The Effect of a Structured Playfulness Program on Social Skills in Kindergarten Children

Loukatari, Paschalio; Matsouka, Ourania; Papadimitriou, Katerina; Nani, Semina; Grammatikopoulos, Vasilis

doi:10.29333/iji.2019.12315a

Cited by 27 publications

(58 citation statements)

References 40 publications

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“…Hal ini dapat berpengaruh dalam keluarga terutama bagi orangtua yang harus memberikkan pendidikan yang baik dengan mengontrol anak ataupun mendekatkan diri dengan anak agar tidak mudah terpengaruh dengan lingkungan bermain anak. (Loukatari et al, 2019) Perkembangan anak dengan fase-fase yang dapat bermoral dengan bekerja sana dan moralitas otonomi. Pada fase yang pertama anak yang mampu beradaptasi dengan lingkungannya sehingga anak mencoba untuk bekerjasama dan bersosial dengan teman maupun orang disekitarnya.…”

Section: Yunclassified

Perkembangan Moral Anak Usia Dini Usia 0-6 Tahun dan Stimulasinya

Afnita

Latipah

2021

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Early childhood is also a group of children aged 0-6 years. So children at an early age as the golden age (Golde Age) which only happens once in their life. Early childhood is a period of development which is very important for his life. Because during this period of development, all the potential that the child has, needs encouragement that can develop optimally. At this time one of the attitudes that children must have is to be a good and right human being towards their parents, teachers and in the community. Although the main role of parents is to stimulate their development, teachers in schools are also very necessary in laying the foundation for the moral development of early childhood. Therefore, in the development of moral values, it is closely related to the character of children that must become an habituation in their daily life. With the teacher designing more programmed learning activities and learning media that can lead children to moral values, because it is very influential for early childhood playing in designing interesting games as well as fun to develop morein children's moral development. Early childhood is also a group of children aged 0-6 years. So children at an early age as the golden age (Golde Age) which only happens once in their life. Early childhood is a period of development which is very important for his life. Because during this period of development, all the potential that the child has, needs encouragement that can develop optimally. At this time one of the attitudes that children must have is to be a good and right human being towards their parents, teachers and in the community. Although the main role of parents is to stimulate their development, teachers in schools are also very necessary in laying the foundation for the moral development of early childhood. Therefore, in the development of moral values, it is closely related to the character of children that must become an habituation in their daily life. With the teacher designing more programmed learning activities and learning media that can lead children to moral values, because it is very influential for early childhood playing in designing interesting games as well as fun to develop morein children's moral development.

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Section: Yunclassified

Perkembangan Moral Anak Usia Dini Usia 0-6 Tahun dan Stimulasinya

Afnita

Latipah

2021

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“…Menjadi makhluk sosial memungkinkan manusia untuk menciptakan hubungan sosial dan bergabung dengan sosial lainnya. Keterampilan sosial pada anak meliputi membantu, meminta bantuan atau informasi, mengucapkan terima kasih, meminta maaf, memulai percakapan, menjawab pertanyaan, mengikuti aturan, menunggu giliran, berkolaborasi, menerima kritik, saling membantu, memperkenalkan diri dengan masyarakat, komunikasi dan berinteraksi dengan lingkungnnya (Aksoy & Baran, 2010;Loukatari et al, 2019). Keterampilan sosial dapat meningkatkan hubungan individu dengan lingkungannya secra positif seperti empati, partisipasi dalam kelompok, saling membantu, berkomunikasi dengan orang lain, negosiasi, dan pemecahan masalah (Kılıç & Aytar, 2017;Yazıcı, 2017).…”

Section: Pendahuluanunclassified

Keterampilan Sosial Anak Suku Bajo di Sulawesi Tenggara

Machmud

Alim

Ulviya

2020

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Keterampilan sosial anak cendrung stagnan, terpola etnisitas, bersikap ekslusif dan tetutup, tidak terpapar pengaruh luar. Artikel ini membahas tentang bentuk keterampilan sosial anak suku Bajo di Marobo dan Bajo Indah, pengaruh nilai budaya leluhur terhadap keterampilan sosial anak pada wilayah berbeda, serta peran keluarga, masyarakat, pemerintah dalam meningkatkan keterampilan sosial anak. Menggunakan metode deskriptif dan pendekatan fenomenologis. Hasil penelitian menunjukkan bahwa keterampilan sosial anak suku Bajo sebagai warisan budaya leluhur terwujud dalam kehidupan sehari berupa Nganjama Sibbea (Bekerjasama), Guru Sibbea (Belajar bersama), Kukuri Sibbea (Bermain bersama), Si Jagaang (Saling melindungi), Situloh/Sibantoh (Tolong menolong), Ringan tangan membantu Soliditas, terimplementasi dalam pengabdian dan kepatuhan pada keluarga dan masyarakat. Pengembangan keterampilan sosial anak tidak berbanding lurus dengan program pemerintah yang berpihak dan berpersfektif anak.

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“…Because in addition to being the first step in escaping from the family environment, it is also an initial effort to bring children to a stable mental preparation to step into the educational process. Kindergarten is a pre-school educational institution that aims to develop children's abilities (Loukatari et al 2019). As has been expressed by experts in child education, Deutsch and Hechinger stated that it is not valid if we just stay silent and wait for development to come.…”

Section: Introductionmentioning

confidence: 99%

Mathematical Games Using Real-World Approaches Increasing Kindergarten Students' Learning Creativity

et al. 2021

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Many parents think that games are a waste of time and not useful, so they forbid their children to play, and as a result, the children's soul will be depressed and the words naughty child, cougar, passive, and so on. This assumption is caused by the fact that parents do not fully understand their personality, characteristics, tendencies, and child nature. By looking at conditions like this, Kindergarten is expected to strive to implement the function of play by children's growth and development by providing the freedom to each child accompanied by the cultivation of constructive values Research objectives. To determine the game method's implementation using a real-world approach to increase children's learning creativity in TK Ma'arif 22 Trimurjo. The technique used for this research is qualitative. Subjects were students included and engaged in math games with the real-world: in-depth interview data collection techniques, observation, and documentation. In the implementation of playing activities, students' attitudes are given the freedom to develop their potential and creative power according to their talents and interests. In this case, it can be proven by the games at TK Ma'arif 22 Trimurjo. Mathematical games using a real-world approach in increasing the learning creativity of kindergarten students.

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The Effect of a Structured Playfulness Program on Social Skills in Kindergarten Children

Cited by 27 publications

References 40 publications

Perkembangan Moral Anak Usia Dini Usia 0-6 Tahun dan Stimulasinya

Perkembangan Moral Anak Usia Dini Usia 0-6 Tahun dan Stimulasinya

Keterampilan Sosial Anak Suku Bajo di Sulawesi Tenggara

Mathematical Games Using Real-World Approaches Increasing Kindergarten Students' Learning Creativity

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