There is a silver lining when the International Literacy Day on 8 September in each year is held in Cilegon, Banten province. Banten province had received the title of illiteracy barn because the number of people who illiteracy is high, ie 500's of thousands of people. The number is now declining sharply to 150's of thousands of people.
However, an interesting statistic from Bantam is not illiterate people dropped dramatically, but the existence of indigenous groups Bedouin. As is known, some of these indigenous communities to this day still refuses to learn literacy, especially the Latin script. This community consists of Bedouin and Bedouin Outside In. They live in 59 villages in Lebak, Banten province. Now only three villages which still adhered strictly adhered to the tradition of the Bedouin in.
Why is literacy important? According to the opening phrase is defined in the resolution of the General Assembly of the United Nations, "Literacy is important for the acquisition of life skills, both for children, youth, and adults, so that they can overcome the challenges faced in their lives and is a basic step in education base, which is an indispensable factor to be able to participate actively in society and economy of the 21st century. " In other languages, according to Ella Yulaelawati, Director of Community Education Department of Education, literacy is a prerequisite for obtaining a variety of basic skills anyone can learn to seek, obtain, use, and manage information to improve the quality of life.
However, in the context of Bedouin society, it seems that the issue of literacy not only about literacy as a tool, but also literacy as a paradigm. Latin script in this case considered to represent the paradigm of modern science. While the indigenous Bedouin are the indigenous communities who believe have an old tradition of knowledge which they inherited from generation to generation orally from generation to generation. According to Father Murshid, one of the leaders in the indigenous Bedouin, Bedouin communities are descendants of Adam begotten, and there from the beginning of the earth.
Bedouin community outlook towards nature the same as the primitive communities that blend with nature, with the principle of balance. Humans are part of nature, and therefore must live in harmony with nature. This position is contrary to the anthropocentric view of modern society, which views the human being superior in the face of nature and therefore entitled to exploit it. View of this modern society has resulted in proven impact of modern civilization which resulted in acute environmental crisis. Communities earth now haunted by the disastrous result of the so-called environmental crisis of global warming. In this context, the lessons of the Bedouin community regarding natural Bantam find context and momentum.
In environmental science, in fact Bedouin society not only literacy, but also has an old science that can actually be the subject of environmental studies by modern humans. And luckily Bedouin community in Indonesia is still there and not displaced by the political storm that controls Jakarta. Not only still exist, they also managed to maintain sustainability of the surrounding forest as protected forest on Mount Salak, until now. So the existence of Bedouin culture is an anomaly in the midst of a culture of Indonesia entered a period of industrialization. However, that does not mean they are not cultured.
To deal with the Bedouin community, the government should consider re-positioning of the state vis a vis the Bedouin community. First, that the Bedouin community has a culture, and even civilization itself, which is therefore worthy of appreciation from the government of the Republic of Indonesia. Secondly, that the literacy programs of the government it's something that is necessarily, and therefore people should also learn beraksara Bedouin, as offered by the government.
The problem, some Bedouin society refuse to learn the Latin alphabet, with a variety of reasons. So, how does the way out? First, Bedouin communities who refuse to learn literacy only a small part. Foreign Bedouin community, estimated at over 500 families, being open, and about 40 percent of them have literacy. So, they can be subjected to this program.
Second, in the Bedouin community, which only consists of three villages, given the transfer of knowledge by teachers through verbal companion. This is in line with the plan of the Ministry of National Education will adopt the Literacy Initiative for Empowerment (Literacy Initiative for Empowerment), launched by UNESCO. This term will be a script order Indonesianized Empowerment, abbreviated Familiar. Government in this regard will turn first to the empowerment program and then go to literacy programs. So, to get to literacy, Bedouin communities are empowered first.
Or third, Bedouin communities in the literacy program created Hanacaraka, as knowledge transfer efforts through local language translations.
This method is actually not unlike the teaching of Braille for the visually impaired.
Positioning the government was already pointed out correctly by Ella Yulaelawati, who on August 17, 2009 visited the indigenous Bedouin, even though had to walk for four hours into the Bedouin village. In front of the village chief and father Djaro Daenah Murshid, Ella Yulaelawati said that it was willing to learn about the environment to the Bedouin community and willing to work together for the betterment of Bedouin society.
It's certainly a new step towards mutual learning between the two sides.
source: http://epaper.korantempo.com
Jumat, 14 Oktober 2011
Senin, 10 Oktober 2011
The role of Mother Language Eradicate Illiteracy
Model of mutual learning between residents pick up literacy education can be done to foster the spirit of learning among the members, for security reasons also the basis for teaching and learning activities are generally conducted at night after the household routine is finished but it is also because most citizens are belajra mothers home the stairs. When the morning they take care of the house and helped work on the farm so that learning time is only available after the sunset prayers.
Learning system is done by discussion, reading, writing, arithmetic provided by the tutors to use the mother tongue the language of instruction. Learning to use the mother tongue, it is helping people learn to adjust to when starting the learning, because people learn the new classes are usually not confident because assessing literacy learning is difficult and scary. Discussions and learning processes are also expected to rely on the local context in the usage of the language of instruction, examples of problems that occur in everyday life all citizens to learn, such as difficulty in obtaining water issues, high price of kerosene and so on, so much, easier and faster to understand than the language not so familiar to the participants learn.
Understanding of agency managers and tutors about the characteristics of the residents learned a great help to accelerate the learning kekasaraan because most rural people only know their mother tongue and not be able to use the Indonesian language properly and correctly
Therefore, eradication of illiteracy becomes effective when the initial learning Indonesian language. The use of mother tongue can be a bridge before the residents learn to understand the reading, writing and arithmetic in the Indonesian language, he said.
Furthermore, to stimulate enthusiasm for learning, given additional skills, such as handicrafts, art by utilizing local potentials that can provide income for residents to learn among other things, serving hoods rattan, baskets, tissue box, to furniture, toys involving the partition of bamboo
Learning system is done by discussion, reading, writing, arithmetic provided by the tutors to use the mother tongue the language of instruction. Learning to use the mother tongue, it is helping people learn to adjust to when starting the learning, because people learn the new classes are usually not confident because assessing literacy learning is difficult and scary. Discussions and learning processes are also expected to rely on the local context in the usage of the language of instruction, examples of problems that occur in everyday life all citizens to learn, such as difficulty in obtaining water issues, high price of kerosene and so on, so much, easier and faster to understand than the language not so familiar to the participants learn.
Understanding of agency managers and tutors about the characteristics of the residents learned a great help to accelerate the learning kekasaraan because most rural people only know their mother tongue and not be able to use the Indonesian language properly and correctly
Therefore, eradication of illiteracy becomes effective when the initial learning Indonesian language. The use of mother tongue can be a bridge before the residents learn to understand the reading, writing and arithmetic in the Indonesian language, he said.
Furthermore, to stimulate enthusiasm for learning, given additional skills, such as handicrafts, art by utilizing local potentials that can provide income for residents to learn among other things, serving hoods rattan, baskets, tissue box, to furniture, toys involving the partition of bamboo
Selasa, 04 Oktober 2011
Importance of Early Childhood Education in Indonesia
Preliminary
The first years of life span of children is a very important and critical in terms of growth and development of physical, mental, and psychosocial, which runs so fast that the success of the first years to a large extent determine the future of children. Any abnormalities or deviations if not intervened early well in time, and not be detected in real get care that is full of promotive, preventive, and rehabilitative would affect subsequent growth and development of children (Sunarwati, 2007).
Providing education in early childhood in developed countries as a form of long-standing community-based education (community-based education), but the movement to promote education in Indonesia is just emerging in recent years. It is based on the importance of early childhood education to prepare people in Indonesia complete (SWEET), and build the future of children and the Indonesian society (MASIS). But so far the reach of early childhood education is still limited in terms of quantity and accessibility. For example, child care and play groups are still concentrated in the cities. Yet when viewed from the level of need for treatment early, early age children in rural areas and from poor families is much higher in order to compensate for poor intellectual stimulation, social, and moral of the family and parents.
The Government has demonstrated its political will develop their human resources in early. As Mrs. Megawati delivered (vice-president at the time) when I opened the Conference Centre The Association of Consecrated VII Kindergarten Teacher Indonesia. He emphasized the importance of early childhood education in the concept of coaching and development of children attributed the formation of fully human characters. Furthermore he states could no longer deny that the education of children in early childhood is the basis for determining the formation of human character Indonesia in the national life.
This statement states that early childhood education is crucial for the survival of the nation, and need serious attention from the government. Early childhood education is a human resource development strategies should be viewed as a central point since the establishment of the nation's character and reliability determined how the cultivation of human resources since early childhood. The importance of education in this period so it is often called the golden age (the golden age).
2.1 Definition of Early Childhood Education
Early childhood education (early childhood) is the level of education before basic education which is a construction effort that is intended for children from birth until the age of six years conducted through the provision of educational stimulation to assist the growth and development of physical and spiritual readiness in order to have a child entering further education, which was held in formal, nonformal, and informal.
Early childhood education is one form of education that focuses on laying the foundation to the growth and physical development (fine and gross motor coordination), intellect (the intellect, creativity, emotional intelligence, spiritual intelligence), socio-emotional (attitude and behavior as well as religious) language and communication, according to the uniqueness and developmental stages through which early childhood.
Currently the field of educational science, psychology, medicine, psychiatry, growing very rapidly. This situation has opened up new insights to the understanding of children and changing the way child care and education. Every child has many forms of intelligence (Multiple Intelligences) which, according to Howard Gardner there are eight domains of intelligence or intelligence that is common to all people, including children. The eight domains of intelligence that is music, bodily-kinesthetic, logical mathematical, linguistic (verbal), spatial, naturalist, interpersonal and intrapersonal.
Multiple Intelligences grown need to be explored and developed by giving opportunities for children to develop optimally potentials possessed of his own effort (Tientje, 2000).
2.2 Importance of Early Childhood Education in Developing Nations Future
Condition of Indonesia's human resources based on results of a survey conducted by PERC (Political and Economic Risk Consultancy) in March 2002 shows the quality of education in Indonesia is ranked 12th, the lowest in the ASEAN region which is below the level of Vietnam. Kualtias low educational outcomes are low impact on human resource kualtias Indonesia.
In these conditions must be difficult for Indonesia to be able to compete with other nations. Human resource development conducted in developed countries like the United States, Germany, Japan and so on, beginning with early childhood development that includes care, upbringing and education as a whole and implemented programs in an integrated manner. Understanding the importance of early childhood development as a basic step for the development of human resources has also been done by other ASEAN nations such as Thailand, Singapore, South Korea including industrial countries. Even early childhood education services in Singapore belonging to the most advanced when compared to other ASEAN countries.
In Indonesia the implementation of early childhood is still impressed by the new exclusive and reach a small portion of society. Although various treatments and educational programs for early childhood ages (0-6 years) have been implemented in Indonesia since a long time, but until the year 2000 showed children aged 0-6 years who obtain care services and education is still low. Data from 2001 showed that approximately 26.2 jut children aged 0-6 years who have obtained early education services through a variety of new programs about 4.5 million children (17%). The highest contribution through BKB (9.5%), Kindergarten (6.1%), Raudhatul Atfal (1.5%). Meanwhile, through child care and play groups each contribution is very small at around 1% and 0.24%.
The low education and care services for young children at this time partly due to the limited jumla agencies that provide early education services when compared with the number of children aged 0-6 years are supposed to obtain these services. Various programs are either directly (through BKB and IHC), which has been pursued so far has not turned out to provide services as a whole, not synergy between the ministry and not yet integrated aspects of education, health and nutrition. Though these three aspects are will determine the level of intellectuality, of intelligence and child development.
The importance of early childhood education has become the international attention. In a meeting of the World Education Forum in Dakar Senegal in 2000 produced six agreements as a framework of action education for all and one egg is to expand and improve the overall care and early childhood education, especially for children who are particularly vulnerable and disadvantaged, Indonesia as one one member of the forum is bound to implement this commitment.
International attention to the urgency of early childhood education is reinforced by the latest research on the brain. By the time the baby is born of God he is equipped with a complete brain structure, but only reaches maturity after outside the womb. Newborn babies have more than 100 billion neurons and about one trillion glial cells which function as adhesive and synap (branches of neurons) which will form bertrilyun-trillion connections between neurons that exceeded requirements. Synap this will work until the age of 5-6 years. A large number of connections that affect the formation of the brain's ability throughout his life. Growth in the number of brain tissue affected by the child's experience gained in the early years of his life, particularly pleasant experience. In the phase of this development will have tremendous potential in developing language skills, math, thinking skills, emotional stability and formation.
There are four main considerations the importance of early childhood education, namely: (1) to prepare qualified manpower, (2) encourage the acceleration of economic turnaround and low social costs because of high labor productivity and durability, (3) increase equity in public life, ( 4) helping parents and children.
Early childhood education not only serves to provide learning experiences to children, but more importantly serves to optimize brain development. Early childhood education should also cover the entire process of psychosocial stimulation and is not limited to the learning process that occurs in educational institutions. That is, early childhood education can take place anywhere and anytime as well as human interactions that occur within the family, peers, and of social relations in accordance with the conditions and early childhood development.
2.3 Early Childhood Development
Most of society believes that providing early childhood education be conducted by adults who do not require knowledge of early childhood. In addition, they consider early childhood does not require professionalism. Pandangn is wrong.
If early childhood to be done at home by mothers themselves, then the mothers need to learn and gain knowledge about children's learning processes, for example by reading a book, follow the lectures or seminars on early childhood.
In fact more and more mothers work outside the home, therefore it must be someone who replaced the mother's role to understand the process of development of the child.
Learning in early childhood is a learning process which is done through play. There are five essential characteristics of play in relation to early childhood (Hughes, 1999), namely: increased motivation, free choice (without coercion), non-linear, fun and players are actively involved.
When playing one of the criteria are not met a teacher dominates the class by making an example and given to the child so the learning process is no longer through play. Teaching and learning process as it makes the teachers are not sensitive to the level of difficulty experienced by each child.
The lack of difficulty the child's parents may also occur, the main reason put forward is usually due to lack of time because parents work outside the home.
Understanding child development can be done through the interaction and interdependence between parents and teachers who continue to do so extracting the potential intelligence of children can be optimal. Interaction is done by teachers and parents understand child development and basic skills that need to have a child at least, that is musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal and intrapersonal, because in general all people have seven intelligences, of varying levels of scale .
2.4 Role of Parents in Early Childhood Education
Children are the embodiment of loving adults who are ready or not to become parents. Having a child, ready or not, change many things in life, and ultimately want to or not we are required to be ready to be parents should be able to prepare our children to be able to run their future lives as well.
Know, know, understand the world of children is not something easy. The world is colorful, beautiful world that everything, easy, cheerful, loving, full of wonder and full of surprises. World that should be owned by any children yet in kepemilikanya much dependent on the role of parents.
Experts agree that parents are so great role in helping children to be ready to enter the gates of their lives. This means that if the gate to talk about their lives, it will discuss prospects for the coming 20-25 years of their lives. In the year that they enter real life. Go to the full independence, into the world of those who are supposed to be independent full regardless of the parents where the decisions of their lives had to be done alone. This is where the role of parents has been greatly reduced and as a parent, at that point we can only see the fruits of our upbringing now, without being able to make any changes.
Why do parents need to enhance their intellectual development in preparation for school entrance? The answer, the school currently require a fairly high requirements of quality of a student. Still get students who enter elementary school has introduced a wide range of subjects and science early on. Children already have to have high creativity since childhood. Therefore, children who have a high intellect will more easily accept everything that is taught. They will have high confidence, more adaptable, more easily accept new things, or intellectual development can be developed further before they go to school. Conditions like that that puts parents first and foremost as a teacher for their children in informal education programs that occurred in the family environment.
2.5 Problems of Early Childhood Education
Entering the XXI century education in Indonesia faced three major challenges. First, as a result of multiple crises that hit Indonesia since 1997, the education required to maintain the results of educational development has been achieved. Second, in anticipation of the era of globalization, the education required to prepare qualified human resources, so as to compete in the global job market. Third, in line with regional autonomy, there should be changes and adjustments to the national education system, so it can realize a more democratic educational process, taking into account the diversity of potential, local needs, learners, and encourage increased community participation.
The problem is the unpreparedness of the nation's third challenge facing Indonesia at the top, due to the low quality of human resources. To face that challenge, it takes serious effort through early education that is able to lay the foundations of human empowerment in order to have self-awareness of the potential and can develop it for the needs of self, society and nation so as to form a civil society. Early childhood education is the most fundamental thing that done as early as possible and implemented a comprehensive and integrated. Comprehensive, meaning that the services provided to children include education, health and nutrition. Integrated connote not only services provided in early childhood, but also to families and society as a whole service.
Sources:
CHA, Wahyudi and Damayanti, Dwi Retna. 2005. Program For Early Childhood Education in Islamic preschools. New York: Grasindo.
Isjoni. 2007. Time to Revive Our Education. Yogyakarta: Pustaka Student.
Anwar and Ahmad, Arsyad. 2007. Early Childhood Education. New York: Alfabeta.
Tientje, Nurlaila N.Q. May and Iskandar, Yul. 2004. Early Childhood Education To Develop Multiple Intelligence. New York: Dharma Graha Group.
Indrawati, Maya and Nugroho, Wido. 2006. Educating and Raising Children Pre-School Age. Jakarta: Pustaka Publisher Achievement.
Asfandiyar, Andi Yudha. 2009. Why Teachers Should Creative?. Jakarta: Mizan Media Utama.
The first years of life span of children is a very important and critical in terms of growth and development of physical, mental, and psychosocial, which runs so fast that the success of the first years to a large extent determine the future of children. Any abnormalities or deviations if not intervened early well in time, and not be detected in real get care that is full of promotive, preventive, and rehabilitative would affect subsequent growth and development of children (Sunarwati, 2007).
Providing education in early childhood in developed countries as a form of long-standing community-based education (community-based education), but the movement to promote education in Indonesia is just emerging in recent years. It is based on the importance of early childhood education to prepare people in Indonesia complete (SWEET), and build the future of children and the Indonesian society (MASIS). But so far the reach of early childhood education is still limited in terms of quantity and accessibility. For example, child care and play groups are still concentrated in the cities. Yet when viewed from the level of need for treatment early, early age children in rural areas and from poor families is much higher in order to compensate for poor intellectual stimulation, social, and moral of the family and parents.
The Government has demonstrated its political will develop their human resources in early. As Mrs. Megawati delivered (vice-president at the time) when I opened the Conference Centre The Association of Consecrated VII Kindergarten Teacher Indonesia. He emphasized the importance of early childhood education in the concept of coaching and development of children attributed the formation of fully human characters. Furthermore he states could no longer deny that the education of children in early childhood is the basis for determining the formation of human character Indonesia in the national life.
This statement states that early childhood education is crucial for the survival of the nation, and need serious attention from the government. Early childhood education is a human resource development strategies should be viewed as a central point since the establishment of the nation's character and reliability determined how the cultivation of human resources since early childhood. The importance of education in this period so it is often called the golden age (the golden age).
2.1 Definition of Early Childhood Education
Early childhood education (early childhood) is the level of education before basic education which is a construction effort that is intended for children from birth until the age of six years conducted through the provision of educational stimulation to assist the growth and development of physical and spiritual readiness in order to have a child entering further education, which was held in formal, nonformal, and informal.
Early childhood education is one form of education that focuses on laying the foundation to the growth and physical development (fine and gross motor coordination), intellect (the intellect, creativity, emotional intelligence, spiritual intelligence), socio-emotional (attitude and behavior as well as religious) language and communication, according to the uniqueness and developmental stages through which early childhood.
Currently the field of educational science, psychology, medicine, psychiatry, growing very rapidly. This situation has opened up new insights to the understanding of children and changing the way child care and education. Every child has many forms of intelligence (Multiple Intelligences) which, according to Howard Gardner there are eight domains of intelligence or intelligence that is common to all people, including children. The eight domains of intelligence that is music, bodily-kinesthetic, logical mathematical, linguistic (verbal), spatial, naturalist, interpersonal and intrapersonal.
Multiple Intelligences grown need to be explored and developed by giving opportunities for children to develop optimally potentials possessed of his own effort (Tientje, 2000).
2.2 Importance of Early Childhood Education in Developing Nations Future
Condition of Indonesia's human resources based on results of a survey conducted by PERC (Political and Economic Risk Consultancy) in March 2002 shows the quality of education in Indonesia is ranked 12th, the lowest in the ASEAN region which is below the level of Vietnam. Kualtias low educational outcomes are low impact on human resource kualtias Indonesia.
In these conditions must be difficult for Indonesia to be able to compete with other nations. Human resource development conducted in developed countries like the United States, Germany, Japan and so on, beginning with early childhood development that includes care, upbringing and education as a whole and implemented programs in an integrated manner. Understanding the importance of early childhood development as a basic step for the development of human resources has also been done by other ASEAN nations such as Thailand, Singapore, South Korea including industrial countries. Even early childhood education services in Singapore belonging to the most advanced when compared to other ASEAN countries.
In Indonesia the implementation of early childhood is still impressed by the new exclusive and reach a small portion of society. Although various treatments and educational programs for early childhood ages (0-6 years) have been implemented in Indonesia since a long time, but until the year 2000 showed children aged 0-6 years who obtain care services and education is still low. Data from 2001 showed that approximately 26.2 jut children aged 0-6 years who have obtained early education services through a variety of new programs about 4.5 million children (17%). The highest contribution through BKB (9.5%), Kindergarten (6.1%), Raudhatul Atfal (1.5%). Meanwhile, through child care and play groups each contribution is very small at around 1% and 0.24%.
The low education and care services for young children at this time partly due to the limited jumla agencies that provide early education services when compared with the number of children aged 0-6 years are supposed to obtain these services. Various programs are either directly (through BKB and IHC), which has been pursued so far has not turned out to provide services as a whole, not synergy between the ministry and not yet integrated aspects of education, health and nutrition. Though these three aspects are will determine the level of intellectuality, of intelligence and child development.
The importance of early childhood education has become the international attention. In a meeting of the World Education Forum in Dakar Senegal in 2000 produced six agreements as a framework of action education for all and one egg is to expand and improve the overall care and early childhood education, especially for children who are particularly vulnerable and disadvantaged, Indonesia as one one member of the forum is bound to implement this commitment.
International attention to the urgency of early childhood education is reinforced by the latest research on the brain. By the time the baby is born of God he is equipped with a complete brain structure, but only reaches maturity after outside the womb. Newborn babies have more than 100 billion neurons and about one trillion glial cells which function as adhesive and synap (branches of neurons) which will form bertrilyun-trillion connections between neurons that exceeded requirements. Synap this will work until the age of 5-6 years. A large number of connections that affect the formation of the brain's ability throughout his life. Growth in the number of brain tissue affected by the child's experience gained in the early years of his life, particularly pleasant experience. In the phase of this development will have tremendous potential in developing language skills, math, thinking skills, emotional stability and formation.
There are four main considerations the importance of early childhood education, namely: (1) to prepare qualified manpower, (2) encourage the acceleration of economic turnaround and low social costs because of high labor productivity and durability, (3) increase equity in public life, ( 4) helping parents and children.
Early childhood education not only serves to provide learning experiences to children, but more importantly serves to optimize brain development. Early childhood education should also cover the entire process of psychosocial stimulation and is not limited to the learning process that occurs in educational institutions. That is, early childhood education can take place anywhere and anytime as well as human interactions that occur within the family, peers, and of social relations in accordance with the conditions and early childhood development.
2.3 Early Childhood Development
Most of society believes that providing early childhood education be conducted by adults who do not require knowledge of early childhood. In addition, they consider early childhood does not require professionalism. Pandangn is wrong.
If early childhood to be done at home by mothers themselves, then the mothers need to learn and gain knowledge about children's learning processes, for example by reading a book, follow the lectures or seminars on early childhood.
In fact more and more mothers work outside the home, therefore it must be someone who replaced the mother's role to understand the process of development of the child.
Learning in early childhood is a learning process which is done through play. There are five essential characteristics of play in relation to early childhood (Hughes, 1999), namely: increased motivation, free choice (without coercion), non-linear, fun and players are actively involved.
When playing one of the criteria are not met a teacher dominates the class by making an example and given to the child so the learning process is no longer through play. Teaching and learning process as it makes the teachers are not sensitive to the level of difficulty experienced by each child.
The lack of difficulty the child's parents may also occur, the main reason put forward is usually due to lack of time because parents work outside the home.
Understanding child development can be done through the interaction and interdependence between parents and teachers who continue to do so extracting the potential intelligence of children can be optimal. Interaction is done by teachers and parents understand child development and basic skills that need to have a child at least, that is musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal and intrapersonal, because in general all people have seven intelligences, of varying levels of scale .
2.4 Role of Parents in Early Childhood Education
Children are the embodiment of loving adults who are ready or not to become parents. Having a child, ready or not, change many things in life, and ultimately want to or not we are required to be ready to be parents should be able to prepare our children to be able to run their future lives as well.
Know, know, understand the world of children is not something easy. The world is colorful, beautiful world that everything, easy, cheerful, loving, full of wonder and full of surprises. World that should be owned by any children yet in kepemilikanya much dependent on the role of parents.
Experts agree that parents are so great role in helping children to be ready to enter the gates of their lives. This means that if the gate to talk about their lives, it will discuss prospects for the coming 20-25 years of their lives. In the year that they enter real life. Go to the full independence, into the world of those who are supposed to be independent full regardless of the parents where the decisions of their lives had to be done alone. This is where the role of parents has been greatly reduced and as a parent, at that point we can only see the fruits of our upbringing now, without being able to make any changes.
Why do parents need to enhance their intellectual development in preparation for school entrance? The answer, the school currently require a fairly high requirements of quality of a student. Still get students who enter elementary school has introduced a wide range of subjects and science early on. Children already have to have high creativity since childhood. Therefore, children who have a high intellect will more easily accept everything that is taught. They will have high confidence, more adaptable, more easily accept new things, or intellectual development can be developed further before they go to school. Conditions like that that puts parents first and foremost as a teacher for their children in informal education programs that occurred in the family environment.
2.5 Problems of Early Childhood Education
Entering the XXI century education in Indonesia faced three major challenges. First, as a result of multiple crises that hit Indonesia since 1997, the education required to maintain the results of educational development has been achieved. Second, in anticipation of the era of globalization, the education required to prepare qualified human resources, so as to compete in the global job market. Third, in line with regional autonomy, there should be changes and adjustments to the national education system, so it can realize a more democratic educational process, taking into account the diversity of potential, local needs, learners, and encourage increased community participation.
The problem is the unpreparedness of the nation's third challenge facing Indonesia at the top, due to the low quality of human resources. To face that challenge, it takes serious effort through early education that is able to lay the foundations of human empowerment in order to have self-awareness of the potential and can develop it for the needs of self, society and nation so as to form a civil society. Early childhood education is the most fundamental thing that done as early as possible and implemented a comprehensive and integrated. Comprehensive, meaning that the services provided to children include education, health and nutrition. Integrated connote not only services provided in early childhood, but also to families and society as a whole service.
Sources:
CHA, Wahyudi and Damayanti, Dwi Retna. 2005. Program For Early Childhood Education in Islamic preschools. New York: Grasindo.
Isjoni. 2007. Time to Revive Our Education. Yogyakarta: Pustaka Student.
Anwar and Ahmad, Arsyad. 2007. Early Childhood Education. New York: Alfabeta.
Tientje, Nurlaila N.Q. May and Iskandar, Yul. 2004. Early Childhood Education To Develop Multiple Intelligence. New York: Dharma Graha Group.
Indrawati, Maya and Nugroho, Wido. 2006. Educating and Raising Children Pre-School Age. Jakarta: Pustaka Publisher Achievement.
Asfandiyar, Andi Yudha. 2009. Why Teachers Should Creative?. Jakarta: Mizan Media Utama.
Senin, 03 Oktober 2011
My mother is my Master (Methods Home Schooling Group, Alternative Models of Early Childhood Education)
Samara family. The results of neurological research and study early childhood education, providing sufficient evidence of the importance of stimulation from an early age in order to optimize the full potential of children in order to realize the next generation of qualified and able to compete in a globalized world arena in this third millennium. In addition, Muhammad SAW said uthlubul'ilma minalmahdi ilal lakhdi which means "Seek knowledge from cradle to grave".
Hadith emphasizes how important a person to learn as early as possible. Certainly awareness of the need to learn from an early age does not appear from the baby who 'can not nothing', but starts from the awareness of parents to provide learning-learning to their children early on. Because basically, when a man has been born into this world, he has completed a variety of devices such as the five senses and the mind to absorb the various sciences.
This is the foundation stone of the importance of early childhood education. Since the early child should be given a variety of science (in the form of various stimulus / stimuli). Educating children at this age is like engraving in stone form which will not be easily lost, it will even imprint forever. That is, education in early childhood will greatly imprint up to adult children. Education at this age was the foundation stone for the next children's education. The success of early childhood education is highly instrumental to the success of children in the later period.
Efforts made by governments and communities in improving access to early childhood education services continue to be done, but the data prove than 28 million children aged 0-6 years, as many as 73 percent, or about 20.4 million children do not get the education service, both formally and non-formal. Special pre-school age children, access to early childhood education services is still low (around 20.0%). This means that as many as 80.0% are unserved in the centers of early childhood education. The gap between rural and urban areas also occur (Jalal 2002). Similar results were also found in studies conducted by Juliana et al. in late 2004 and early 2005 in Java, that most (86.3% in rural areas and 73.2% in urban areas) have access to preschool education programs that exist in both the formal and non formal education.
The cause is because it is still a lack of facilities and infrastructure for early childhood special education. Besides the high cost of education, the more difficult for children to get an opportunity to learn, especially for young children. Society in general is not able to reach them. For example there are schools in Jakarta to withdraw money for the level of preschool enrollment Rp 15 million out of a monthly allowance of Rp 1 million. With the high cost of course only the children of certain circles who had the opportunity to obtain education that "quality".
Whereas continuity of education for early childhood, should not be done by inserting them into educational institutions. Mother, is a human resources has the potential to become a teacher for children of early age. Mom has a strong interaction with the child, because he was the one who first established the interaction; understand and always follow all aspects of child development without being missed. Mother was the first to be a role model for children, as is the person closest to children. Mother who is able to apply learning principles to be applied, because he has the most time with children. Mother is the most ambitious set of pious children, because for him it has become the biggest investment for the hereafter. Finally, it is only mothers who have the greatest opportunity to educate children with full sincerity, compassion and perfect sacrifice.
Opportunities mom became a teacher for children of early age is very huge. Masih many moms in this country do not work and the care of her children directly. If the mother is a teacher so education costs incurred are not great, because my mother in their role as educators do in the house with the time adjusted to the conditions of children and mother. In contrast to incorporate children into school, they are bound by a specific study plan. Mom had to spend the cost of expensive. Making the mother as a teacher and implement the educational process by the method of study groups together at home, that's what my mother run the program with the Teachers We are home schooling group method.
Why do early childhood education at home?
Home is the child's immediate environment and learn the best places for children. At home children can learn to tune with his own. He did not have to sit and wait until the bell rings, do not necessarily have to compete with other children, does not necessarily have to fear the wrong answer in front of the class, and can immediately get an award or if the rectification made a mistake. This is where the mother's role becomes very important, because the main task of the mother is actually a domestic regulators and educators. Inside the house a lot of tools that can be used for children's learning. Children can learn many concepts about objects, colors, shapes and so on while mom cooks in the kitchen.
Children also get to know God's creation through a variety of living things around the house, listen to mom read the prayers, chanting verses of the Qur'an and the stories of the Prophets and friends in a comfortable and enjoyable. Therefore the house is the right environment to provide education in early childhood as it did during the reign of Islam, that education for children under seven years tutored by his parents.
Al-Abdary in the book Madkhalusi syar'i ash-ash-Sharif criticized the parents and guardians who send their children to school at the age of less than seven years. He said: "In the past our ancestors who learned to send sons to Kuttab / school when they reach the age of seven. Since age is required of parents to educate their children to know the prayers and noble spirit. But in this very regrettable that today's children studying at the age that is still prone (4-5) years. Teachers should be careful to teach children this vulnerable age, because it can weaken the body and mind his mind ".
Methods home schooling group can be accessed by all layers of society because of its implementation is dynamic, can vary according to socio-economic situation of parents. The involvement of parents (mothers) in the home schooling group is dominant and mileage of children to groups of home schooled children can be reached on foot (maximum 1 km). It thus makes the advantages of home schooling (cheap, close to the child's mother, and dynamic). Why be in the form of group or groups? It aims to instill the concept of socialization in children, build ukhuwwah Islamiyah in the mother in addition to ease the burden of mothers and community efforts to improve the environment
Curriculum shcooling group home is expected to reflect the personality of activities to build skills and abilities of children of Islamic sciences / tsaqofah (includes materials Aqeedah, Arabic, Quran, Sunnah, fiqh, prophet siroh and history of the Muslims) and building skills capacity sainteks (cognitive, language, gross motor, fine motor, art, social and emotional independence). The activity was carried out by the method of teaching by example while learning to play, hear, say, telling stories and habituation. Learning approach in home schooling group must be oriented to the principles of child development, children's needs, using a thematic approach, creative and innovative, and conducive environment to develop life skills.
The role of mother as educator first and foremost, not only in order to educate their children alone. This is due, the children interact with other people's children in her neighborhood. Our children need friends to learn to socialize and train to be leaders. Our consciousness as a Muslim who care about the condition of its people will foster a sense of responsibility to contribute to educate other children as the next generation race. So Mom is not enough to educate their own children, but also need to educate other children with their mothers in their environment.
Common vision and mission of educating children among parents is needed for continuity of learning activities effective and efficient. Often parents have been fully devolved implementation of children's education (including early childhood) to schools and teachers. Parents should realize that the obligation to educate children is not lost by educating them. Parents also need to relate the learning process in schools with education in the home so that the target can be achieved.
Being a teacher for children of early age, she educates her child does not mean an individual basis, but can be done in groups with the involvement of parents (mother) who is around their environment to be team teaching (teacher). System in the form of group learning groups, in addition to foster togetherness and train the children in foster brotherhood and socialize well as the closeness between the parents making it easier to provide a solution to the problems that arise from these children. Thus an early age children get lessons in the form of the group and will continue their learning at home with their mother. (Www.keluarga-samara.com)
By: Dr. Ir. Yuliana, M.Sc.
Chairman of the Group of Care for Mothers and Generation (el-Diina Center) and Member of Board of Experts ICMI Muda Field Center for Women's Empowerment
Hadith emphasizes how important a person to learn as early as possible. Certainly awareness of the need to learn from an early age does not appear from the baby who 'can not nothing', but starts from the awareness of parents to provide learning-learning to their children early on. Because basically, when a man has been born into this world, he has completed a variety of devices such as the five senses and the mind to absorb the various sciences.
This is the foundation stone of the importance of early childhood education. Since the early child should be given a variety of science (in the form of various stimulus / stimuli). Educating children at this age is like engraving in stone form which will not be easily lost, it will even imprint forever. That is, education in early childhood will greatly imprint up to adult children. Education at this age was the foundation stone for the next children's education. The success of early childhood education is highly instrumental to the success of children in the later period.
Efforts made by governments and communities in improving access to early childhood education services continue to be done, but the data prove than 28 million children aged 0-6 years, as many as 73 percent, or about 20.4 million children do not get the education service, both formally and non-formal. Special pre-school age children, access to early childhood education services is still low (around 20.0%). This means that as many as 80.0% are unserved in the centers of early childhood education. The gap between rural and urban areas also occur (Jalal 2002). Similar results were also found in studies conducted by Juliana et al. in late 2004 and early 2005 in Java, that most (86.3% in rural areas and 73.2% in urban areas) have access to preschool education programs that exist in both the formal and non formal education.
The cause is because it is still a lack of facilities and infrastructure for early childhood special education. Besides the high cost of education, the more difficult for children to get an opportunity to learn, especially for young children. Society in general is not able to reach them. For example there are schools in Jakarta to withdraw money for the level of preschool enrollment Rp 15 million out of a monthly allowance of Rp 1 million. With the high cost of course only the children of certain circles who had the opportunity to obtain education that "quality".
Whereas continuity of education for early childhood, should not be done by inserting them into educational institutions. Mother, is a human resources has the potential to become a teacher for children of early age. Mom has a strong interaction with the child, because he was the one who first established the interaction; understand and always follow all aspects of child development without being missed. Mother was the first to be a role model for children, as is the person closest to children. Mother who is able to apply learning principles to be applied, because he has the most time with children. Mother is the most ambitious set of pious children, because for him it has become the biggest investment for the hereafter. Finally, it is only mothers who have the greatest opportunity to educate children with full sincerity, compassion and perfect sacrifice.
Opportunities mom became a teacher for children of early age is very huge. Masih many moms in this country do not work and the care of her children directly. If the mother is a teacher so education costs incurred are not great, because my mother in their role as educators do in the house with the time adjusted to the conditions of children and mother. In contrast to incorporate children into school, they are bound by a specific study plan. Mom had to spend the cost of expensive. Making the mother as a teacher and implement the educational process by the method of study groups together at home, that's what my mother run the program with the Teachers We are home schooling group method.
Why do early childhood education at home?
Home is the child's immediate environment and learn the best places for children. At home children can learn to tune with his own. He did not have to sit and wait until the bell rings, do not necessarily have to compete with other children, does not necessarily have to fear the wrong answer in front of the class, and can immediately get an award or if the rectification made a mistake. This is where the mother's role becomes very important, because the main task of the mother is actually a domestic regulators and educators. Inside the house a lot of tools that can be used for children's learning. Children can learn many concepts about objects, colors, shapes and so on while mom cooks in the kitchen.
Children also get to know God's creation through a variety of living things around the house, listen to mom read the prayers, chanting verses of the Qur'an and the stories of the Prophets and friends in a comfortable and enjoyable. Therefore the house is the right environment to provide education in early childhood as it did during the reign of Islam, that education for children under seven years tutored by his parents.
Al-Abdary in the book Madkhalusi syar'i ash-ash-Sharif criticized the parents and guardians who send their children to school at the age of less than seven years. He said: "In the past our ancestors who learned to send sons to Kuttab / school when they reach the age of seven. Since age is required of parents to educate their children to know the prayers and noble spirit. But in this very regrettable that today's children studying at the age that is still prone (4-5) years. Teachers should be careful to teach children this vulnerable age, because it can weaken the body and mind his mind ".
Methods home schooling group can be accessed by all layers of society because of its implementation is dynamic, can vary according to socio-economic situation of parents. The involvement of parents (mothers) in the home schooling group is dominant and mileage of children to groups of home schooled children can be reached on foot (maximum 1 km). It thus makes the advantages of home schooling (cheap, close to the child's mother, and dynamic). Why be in the form of group or groups? It aims to instill the concept of socialization in children, build ukhuwwah Islamiyah in the mother in addition to ease the burden of mothers and community efforts to improve the environment
Curriculum shcooling group home is expected to reflect the personality of activities to build skills and abilities of children of Islamic sciences / tsaqofah (includes materials Aqeedah, Arabic, Quran, Sunnah, fiqh, prophet siroh and history of the Muslims) and building skills capacity sainteks (cognitive, language, gross motor, fine motor, art, social and emotional independence). The activity was carried out by the method of teaching by example while learning to play, hear, say, telling stories and habituation. Learning approach in home schooling group must be oriented to the principles of child development, children's needs, using a thematic approach, creative and innovative, and conducive environment to develop life skills.
The role of mother as educator first and foremost, not only in order to educate their children alone. This is due, the children interact with other people's children in her neighborhood. Our children need friends to learn to socialize and train to be leaders. Our consciousness as a Muslim who care about the condition of its people will foster a sense of responsibility to contribute to educate other children as the next generation race. So Mom is not enough to educate their own children, but also need to educate other children with their mothers in their environment.
Common vision and mission of educating children among parents is needed for continuity of learning activities effective and efficient. Often parents have been fully devolved implementation of children's education (including early childhood) to schools and teachers. Parents should realize that the obligation to educate children is not lost by educating them. Parents also need to relate the learning process in schools with education in the home so that the target can be achieved.
Being a teacher for children of early age, she educates her child does not mean an individual basis, but can be done in groups with the involvement of parents (mother) who is around their environment to be team teaching (teacher). System in the form of group learning groups, in addition to foster togetherness and train the children in foster brotherhood and socialize well as the closeness between the parents making it easier to provide a solution to the problems that arise from these children. Thus an early age children get lessons in the form of the group and will continue their learning at home with their mother. (Www.keluarga-samara.com)
By: Dr. Ir. Yuliana, M.Sc.
Chairman of the Group of Care for Mothers and Generation (el-Diina Center) and Member of Board of Experts ICMI Muda Field Center for Women's Empowerment
Gender Equitable Education Is a National Investment
Declaration of the world's human rights states that education is everyone's right (World Bank 1981). Everyone should have equal opportunity to acquire education, regardless of socioeconomic status and the state of gender. But in reality in the field of education, the gender gap is still a phenomenon that needs serious attention. Women tend to earn less educational opportunities than men and higher levels of education is widening the gap between women and men in access to education. While the gender balance is starting to approach the stability in developed countries, this gender difference is still a particular problem in countries that are developing. Although the Indonesian state has been following international conferences such as: Copenhagen which highlights social development, Cairo on population, Beijing and New York on women, which the Indonesian delegation stated that the main effect of gender is a process that can be grabbed and equality and gender justice, but in reality the application of gender equality is not easily applied in Indonesia because of socio-cultural factors. Effects of gender disparities in developing countries in the near future will be reduced in line with the educational opportunities more evenly between men and women.
written by: Made Agustina
written by: Made Agustina
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