005410548 Hobbs, R., & Tuzel, S. (2017). Teacher motivations for digital and media literacy: An examination of Turkish educators. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12326 Jiménez-Hernández, D., González-Calatayud, V., Torres-Soto, A., Mayoral, A. M., &; Morales, J. (2020). Digital competence of future secondary school teachers: Differences according to gender, age, and branch of knowledge. Sustainability (Switzerland), 12(22), 1–16. https://doi.org/10.3390/su12229473 Kontos, G. (2015). Practical teaching aids for online classes. Journal of Educational Technology Systems, 44(1), 36-52 Krumsvik, R. J. (2014). Teacher educators' digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. https://doi.org/10.1080/00313831.2012.726273 Lestiyanawati, R. (2020). The Strategies and Problems Faced by Indonesian Teachers in Conducting E-learning During COVID-19 Outbreak. CLLiENT (Culture et al.), 2(1). https://ojs.unsiq.ac.id/index.php/cllient/article/view/1271 Lin, M.-H., Chen, H., &; Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasian Journal of Mathematics, Science and Technology Education, 13(7), 3553–3564. Lubis, A. H., &; Lubis, Z. (2020). Parent's Perceptions on E-Learning During Covid-19 Pandemic in Indonesia. Journal of Critical Reviews, 7(18). McGarr, O., & McDonagh, A. (2020). Exploring the digital competence of pre-service teachers on entry onto an initial teacher education program in Ireland. Irish Educational Studies, 40(1), 115–128. https://doi.org/10.1080/03323315.2020.1800501 McKnight, K., O'Malley, K., Ruzic, R., Horsley, M., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2016.1175856 Røkenes, F. M., &; Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers and Education, 97, 1–20. https://doi.org/10.1016/j.compedu.2016.02.014 Simonson, M., Zvacek, S. M., & Smaldino, S. (2019). Teaching and Learning at a Distance: Foundations of Distance Education 7th Edition. IAP. Tudor, S., Stan, M., & Paisi-Lazarescu, M. (2015). Integration of e-learning in teaching/learning courses at preschool and primary pedagogical teachers. eLearning & Software for Education, 2, 340-345 Vitoria, L., Mislinawati, M., &; Nurmasyitah, N. (2018). Students' perceptions on the implementation of e-learning: Helpful or unhelpful? The 6th South East Asia Design Research International Conference (6th SEA-DR IC).https://doi.org/10.1088/1742-6596/1088/1/012058 Wasserman, E., &; Migdal, R. (2019). Professional development: Teachers' attitudes in online and traditional training courses. Online Learning Journal. https://doi.org/10.24059/olj.v23i1.1299

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“…This means that it is very important to pay attention to children's health, the fulfilment of good and balanced nutrition, and educational services that can stimulate the growth of children's intelligence. Early childhood is the most important developmental stage to form the foundation of children's well-being and future learning [2]. That said, because early childhood development is the key to a productive life for a child and for the progress of a nation in this millennial era.…”

Section: Introductionmentioning

confidence: 99%

Curiosity in Young Children

Suardi¹,

Kurniawati²,

Rachmawati³

2021

Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020)

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The era of the industrial revolution 4.0 is a changing development era that integrates cyber and automation technology that have a broad impact throughout the entire field, including education. This caused a great demand for existing human resources as the key to the success of a nation. Some abilities that must be possessed are critical thinking, creative, collaborative, innovative and good communication skills. The phenomenon that occurs, many teachers and parents only provide one-way learning without freeing children to develop their imagination, so that young children are not accustomed to being confronted with a problem that requires them to find solutions to these problems. This article aims to explain how early childhood should be given a habit that requires them to develop their curiosity to prepare them to face competition in the 4.0 revolution era. The method used in this article is a literature review of early childhood curiosity development. The results of the literature review indicate that the development of early childhood curiosity will increase if given the facilities, direction and good habituation to involve them in decision making, and demanded children's participation. This article is expected to provide understanding for teachers and parents in providing learning for early childhood as a millennial generation.

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Developmental Psychology for the Health Care Professions

Cited by 3 publications

References 0 publications

The Role of Parents During The Covid-19 Pandemic: Description Of Child Development Activities

The Role of Parents During The Covid-19 Pandemic: Description Of Child Development Activities

The Effectiveness of Online Learning as A Form of Critical Pedagogic Transformation: The Perceptions of ECCE Teachers and Parents

Curiosity in Young Children

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