Emerging Young Children’s Thinking through Social and Cognitive Development in the Project Approach

Dzainudin, Masayu; Yamat, Hamidah; Yunus, Faridah

doi:10.4236/ce.2018.914155

Cited by 5 publications

(4 citation statements)

References 14 publications

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“…10 Character aspects in PAUD children can be developed using relevant themes and activities, resulting in cognitive, affective, and subtle psychomotor changes in language formation to social skills. 11 The problems experienced by partners in RW 02, Merjosari subdistrict, Malang City, include the growing garbage piles and limited learning media in the Merjosari subdistrict PAUD. Efforts that the PKK can make include forming a self-help group (SHG).…”

Section: Methodsmentioning

confidence: 99%

Gempa Perekat: The Movement to Process Garbage Becomes an Educational Game Tool for Early Childhood Through Self-Help Groups for Family Welfare Development

Kurniyanti¹,

Alfianto²,

Ulfa³

et al. 2023

J Community Empowerment for Health

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Garbage is a problem in urban areas. One of the efforts that can be made against the waste problem is reprocessing it into useful materials. PKK is a family welfare coaching group that can turn waste into media material for educational games for PAUD students through self-help groups. The goal of this community service and research is to empower and assist PKK activist groups in optimizing waste as an educational game tool for children from a young age. The method used is a quantitative and qualitative approach. The quantitative data are in the form of demographic data, knowledge, and skills. In contrast, the qualitative data comes from structured interviews and FGDs with a grid of questions about waste, the efforts that have been made, and the benefits of recycling the waste as an educational game tool. The measuring tool used is a questionnaire about waste knowledge and a waste processing checklist sheet. The target of this activity was 25 PKK groups at RW 02 of Merjosari Subdistrict, Lowokwaru District, Malang City, and it was carried out in June-August 2019. This Gempa Perekat activity consisted of health education, focus group discussion, and forming self-help groups. The result of this activity is that the respondent's knowledge increases after receiving health education about waste management (0.000). There is an average skill in processing waste into a good educational game tool (73) among respondents, and they stated that all this time, waste has been disposed of, put in plastic bags, and burned. Furthermore, respondents hoped that there would be waste management that could be useful for PAUD students by processing waste into educational games. The conclusion of this activity is the Gempa Perekat program as a form of intervention in dealing with waste in the city by empowering the PKK as a self-help group in making educational game tools for PAUD students from waste.

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Section: Methodsmentioning

confidence: 99%

Gempa Perekat: The Movement to Process Garbage Becomes an Educational Game Tool for Early Childhood Through Self-Help Groups for Family Welfare Development

Kurniyanti¹,

Alfianto²,

Ulfa³

et al. 2023

J Community Empowerment for Health

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“…This leads to intellectual development from one stage to the next for solving problems (Agarkar, 2019). The learning activities provided children be responsible, be open-minded, accept the opinions of others (Dzainudin et al, 2018). It also enhances the results of early childhood cognitive development assessments to a higher level.…”

Section: Introductionmentioning

confidence: 99%

Literature and Project-Based Learning and Learning Outcomes of Young Children

Prachagool¹

2021

IES

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In the early years, children learn by taking an action and touching opportunities which experiences the world as much as possible. It is an internal process that allows children to meaningfully reflect their experiences from abstract to further learning. Literature and project-based learning management is a learning approach that strengthens the attitude of the pursuit of knowledge, helping children to have a habit of reading, creating opportunities to leading in the discovery of something meaningful to life. The research objectives were to study learning outcomes of young children through literature and project-based learning. Twenty-five young children were studied and reported their learning outcomes. Data were collected through variety of methods: observation, debriefing focus group, and interviews after the scenario. Data were collected by qualitative and quantitative methods. The findings indicated that young children had the highest level of understanding and ability to manage literary learning and projects. They also had ability to provide the most literary and project management environment were ranges low and highest based on the different perception and potential of learning. It can be recommended literature and project-based learning is suitable for early childhood education.

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“…Children undergo periods of rapid development in their physical, emotional, spiritual, cognitive and social aspects. They learn by interacting with their physical and social environments (Dzainudin, Yamat, & Yunus, 2018). As such, meaningful social and environmental stimuli are necessary to promote the optimal development of children appropriate to their individual ages, interests, and abilities.…”

Section: Introductionmentioning

confidence: 99%

Further Study on Implementing Thematic Teaching in Preschool: A Needs Analysis Research

Zin¹,

Mohamed²,

Bakar³

et al. 2019

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Thematic teaching has been introduced through the Malaysian Preschool Education Curriculum Guidelines (KPM, 1993) since 1993. This research is a preliminary review aimed at looking at the need to conduct further studies on the implementation of thematic teaching and to determine the focus of the research. This research explores the current understanding and practice of eight teachers from eight preschools in Selangor and Negeri Sembilan in implementing thematic teaching. Data collected for this research was based on document analysis, observations, and interviews. Findings of the research show that there were various levels of understanding and methods employed in implementing thematic teaching in the selected preschools. Teachers' understanding is divided into several categories: 1) understanding thematic teaching as curriculum; 2) understanding thematic teaching as an approach; 3) the minimum understanding of thematic teaching; and 4) no understanding of thematic teaching at all. In terms of planning, only two of the teachers integrated thematic teaching in their annual, weekly, and daily lesson plans. The findings on the implementation of thematic teaching also show that teachers: 1) used thematic teaching as the basis of the curriculum; 2) applied thematic teaching as one of the teaching approaches; 3) used thematic teaching based on the requirements of the teaching and learning; and 4) had not used thematic teaching. This finding supports the need for further research on thematic teaching. A detailed research on the implementation of more practical and friendly thematic teaching for teachers that also fulfills the principles of implementation of such teaching and the overall developmental needs of children should be undertaken.

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Emerging Young Children’s Thinking through Social and Cognitive Development in the Project Approach

Cited by 5 publications

References 14 publications

Gempa Perekat: The Movement to Process Garbage Becomes an Educational Game Tool for Early Childhood Through Self-Help Groups for Family Welfare Development

Gempa Perekat: The Movement to Process Garbage Becomes an Educational Game Tool for Early Childhood Through Self-Help Groups for Family Welfare Development

Literature and Project-Based Learning and Learning Outcomes of Young Children

Further Study on Implementing Thematic Teaching in Preschool: A Needs Analysis Research

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