INTRODUCTION
Era of globalization today continue to hit our lives. Current strength continues to pursue and can not be avoided. Human resources (HR) quality, the man who has the professional capability and competitive advantage is an absolute answer that communities are able to take the lead and agents of change / development.
The process towards the creation of human resources is expected to take place on a variety of educational activities both formal non-formal, or informal
Non-formal education as one of the sub-national education systems have a variety of learning programs and containers, such as course and institute Center for Community Learning (PKBM). PNF container such learning has spread to all corners of the country, there is a growing some are standing and then disappeared.
Each institution / place of learning PNF need to take a real position and role of dynamic, proactive, interactive and far into the future-oriented. For that need to be empowered, so it can continue to exist and evolve to meet the learning needs of the community, government and business world.
LEARNING INSTITUTE PNF
Government policy provides opportunities to all members of society to form and organize learning PNF. Education is a shared responsibility between government, families and communities.
PNF learning institutions that exist in society, both governmental and community-managed, can be expressed as follows
1. Government-run institutions
a. Center of Development Education and Youth (BPPLSP) which now changed its name to BPPNFI (Non-formal Education Development Center and Informal), amounted to 8 (eight) regional wialayah Indonesia.
b. Development Center for Learning Activities (reg) is domiciled in the Province.
c. Sanggar Learning Activities (LCS) are scattered in every region II level (district / city)
d. Training institutions that exist in each agency / other government agencies.
2. Institutions that run public / private
a. Community Learning Center (PKBM).
PKBM as an institution / learning PNF container formed of, by and for the community. In PKBM can be held a variety of learning programs that fit the needs of PNF citizens.
b. Institutions Course
Institute courses is an institution run by organizations / foundations engaged in education. At the institute held a variety of learning programs PNF, which is more focused on life skill education or job skills)
c. Study Groups
Study group as a container / PNF can be a place of learning study groups, group Ta'lim Assembly, groups, cultural art groups, and others.
CONDITION OF LEARNING INSTITUTIONS PNF
An institution or place of learning PNF can exist and be trusted if the container is supported by:
1. Professional human resources, they are in this case manager / program providers and educators PNF element.
2. Management / administration, need to be designed, arranged, conducted and controlled in order to achieve the expected goals. Any activity that takes place can certainly be administered properly and regularly.
3. Partnerships with the world of work / business; tangle of cooperation and partnership with various groups including the world of work is to obtain good support funding, as well as providing employment for superficial PNF learning program.
4. Sufficient funding; each learning activity requires adequate funding, so it needs to be extracted the sources of funds that exist in society apart from the government.
5. Community support and government; citizens as residents learn to recognize the existing container learning, so they are easy to select and utilize as needed. Similarly the government with all its resources can also provide support for both material and non material.
LEARNING INSTITUTE EFFORT MEMBERDAYAAN PNF
To empower the learning institution PNF required many efforts, among others:
1. Human resource development
The managers and PNF education can take the initiative / prakara to develop the skills through education and training. Particularly regarding the ability / understanding to be able to follow the PNF's professional education or labor certification program manager PNF.
2. Improved quality of management / administration
A container / quality learning institution, needs to be supported by management / administration activities regularly and meet the standards. Management needs to be developed, characterized by:
a. Participatory planning
b. Organizing a dynamic
c. The implementation is based on commitment
d. Organizing a multi-agency
e. Generating community supervision
3. Develop partnerships with the world of work / effort.
Cooperation and partnerships can be done by creating a mutually beneficial partnership charter, between institutions PNF program manager with the company / world of work or the recipient graduates.
4. Preparation of sufficient funds.
Government and society should be involved in funding the program PNF. PNF learning program designed to use with cost calculation reasonable, because the quality is not necessarily expensive.
5. Increasing the participation of government and society.
In order to gain support from various parties, required socialization program. PNF program was developed based on the learning needs of the community and the world of work. Participation of government and society can be keikutertaan them in designing, implementing, assessing and utilizing PNF program learning outcomes.
CLOSING
Efforts for the empowerment of Non-formal Education (PNF) consider the condition of each existing institution PNF. Each institution has PNF characteristics and learning programs are different, so it requires different handling in coaching and development.
REFERENCES
Isaac Abdiilhak, 1986, Special Education Schools Strategy, London: Karunika
Government Regulation Number 30 year 1992 on Community Participation in Education, Secretary General of MOEC, Jakarta
by: Dra. Sitti Hasnah (PNF Observer, Alumni Programs, State University of Makassar PLS FIP)
Senin, 16 Januari 2012
Children's Early Reading Ability Affect Academic Achievement
Reading fluency became the basis of academic success of children. Children who are skilled at reading from an early age and are always presented with printed materials will have a greater curiosity, and always looking to expand his knowledge.
Instead the children are slow in the mastery of reading skills, more rarely receive training in reading than their peers so that it will lose the opportunity to develop the ability to read fluently.
Thesis was expressed by Prof.. Dr. Amitya Kumara, MS, when he was inaugurated as professor of the Faculty of Psychology, University of Gadjah Mada, in the Senate Hall, London, Thursday, May 27, 2010.
In a speech "Sharpen Reading Skills In Children Learning Through Play Or", Coordinator of Education Programs of Professional Psychology Master UGM expresses not uncommon ketidaklancaran read because children are always exposed to reading material that is too sophisticated and not proportional to their abilities. As a result the children's self-motivation to grow and negative attitudes towards reading task itself.
"This process is called the Matthew effect. Ketidaklancaran reading means an impact on the child's failure in mastering other academic areas. This failure is further compounded as the child's grade go up," said Amitya Kumara in the university's Web Gajahmada
Reading ability in Class 2 Primary School
Women born in Yogyakarta February 25, 1960 is observed that the lack of launch reading that appear in the first and second grade are often not detected by the teacher. Teachers tend to think of it as a natural thing. While in his view it is where the real starting point of the problem complexity.
"Most non launch a new reading is considered a problem when the child was sitting in class 3 or 4 elementary school, when they are expected to learn and master the teaching materials," he said.
At this stage, said Amitya, children are not trained to be read. Children are required to be able to read fluently and comprehend what they read.
"Children who experience lack of launch reading in early grades will generally experience the same difficulties in the next class. At this grade level, children are considered problematic if it can not understand the lesson, can not answer questions, and often failed to do the test questions," he said.
The children were not without trying. The fact of their ability to accept and understand the lessons that the teacher is not as good as the kids in general. They actually require more time and opportunity to practice to equate steps with the children in general.
In these circumstances, teachers often assume they are in trouble, because their behavior disturbing the learning process. For example, could not sit still, do not want to participate in learning activities, no notes, no homework and no homework thoroughly. On the other hand the negative behavior actually arises because of feelings of inadequacy and lack confidence.
"In other words the negative behavior is the compensation of the negative feelings associated with lower child's motivation to improve her abilities. Children who have difficulty reading this also have trouble motivating yourself," said Graduate Program guest lecturer at several universities in Yogyakarta.
According Amitya role and position of parents is very significant in the development of language skills of children. That the quality of the interaction of child and parent proved to enhance the ability of grammatical accuracy and is a significant factor for the growth of language skills.
"The environment plays enable the development of language. Due to embody the development of good language needed 'ingredients' are good and the environment that sustains the development of language," says the author of "The Role of Parents Against Active Expression Write Children" in Journal of Psychology in 1999.
The development of language skills is essential for pre-school age children. This is an indication of verbal ability in relation to the intelligence of children in the primary and secondary schools.
The background is the reason Nimas Zahrotul Ayniyah, Student University Press to write his work in a Writing Contest. First champion finally achieved.
Reading the work entitled Picture Story Books For Extras Text Interaction of Parents and Children In Early Childhood Language Development provides an overview the importance of language input in early childhood, ie 2-4 years or so-called golden age. And the important role of parents as children's language facilitators.
Read together between parents and children with a picture-book media can generate extra interaction. According to one juror, Bambang Hidayat (ITB), there is an important element of the proposed Nimas, namely the awareness of parents.
"But we also see the potential of the first winners of this because he wanted to develop the younger generation as an important stake in Indonesia's development. Seeing the importance of absorbing vocabulary, basic lexicon, because it is expected that an increase in intelligence for the nation of Indonesia," he said. This paper is also considered relatively simple, quick, and does not require a lot of costs to be realized.
Nimas himself said of his writing can be input for parents how to educate children without forgetting the noble values of society. "I could feel my writing is not very meaningful than friends who are technology experts. My topic is simple. But, if I elaborated and disseminated to the community, God willing, will have an impact good for young children. Because I focus on how parents educate children, schools and later they have not forgotten the value of noble families and communities. And I was especially important: reading interests, "said Nimas.
In his writings, Nimas also said based on data from UNICEF, 70 percent of children who drop out of school are not ready to interact and follow elementary education. This is because children lack the ability to master speaking, reading and writing simultaneously about their lack of mastery of vocabulary.
Nimas also wrote even though the government has been promoting the program Early Childhood Education (early childhood) with a program to learn and play, but based on data from Ministry of Education, until the end of 2008 new early childhood education gross enrollment rate of about 50-53 percent of the 29.8 million children. This means that half of the number of early childhood in Indonesia has not criticized early childhood.
Meanwhile, the kindergarten teacher has not been properly emphasizes the ability of reading, writing, and arithmetic or calistung to young protege. Indeed, it would lighten the work of primary school teachers. However, that should be kept in mind by all parties is that the age of kindergarten age children to play.
"What needs to be taught to the children's gross motor only, such as the provision balance for the concentration or jump and others the like, while for fine motor needs to be given so that later in elementary school they used to hold a pencil, learn to scratch or cut," said Irma Juliasmi Nasution, Islamic elementary school teacher Didaktika Dian in Jakarta.
In kindergarten, first grade elementary school teacher said that students should be given the introduction of new characters and no more. If anything, then it's not the main target of learning.
"Actually, why the kindergarten children were taught calistung also because of the demands of the parents themselves. They are a lot of protest, why do they really taught to children just drawing, coloring, cutting, not taught to read," says July, greeting familiar.
"They do not know, learn fine and gross motor for preschool age children is much more important and necessary than learning to read," he added.
source: www.suaramedia.com
Instead the children are slow in the mastery of reading skills, more rarely receive training in reading than their peers so that it will lose the opportunity to develop the ability to read fluently.
Thesis was expressed by Prof.. Dr. Amitya Kumara, MS, when he was inaugurated as professor of the Faculty of Psychology, University of Gadjah Mada, in the Senate Hall, London, Thursday, May 27, 2010.
In a speech "Sharpen Reading Skills In Children Learning Through Play Or", Coordinator of Education Programs of Professional Psychology Master UGM expresses not uncommon ketidaklancaran read because children are always exposed to reading material that is too sophisticated and not proportional to their abilities. As a result the children's self-motivation to grow and negative attitudes towards reading task itself.
"This process is called the Matthew effect. Ketidaklancaran reading means an impact on the child's failure in mastering other academic areas. This failure is further compounded as the child's grade go up," said Amitya Kumara in the university's Web Gajahmada
Reading ability in Class 2 Primary School
Women born in Yogyakarta February 25, 1960 is observed that the lack of launch reading that appear in the first and second grade are often not detected by the teacher. Teachers tend to think of it as a natural thing. While in his view it is where the real starting point of the problem complexity.
"Most non launch a new reading is considered a problem when the child was sitting in class 3 or 4 elementary school, when they are expected to learn and master the teaching materials," he said.
At this stage, said Amitya, children are not trained to be read. Children are required to be able to read fluently and comprehend what they read.
"Children who experience lack of launch reading in early grades will generally experience the same difficulties in the next class. At this grade level, children are considered problematic if it can not understand the lesson, can not answer questions, and often failed to do the test questions," he said.
The children were not without trying. The fact of their ability to accept and understand the lessons that the teacher is not as good as the kids in general. They actually require more time and opportunity to practice to equate steps with the children in general.
In these circumstances, teachers often assume they are in trouble, because their behavior disturbing the learning process. For example, could not sit still, do not want to participate in learning activities, no notes, no homework and no homework thoroughly. On the other hand the negative behavior actually arises because of feelings of inadequacy and lack confidence.
"In other words the negative behavior is the compensation of the negative feelings associated with lower child's motivation to improve her abilities. Children who have difficulty reading this also have trouble motivating yourself," said Graduate Program guest lecturer at several universities in Yogyakarta.
According Amitya role and position of parents is very significant in the development of language skills of children. That the quality of the interaction of child and parent proved to enhance the ability of grammatical accuracy and is a significant factor for the growth of language skills.
"The environment plays enable the development of language. Due to embody the development of good language needed 'ingredients' are good and the environment that sustains the development of language," says the author of "The Role of Parents Against Active Expression Write Children" in Journal of Psychology in 1999.
The development of language skills is essential for pre-school age children. This is an indication of verbal ability in relation to the intelligence of children in the primary and secondary schools.
The background is the reason Nimas Zahrotul Ayniyah, Student University Press to write his work in a Writing Contest. First champion finally achieved.
Reading the work entitled Picture Story Books For Extras Text Interaction of Parents and Children In Early Childhood Language Development provides an overview the importance of language input in early childhood, ie 2-4 years or so-called golden age. And the important role of parents as children's language facilitators.
Read together between parents and children with a picture-book media can generate extra interaction. According to one juror, Bambang Hidayat (ITB), there is an important element of the proposed Nimas, namely the awareness of parents.
"But we also see the potential of the first winners of this because he wanted to develop the younger generation as an important stake in Indonesia's development. Seeing the importance of absorbing vocabulary, basic lexicon, because it is expected that an increase in intelligence for the nation of Indonesia," he said. This paper is also considered relatively simple, quick, and does not require a lot of costs to be realized.
Nimas himself said of his writing can be input for parents how to educate children without forgetting the noble values of society. "I could feel my writing is not very meaningful than friends who are technology experts. My topic is simple. But, if I elaborated and disseminated to the community, God willing, will have an impact good for young children. Because I focus on how parents educate children, schools and later they have not forgotten the value of noble families and communities. And I was especially important: reading interests, "said Nimas.
In his writings, Nimas also said based on data from UNICEF, 70 percent of children who drop out of school are not ready to interact and follow elementary education. This is because children lack the ability to master speaking, reading and writing simultaneously about their lack of mastery of vocabulary.
Nimas also wrote even though the government has been promoting the program Early Childhood Education (early childhood) with a program to learn and play, but based on data from Ministry of Education, until the end of 2008 new early childhood education gross enrollment rate of about 50-53 percent of the 29.8 million children. This means that half of the number of early childhood in Indonesia has not criticized early childhood.
Meanwhile, the kindergarten teacher has not been properly emphasizes the ability of reading, writing, and arithmetic or calistung to young protege. Indeed, it would lighten the work of primary school teachers. However, that should be kept in mind by all parties is that the age of kindergarten age children to play.
"What needs to be taught to the children's gross motor only, such as the provision balance for the concentration or jump and others the like, while for fine motor needs to be given so that later in elementary school they used to hold a pencil, learn to scratch or cut," said Irma Juliasmi Nasution, Islamic elementary school teacher Didaktika Dian in Jakarta.
In kindergarten, first grade elementary school teacher said that students should be given the introduction of new characters and no more. If anything, then it's not the main target of learning.
"Actually, why the kindergarten children were taught calistung also because of the demands of the parents themselves. They are a lot of protest, why do they really taught to children just drawing, coloring, cutting, not taught to read," says July, greeting familiar.
"They do not know, learn fine and gross motor for preschool age children is much more important and necessary than learning to read," he added.
source: www.suaramedia.com
Jumat, 13 Januari 2012
Early Childhood Education, Foundations for the Future of Children
Education is the most important investment that parents do for the future of their children. Since the child is born into the world, he has a lot of potential and hope to succeed in the future. Pendidikanlah the bridge connecting with the child's future. It can be said, education is one of forming the foundation for growth and development of a child to obtain a better future.
As the "baby", then with great affection of parents willing to sacrifice for her child, because the future of children is also a future parent. The success or failure of parental responsibility for their children will be seen from his feelings when witnessing his son's life as an adult.
In essence the child's future is also the future of the nation and state. Future it will be seen twenty or thirty years into the future, at which time millions of children who are now entering adolescence and adulthood. It is they who will become agents of development in various sectors of life. Later, among them are some who act as leaders of nations whose policies will help determine the direction of travel of this state and nation.
Life of the society, nation and the state, will be very different from the conditions that exist today. Future life is greatly influenced modern life that globalization is more massive, extensive, and as if without limit. Relations between nations characterized by an increasingly competitive relationship, because all nations race to achieve progress in various fields.
To deal with the increasingly fierce global competition, then the future generations should have the intelligence, skill, high productivity, mastering science and technology, experts and professionals in at least their respective fields.
The world of education is very necessary to establish such a generation. However, education as a continuous process not primarily directed towards things that are "reactive" or for short-term interests, he also must be "proactive" which means that education should also be oriented to the ability to anticipate the broader issues and able to answer the challenges of a more complex in the future.
To form such a generation, so candidates must be prepared the next generation of growth and development as early as possible, ie since they were born until the age of six years, so they have strong roots as a foundation for entering higher education.
Early Childhood
Robert D. Ramsey, Ed.D, an educator, once advised: "Give our children to grow strong roots and strong wings to fly at a later date". What it means?
That advice has the meaning that the future of the children had to be prepared early on. Our children should be fostered as early as possible so that they become individuals who are balanced in terms of intellectual, emotional, spiritual, social and so they are able to achieve success in the future.
Child development experts, both psychologists, psychiatrists and doctors stated that in early life, from age zero to six years in the life of a human being is a period in which the physical and motor development, intellectual and social progress very rapidly, so it is often concluded that the success of the This determines the whole future of a child.
Such a vital early childhood, it is highly recommended to parents to provide vaccinations and always provide complete and balanced nutrition to her child, that child has a healthy body, strong and intelligent brain. Parents also need to treat children carefully and correctly, so that the child has character and personality are right for further development.
Early childhood can be classified into pre-school age children whose growth is divided into two stages, namely: (1) age from birth up to age of 2 years. At this age children leads to growth of biological functions. He uses his mouth as the most important means, (2) age between 2-6 years. At this age the development of the senses is very prominent, so that in any learning process them using the five senses. There are three kinds of developments that occur in this age, namely the development of motor (movement functions), the development of language and thought, and social development.
Children aged under five years old (toddlers) is a critical period for the development of intelligence that is permanent, which at that age the weight of the brain grows and develops more and more intelligence. At birth the brain weighs about 350 grams, but when he grows up then there is the average weight of approximately 1360 grams in men, and 1250 g in women. Average weight of adult brain it is 1 / 40 of body weight or an average of 1400 milliliters. The results showed that at 4 years of intelligence capacity has reached 50 percent, and at the age of 8 years has reached 80 percent.
The brain is the largest and most complex among the entire nervous system, and he and the spinal cord is forming the central nervous system. All the stimuli that come to the receptor from the surface or from the inside of the body is recorded in the brain and all the responses that produce motion or secretion from here.
Basically, the capacity of children's intelligence can be enhanced through two things, namely the first, with a complete and balanced nutrition that contains such elements that serve to assist the growth and brain development. Doctors advocate, age of child from birth until they are 4 months, breast milk (ASI) is the best nutrition for infants. However, if milk production is not sufficient for a baby or if for some reason the mother can not breastfeed, or when the baby has more than 4 months old, it would require infant formula or food supplements of breast milk, so that the child's nutritional intake is maintained.
Today, parents can choose additional food and beverage products for babies, like infant formula that has been equipped with some nutrients that can help children's intelligence capacity, such as linoleic acid (Omega 3), linolenic acid (Omega 6), Taurine, ARA (arachidonic acid) and DHA (docosahexaenoic acid).
Director General of the Public Health Department of Health Prof Dr Azrul Anwar MPH, never say that nutrition can affect children's intelligence. Every child with malnutrition risk losing IQ (Intellegence Quotion) up to 10-13 points. If for example there are 1.3 million children are malnourished, then it means potentially losing an IQ of about 22 million points. Because of that, Azrul Azwar suggested to meet nutritional needs of children from an early age.
Second, the capacity of intelligence it can also be stimulated through the left and right brain stimulation. Neurological Sciences shows that the neural network including the human brain nerve at an early age growing up very quickly, but the development of the network can not be realized by fully if it is not stimulated by the reactions from the outside. So that the excitation is a positive impact on intelligence, personality, and social attitudes, feeling children then it should be based on proper knowledge of them is through the units of Early Childhood Education.
Early Childhood Education
According to Law No. 20 Year 2003 regarding National Education System, Early Childhood Education is an effort to coaching is aimed at children from birth to age six years conducted through the provision of educational stimulation to assist the growth and development physically and mentally so that children have a readiness in entering further education.
Early Childhood Education (hereinafter, PAUD) 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 (attitudes and behavior and religion), language, and communication, according to the uniqueness and developmental stages through which early childhood.
As with other levels of education, early childhood level is the responsibility of governments, communities and parents. Therefore, in practice, known as the three forms of execution paths early childhood. The first is the formal education early childhood education that is structured for children ages four years to six years as kindergarten (TK), Raudhatul RA (RA), and other forms of equals.
Second, non-formal early childhood education pathways, namely the carrying out education in a flexible learning program for children from birth (age three months) until the age of six years, such as TPA (TPA), Playgroup (Play Group), and other forms are equal.
Third, early childhood education pathway as a form of informal education or family education held by the environment for the fostering and development of children from birth (age three months) until the age of six years.
Education could be given to unborn babies as do parents play classical music in a way their babies are still in the womb. Broadly speaking, education typically begins when the baby is born and lasts a lifetime. In Islam there is the suggestion, "Seek knowledge from cradle to grave", which means that education should be done as early as possible, anywhere, anytime and last a lifetime (life-long education).
In Act No. 20 of 2003 mandated that education is a shared responsibility between Government, Society, and Parents. In terms of organization of early childhood education today is seen that the more people play, in which educational institutions are built and managed by the more numerous and diverse society which reached about 80 percent of which was built by the government while only 10 percent of existing institutions.
Although management education is a shared responsibility, it turns out education enrollment rates in Indonesia at various levels of education is still low, including in this case the low participation of children under five to enter the early childhood.
The lack of knowledge of parents about the importance of early childhood, family economic limitations, and limitations of government budget allocations for the implementation of early childhood is a causative factor of under-fives education untouched. Based on results of Ministry of Education data collection in 2004, only about 15.6 percent from 11.5 million children aged 4-6 years who attend school in kindergarten, while for children aged 0-3 years, only about 15.8 percent touched in early childhood services .
These data indicate that an increase in participation rates compared to previous years. In 2002, 72 percent of Indonesian children aged zero to six years in Indonesia, untouched early childhood education, because in that year a new 7.34 million or 28 percent of the 26.1 million children aged 0-6 years of age who received education early. Most of them, namely 2.6 million, get an education by the entrance to the elementary school at an early age. As many as 2.5 million children received education in BKB (BKB), 2.1 million children attending kindergarten or Raudhatul Atfhal, and approximately 100,000 children in preschool.
In contrast to some developed countries who view early childhood development is a process of preparation for the empowerment of human resources is very important, so Pendididikan Early Childhood conducted a very intensive and very high attention. The reason is not because their parents work, but precisely because the parents have an embedded understanding that at an early age children are at the most ideal position to receive support to develop the personality and identity. With a good empowerment at an early age, children will produce a bright future as they become adults who are creative and have strong self-confidence.
Barriers in Indonesia is that not every parent has the knowledge and readiness to educate their children rightly. A mother does have a "sour salt" in caring for their children, but that the development potential of children running maximum, it is necessary "tips", such as knowledge of child psychology, the activities they like, and how best to educate them.
Sometimes that's due to ignorance, it is not uncommon, in some ways parents treat their children excessively or by coercion teach things that really is not the time they receive so that it plunges the child itself.
Therefore, early childhood plays an important role in children's education. Through early childhood kids can be educated by teachers with a clear method and curriculum. Through early childhood, they can play and channeling energy through a variety of physical activities, music, or hand skills. They also can learn to interact in interpersonal and intrapersonal. To them can gradually be introduced letters or reading, the environment, agriculture and even industry.
The introduction is not excessive, since the delivery tailored to the child's world, the world of play so that the learning process fun. Children are often to expressioned ideas and feelings through play, so when they feel enjoy and happy with what is taught, then by itself would be beneficial for its development.
Units of early childhood such as Play Group is a medium for children to socialize in small communities. Play Group is playing a regular activity on the path to non-formal education which organizes educational programs and welfare programs for children aged two years to six years.
Within that group, they will adjust themselves in the wider environment, a step more independent, have pride in being a member of the group playing outside his family members, and a number of other benefits which in turn are unconsciously encouraging interest and potential for children to learn.
Role of Parents
In addition to teachers in school, parents hold a central role in early childhood. Although not officially running, education in the family that parents are often given more depth. By the time a new child is born and when they are at home, the parents who play an important role in education.
In this case, it is important for parents to continue observing the development of their children, even though his son has entered the early childhood institution. Many parents after the child enters kindergarten, to relax its efforts in educating their children, because of the assumption that the task has been delegated to the teachers. Yet to form a bright child and respite in the future, education is needed doubles, ie from parents and schools.
Much can be a parent when the child has entered the early childhood, for example, by aligning the atmosphere and the tools that exist in the home game with at school. The advantage is that parents will get a toy that children in the home and the curriculum in accordance with the conditions they encountered in school, such as props or educational aids.
Psychologists argue that parents should have the attitude of "self-esteem" are positive in educating their children. In simple terms "self-esteem" is defined as self-esteem, self esteem, or the impression of someone who is considered good about themselves, such as, among others, self-confidence, self respect, pride and independent attitude.
Children who have parents with a "self-esteem" is positive, then most likely the child will have a positive self-esteem as well. It happens, because the parents are "role-model" for the child. Children often behave following the behavior of parents, so the personality of the parents are very influential on the formation of their personalities.
To be a "role-model" is positive for children, then should parents should have the knowledge and skills to be a very well when interacting with their children, such as how should the attitude and actions of parents when children fight, stubborn, refusing to eat, do not take a bath , or vice versa when the child according to, learn, play, and so on.
In the world of child psychology known existence of a poem, which, though anonymous, but the poem can be used as inspiration for every parent to educate their children, so that the child has a "self-esteem" are positive. The poem reads: If a Child Living With Criticism He Will Learn To Condemn, If Children Living With Violence She Will Learn To Fight, If Children Living With taunts Learning He Will Be Shy, If Children Living With Feeling humiliated He Will Learn Guilty, If a Child Living With It Will Learn Tolerance Be patient, If Children Living With It Will Confidence Encouragement, If Children Living With It Will Learn to Appreciate the compliment, If Children Living With The Honest Action Learning He Will Will Justice, If Children Living With It Safety Will Learn To Believe, If Children Living With the approval of He Will Learn To Appreciate Himself, If Children Living With Acceptance And Friendship He Will Learn To Finding Love In This Earth.
by: wajidi
http://bubuhanbanjar.wordpress.com
As the "baby", then with great affection of parents willing to sacrifice for her child, because the future of children is also a future parent. The success or failure of parental responsibility for their children will be seen from his feelings when witnessing his son's life as an adult.
In essence the child's future is also the future of the nation and state. Future it will be seen twenty or thirty years into the future, at which time millions of children who are now entering adolescence and adulthood. It is they who will become agents of development in various sectors of life. Later, among them are some who act as leaders of nations whose policies will help determine the direction of travel of this state and nation.
Life of the society, nation and the state, will be very different from the conditions that exist today. Future life is greatly influenced modern life that globalization is more massive, extensive, and as if without limit. Relations between nations characterized by an increasingly competitive relationship, because all nations race to achieve progress in various fields.
To deal with the increasingly fierce global competition, then the future generations should have the intelligence, skill, high productivity, mastering science and technology, experts and professionals in at least their respective fields.
The world of education is very necessary to establish such a generation. However, education as a continuous process not primarily directed towards things that are "reactive" or for short-term interests, he also must be "proactive" which means that education should also be oriented to the ability to anticipate the broader issues and able to answer the challenges of a more complex in the future.
To form such a generation, so candidates must be prepared the next generation of growth and development as early as possible, ie since they were born until the age of six years, so they have strong roots as a foundation for entering higher education.
Early Childhood
Robert D. Ramsey, Ed.D, an educator, once advised: "Give our children to grow strong roots and strong wings to fly at a later date". What it means?
That advice has the meaning that the future of the children had to be prepared early on. Our children should be fostered as early as possible so that they become individuals who are balanced in terms of intellectual, emotional, spiritual, social and so they are able to achieve success in the future.
Child development experts, both psychologists, psychiatrists and doctors stated that in early life, from age zero to six years in the life of a human being is a period in which the physical and motor development, intellectual and social progress very rapidly, so it is often concluded that the success of the This determines the whole future of a child.
Such a vital early childhood, it is highly recommended to parents to provide vaccinations and always provide complete and balanced nutrition to her child, that child has a healthy body, strong and intelligent brain. Parents also need to treat children carefully and correctly, so that the child has character and personality are right for further development.
Early childhood can be classified into pre-school age children whose growth is divided into two stages, namely: (1) age from birth up to age of 2 years. At this age children leads to growth of biological functions. He uses his mouth as the most important means, (2) age between 2-6 years. At this age the development of the senses is very prominent, so that in any learning process them using the five senses. There are three kinds of developments that occur in this age, namely the development of motor (movement functions), the development of language and thought, and social development.
Children aged under five years old (toddlers) is a critical period for the development of intelligence that is permanent, which at that age the weight of the brain grows and develops more and more intelligence. At birth the brain weighs about 350 grams, but when he grows up then there is the average weight of approximately 1360 grams in men, and 1250 g in women. Average weight of adult brain it is 1 / 40 of body weight or an average of 1400 milliliters. The results showed that at 4 years of intelligence capacity has reached 50 percent, and at the age of 8 years has reached 80 percent.
The brain is the largest and most complex among the entire nervous system, and he and the spinal cord is forming the central nervous system. All the stimuli that come to the receptor from the surface or from the inside of the body is recorded in the brain and all the responses that produce motion or secretion from here.
Basically, the capacity of children's intelligence can be enhanced through two things, namely the first, with a complete and balanced nutrition that contains such elements that serve to assist the growth and brain development. Doctors advocate, age of child from birth until they are 4 months, breast milk (ASI) is the best nutrition for infants. However, if milk production is not sufficient for a baby or if for some reason the mother can not breastfeed, or when the baby has more than 4 months old, it would require infant formula or food supplements of breast milk, so that the child's nutritional intake is maintained.
Today, parents can choose additional food and beverage products for babies, like infant formula that has been equipped with some nutrients that can help children's intelligence capacity, such as linoleic acid (Omega 3), linolenic acid (Omega 6), Taurine, ARA (arachidonic acid) and DHA (docosahexaenoic acid).
Director General of the Public Health Department of Health Prof Dr Azrul Anwar MPH, never say that nutrition can affect children's intelligence. Every child with malnutrition risk losing IQ (Intellegence Quotion) up to 10-13 points. If for example there are 1.3 million children are malnourished, then it means potentially losing an IQ of about 22 million points. Because of that, Azrul Azwar suggested to meet nutritional needs of children from an early age.
Second, the capacity of intelligence it can also be stimulated through the left and right brain stimulation. Neurological Sciences shows that the neural network including the human brain nerve at an early age growing up very quickly, but the development of the network can not be realized by fully if it is not stimulated by the reactions from the outside. So that the excitation is a positive impact on intelligence, personality, and social attitudes, feeling children then it should be based on proper knowledge of them is through the units of Early Childhood Education.
Early Childhood Education
According to Law No. 20 Year 2003 regarding National Education System, Early Childhood Education is an effort to coaching is aimed at children from birth to age six years conducted through the provision of educational stimulation to assist the growth and development physically and mentally so that children have a readiness in entering further education.
Early Childhood Education (hereinafter, PAUD) 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 (attitudes and behavior and religion), language, and communication, according to the uniqueness and developmental stages through which early childhood.
As with other levels of education, early childhood level is the responsibility of governments, communities and parents. Therefore, in practice, known as the three forms of execution paths early childhood. The first is the formal education early childhood education that is structured for children ages four years to six years as kindergarten (TK), Raudhatul RA (RA), and other forms of equals.
Second, non-formal early childhood education pathways, namely the carrying out education in a flexible learning program for children from birth (age three months) until the age of six years, such as TPA (TPA), Playgroup (Play Group), and other forms are equal.
Third, early childhood education pathway as a form of informal education or family education held by the environment for the fostering and development of children from birth (age three months) until the age of six years.
Education could be given to unborn babies as do parents play classical music in a way their babies are still in the womb. Broadly speaking, education typically begins when the baby is born and lasts a lifetime. In Islam there is the suggestion, "Seek knowledge from cradle to grave", which means that education should be done as early as possible, anywhere, anytime and last a lifetime (life-long education).
In Act No. 20 of 2003 mandated that education is a shared responsibility between Government, Society, and Parents. In terms of organization of early childhood education today is seen that the more people play, in which educational institutions are built and managed by the more numerous and diverse society which reached about 80 percent of which was built by the government while only 10 percent of existing institutions.
Although management education is a shared responsibility, it turns out education enrollment rates in Indonesia at various levels of education is still low, including in this case the low participation of children under five to enter the early childhood.
The lack of knowledge of parents about the importance of early childhood, family economic limitations, and limitations of government budget allocations for the implementation of early childhood is a causative factor of under-fives education untouched. Based on results of Ministry of Education data collection in 2004, only about 15.6 percent from 11.5 million children aged 4-6 years who attend school in kindergarten, while for children aged 0-3 years, only about 15.8 percent touched in early childhood services .
These data indicate that an increase in participation rates compared to previous years. In 2002, 72 percent of Indonesian children aged zero to six years in Indonesia, untouched early childhood education, because in that year a new 7.34 million or 28 percent of the 26.1 million children aged 0-6 years of age who received education early. Most of them, namely 2.6 million, get an education by the entrance to the elementary school at an early age. As many as 2.5 million children received education in BKB (BKB), 2.1 million children attending kindergarten or Raudhatul Atfhal, and approximately 100,000 children in preschool.
In contrast to some developed countries who view early childhood development is a process of preparation for the empowerment of human resources is very important, so Pendididikan Early Childhood conducted a very intensive and very high attention. The reason is not because their parents work, but precisely because the parents have an embedded understanding that at an early age children are at the most ideal position to receive support to develop the personality and identity. With a good empowerment at an early age, children will produce a bright future as they become adults who are creative and have strong self-confidence.
Barriers in Indonesia is that not every parent has the knowledge and readiness to educate their children rightly. A mother does have a "sour salt" in caring for their children, but that the development potential of children running maximum, it is necessary "tips", such as knowledge of child psychology, the activities they like, and how best to educate them.
Sometimes that's due to ignorance, it is not uncommon, in some ways parents treat their children excessively or by coercion teach things that really is not the time they receive so that it plunges the child itself.
Therefore, early childhood plays an important role in children's education. Through early childhood kids can be educated by teachers with a clear method and curriculum. Through early childhood, they can play and channeling energy through a variety of physical activities, music, or hand skills. They also can learn to interact in interpersonal and intrapersonal. To them can gradually be introduced letters or reading, the environment, agriculture and even industry.
The introduction is not excessive, since the delivery tailored to the child's world, the world of play so that the learning process fun. Children are often to expressioned ideas and feelings through play, so when they feel enjoy and happy with what is taught, then by itself would be beneficial for its development.
Units of early childhood such as Play Group is a medium for children to socialize in small communities. Play Group is playing a regular activity on the path to non-formal education which organizes educational programs and welfare programs for children aged two years to six years.
Within that group, they will adjust themselves in the wider environment, a step more independent, have pride in being a member of the group playing outside his family members, and a number of other benefits which in turn are unconsciously encouraging interest and potential for children to learn.
Role of Parents
In addition to teachers in school, parents hold a central role in early childhood. Although not officially running, education in the family that parents are often given more depth. By the time a new child is born and when they are at home, the parents who play an important role in education.
In this case, it is important for parents to continue observing the development of their children, even though his son has entered the early childhood institution. Many parents after the child enters kindergarten, to relax its efforts in educating their children, because of the assumption that the task has been delegated to the teachers. Yet to form a bright child and respite in the future, education is needed doubles, ie from parents and schools.
Much can be a parent when the child has entered the early childhood, for example, by aligning the atmosphere and the tools that exist in the home game with at school. The advantage is that parents will get a toy that children in the home and the curriculum in accordance with the conditions they encountered in school, such as props or educational aids.
Psychologists argue that parents should have the attitude of "self-esteem" are positive in educating their children. In simple terms "self-esteem" is defined as self-esteem, self esteem, or the impression of someone who is considered good about themselves, such as, among others, self-confidence, self respect, pride and independent attitude.
Children who have parents with a "self-esteem" is positive, then most likely the child will have a positive self-esteem as well. It happens, because the parents are "role-model" for the child. Children often behave following the behavior of parents, so the personality of the parents are very influential on the formation of their personalities.
To be a "role-model" is positive for children, then should parents should have the knowledge and skills to be a very well when interacting with their children, such as how should the attitude and actions of parents when children fight, stubborn, refusing to eat, do not take a bath , or vice versa when the child according to, learn, play, and so on.
In the world of child psychology known existence of a poem, which, though anonymous, but the poem can be used as inspiration for every parent to educate their children, so that the child has a "self-esteem" are positive. The poem reads: If a Child Living With Criticism He Will Learn To Condemn, If Children Living With Violence She Will Learn To Fight, If Children Living With taunts Learning He Will Be Shy, If Children Living With Feeling humiliated He Will Learn Guilty, If a Child Living With It Will Learn Tolerance Be patient, If Children Living With It Will Confidence Encouragement, If Children Living With It Will Learn to Appreciate the compliment, If Children Living With The Honest Action Learning He Will Will Justice, If Children Living With It Safety Will Learn To Believe, If Children Living With the approval of He Will Learn To Appreciate Himself, If Children Living With Acceptance And Friendship He Will Learn To Finding Love In This Earth.
by: wajidi
http://bubuhanbanjar.wordpress.com
Rabu, 11 Januari 2012
Literacy Education Model: Individual Learning-BasedSequential Recruitment
Until now literacy education programs are still covered with various problems as a result of implementation in the field using a top-down approach, structural approach. That is, the program centers on the government, especially in terms of regulatory administration, budget setting, and time limit provisions of its implementation. In addition, important things that affect the low quality of learning outcomes is the conventional approach to learning, ie learning that is still centered on the teacher, does not accommodate differences in the characteristics and literacy competencies that exist in the Learners.
Implementation of the program as mentioned above tend to produce output which is quantitatively high, but just to meet the administrative target. At the end of the implementation and lessons learned people only get a certificate as proof of literacy education programs have followed a low-quality, mechanical, and more concerned with political aspects, such as literacy memercepat declaration. Implementation of the program is less noticed another aspect of a technical nature, such as learning that combines the substance of literacy and life skills, as well as considerations regarding the use of learning outcomes for residents learning in everyday life.
Weaknesses of the organization with other top-down approach is teacher-centered learning patterns that do not accommodate the differences found in each individual / citizen learning, namely: 1) early literacy skills, 2) motivation to learn; 3) the need to learn; 4) talent that can developed; 5) the potential that can be empowered; 6) opportunities that can be utilized; 7) the level of the economy; and 8. age citizens to learn. In addition, residents learn basic academic skills should not be treated differently by the same mechanism.
Changes in the current situation of the condition affects the number of target students became less and less, because of mortality and increasing the ability of the government in providing literacy education programs. Spread the remaining targets is uneven become new problems in the implementation of literacy education pro-grams that are top-down approach that requires special handling.
Another important fact related to the implementation of literacy education program conventionally is the result of learning that has not been influential in the lives of the residents learned of post-literacy learning. This proved not to an increase in economic income and living standards in the daily life of citizens to learn even though they had completed follow literacy learning and get a certificate. It should, as a result of literacy learning still placed as a means, not the ultimate goal of the program, while the ultimate goal is empowerment of the use of literacy in the lives of their control.
Based on the facts as described above, development of a Center for Non Formal and Informal Education (P2PNFI) Regional 2 Semarang in 2009 developed a model of literacy education that includes recruitment of learning through the application of learning in everyday life. This model is intended not merely menemukembangkan belajarannya innovation in development, but also on various other components in it. Development of this model is expected to be one of the alternative options to address the needs of the organization and learning literacy education programs are effective and efficient in terms of quantity and quality.
by: Literacy Development Team P2PNFI-Semarang
Implementation of the program as mentioned above tend to produce output which is quantitatively high, but just to meet the administrative target. At the end of the implementation and lessons learned people only get a certificate as proof of literacy education programs have followed a low-quality, mechanical, and more concerned with political aspects, such as literacy memercepat declaration. Implementation of the program is less noticed another aspect of a technical nature, such as learning that combines the substance of literacy and life skills, as well as considerations regarding the use of learning outcomes for residents learning in everyday life.
Weaknesses of the organization with other top-down approach is teacher-centered learning patterns that do not accommodate the differences found in each individual / citizen learning, namely: 1) early literacy skills, 2) motivation to learn; 3) the need to learn; 4) talent that can developed; 5) the potential that can be empowered; 6) opportunities that can be utilized; 7) the level of the economy; and 8. age citizens to learn. In addition, residents learn basic academic skills should not be treated differently by the same mechanism.
Changes in the current situation of the condition affects the number of target students became less and less, because of mortality and increasing the ability of the government in providing literacy education programs. Spread the remaining targets is uneven become new problems in the implementation of literacy education pro-grams that are top-down approach that requires special handling.
Another important fact related to the implementation of literacy education program conventionally is the result of learning that has not been influential in the lives of the residents learned of post-literacy learning. This proved not to an increase in economic income and living standards in the daily life of citizens to learn even though they had completed follow literacy learning and get a certificate. It should, as a result of literacy learning still placed as a means, not the ultimate goal of the program, while the ultimate goal is empowerment of the use of literacy in the lives of their control.
Based on the facts as described above, development of a Center for Non Formal and Informal Education (P2PNFI) Regional 2 Semarang in 2009 developed a model of literacy education that includes recruitment of learning through the application of learning in everyday life. This model is intended not merely menemukembangkan belajarannya innovation in development, but also on various other components in it. Development of this model is expected to be one of the alternative options to address the needs of the organization and learning literacy education programs are effective and efficient in terms of quantity and quality.
by: Literacy Development Team P2PNFI-Semarang
Senin, 02 Januari 2012
INTRODUCING PRE SCHOOL CHILDREN IN SCIENCE
INTRODUCTION
Child's life can not be separated from science, creativity and social activities. Eating, drinking, using various objects in the home such as radio, TV, and the calculator can not be separated from science and technology. Therefore, teachers should be able to stimulate children with various activities related to science and technology. For that, a teacher needs to learn the scientific concepts and ways of teaching.
The introduction of science for preschool children with more emphasis on process rather than product. For preschoolers science process skills should be done in a simple while playing. Activities allow children to explore science on various objects, both living things and nonliving things around it. Children learn to identify symptoms of objects and events from symptoms of these objects.
Science also trains children to use the five senses to recognize the various symptoms of objects and events symptoms. Children are trained to see, touch, smell, feel and hear. The more senses involved in learning, the more the child understands what is learned. Children acquire new knowledge penginderaanya results with various objects that are nearby. The knowledge gained will be useful as a capital of thought further. Through the process of science, the child can perform a simple experiment. The experiment is to train children to connect cause and effect of a treatment that trains children to think logically.
In their science lessons, children also practice using measuring devices to take measurements. Gauge starts from non-standard measuring devices, such as span, fathoms or feet. Furthermore, children practice using standard measuring devices. Children are gradually trained to use stuan that will allow them to think logically and rationally. Thus science is also developing the intellectual abilities of children.
SCIENCE and its application
Products include science facts, concepts, theories, principles and laws. For preschool children the facts and simple concepts can be learned through play activities. For example, through water play, children observe the water and carried out many experiments on water such as throwing, pouring, enter and retrieve objects in various ways. Of these activities children learn the properties of water. The child may be aware that water can flow from one place to another. Water can be poured from one place to another. Children find objects sink and others float.
The application of science in everyday life embodied in the form of technology. Radios, washing machines, TVs, computers, lamps and HP are examples of technologies that work is very useful in everyday life. Preschoolers are always curious how these things work. Children want to know the contents of the radio. They think in the radio there are people who can speak or sing. Similarly with television. Children will be surprised to see that dismantled the radio and view contents rather than people. That is why in nursing education for early childhood abroad is always displaying the radio, television or other simple machines are opened for the child to know its contents. Many companies also provide car and motorcycle engine that has halved so that the children can know the technology works.
The knowledge gained will be useful as a capital child's thinking. Through science, children can perform simple experiments. The experiment is to train children to connect cause and effect of a treatment that trains children to think logically.
Signs SCIENCE ACTIVITIES FOR CHILDREN
Introduction of science activities for preschool children should be adjusted to the child's developmental level. Teacher / educator should not cram science concepts to children, but provide learning activities that enables children to discover for yourself the facts and simple concepts. Experimental Learning Theory of Carl Rogermengisyaratkan importance of learning in accordance with the wishes and needs of children. He said children are naturally with the capacity and willingness to learn. Function is to facilitate and assist educators so that children can learn optimally. According to Piaget (1972) preschool children aged 4-6 years are in pre-operational phase of development towards concrete and operational. For that scientific activity should be tailored to the developmental level and characteristics of the child.
The following are signs that could be a reference in learning science:
1. Concrete
Objects that used to play in the learning activities are concrete objects (real). Educators are encouraged not to overwhelm children with abstract concepts. Educators should provide a variety of objects and other necessary facilities so that children can find sendirri concept.
2. Causal relationship is directly seen
Children aged 5-6 years is still difficult to link cause and effect is not seen directly because their minds are transduktif. Children can not connect cause and effect is not visible directly. If the child sees the events directly, make the child able to know the causal relationships that occur. Science is rich in activities that train the child to connect cause and effect.
3. Allows children to explore
Science activities should allow children to explore the various objects that are nearby. Educators can bring objects and phenomena of interest into the classroom. For example the teacher presents mother cat with her son, or a caterpillar that will pupate. Akn child feel good attention and behavioral changes that occur to the animal. Playing with water, magnets, balloons, sound or shadow will make your child very happy. Children will also be able to use almost all of his senses to conduct exploration or investigation.
4. Allows children menkonstruksi own knowledge.
Science does not train children to remember the various objects, but to train children to construct knowledge based on the object. Hence the introduction of scientific activity is not enough to tell the definition nor the names of objects, but allows children to interact directly with objects and acquire knowledge in many senses of that object. Therefore it is not appropriate when introducing children various objects through drawings or models. Children need a real object.
5. Allows the child to answer the question "what" of the "why"
Limitations of the child causing the child to connect cause and effect is difficult to answer the question "why". The question must be answered by the logic of cause and effect thinking. If children play with water in the pipal and the child was asked "what would happen if the end of the pipe is raised?". Children can answer, "the water will flow through the other end is lower." Unnecessary child asked "why, if the tip is raised, water will multiply into a lower end"? It will not be answered by the child. Children often translate the question "why" with "for what", so the question will be answered why "in order" or "order".
6. More emphasis on process rather than product
Conduct exploration activities with objects will be very enjoyable for children. Children do not brfikir what the outcome. Therefore, teachers do not have to cram son with a variety of scientific concepts or require the child to produce something of the child's activities. Let your child naturally find different understanding of the interaction play with various objects. In other words the process is more important than the product.
7. Allows children using language and mathematics
The introduction of science should be integrated with other disciplines, such as language, mathematics, art and or character. Through a child's exploration of the science object. Children can tell the results of its exploration to his friend (the language). Children take measurements, using numbers, and read numbers (math). Children can also describe the object being observed and meawarnai drawing (art). Children are also taught to love the environment or surrounding objects (budipekerti).
8. Presenting an interesting activity (the wondwer of science)
Science presents a variety of interesting experiments like magic. Children who still have a magical mind (/ imagical reasoning) would be very interested in the miracle. For example milk soap mixed with water and given three kinds of food coloring, and stir. With manmbahkan little soda water, the child will see the water foaming and bubbles like boiling water colorful displays of interest.
MATERIALS SCIENCE AND ACTIVITIES
There are several material science especially suitable for preschool children aged 5-6 years. Learning science topics should be giving more first-hand experience (first-hand experience) to the child, instead of studying the concept of an abstract saians. Besides learning science should develop kemampuana observation, classification, measurement, using numbers and identify causal relationships. The materials include:
1. Know the motion.
Children love to play with objects that can moves, twisting, rolling, bouncy, or sag. There beberpa activities to introduce children to movement, among others:
a. Roll and shape of objects.
This material will awaken the child causes the onset of movement on the object. The slope of the board, shapes slilidris and boxes, smooth rough surfaces influence the speed of movement. This material can also be trained powers of observation.
b. Rolling and object size.
Played by rolling objects of various sizes will help students to recognize that the great and small, the severity of an object affects the motion of the object. Meteri also trained powers of observation in children.
2. Know liquid
Playing with water is one of the joys of children. Educators can steer the game so that children can have a wide experience on the water. Water constantly adjust its shape to the shape of the container. Water flows from higher to lower yng place or from a place of high pressure to low pressure place. N Various activities with less water, among others:
a. Volume conservation
This activity is a way to train children to understand the contents or volume of liquid. Pre-operational child can not understand conservation of volume (Piaget 1972). Therefore, introducing children to the vessel to be filled will help children understand the conservation of volume. He filled a large bottle, and then move into a smaller bottle and sebalaiknya, children learn to use numbers to calculate the amount of water that is inserted into the bottle. Children will also be trained to understand the sense of more and less. This activity should be done outside the classroom. In order not to get wet, the child should be asked to wear a plastic vest.
b. Sinking and floating
This activity can be done in class or outside class. If in class, give plastic mats and newspapers so that water does not mmbasahi place. The purpose of this activity is for children are given the experience that there is an existing sink objects that float. Children often think of small-sized objects floating and sinking large. Sinking or floating is not determined by the size of the objects but by the density of objects. .
c. Creating a floating object
The purpose of this activity addalah to introduce to the children that objects can be made floating sink. From this activity the child will also understand, why are heavy boats can float. .
d. Soluble and insoluble.
Some things dissolve into the water and some will not. Sugar, salt and color to the tea dissolve in water so it will form a solution. If the solution is left, it will form a precipitate, unless all the water evaporated. Other objects are not soluble in water, such as flour, sand and oil. If the object is mixed with water it will not form a solution, but form a mixture. Homogeneous mixture is not visible and if deposited, it will show the existence of sediment.
e. Water flowing.
Water flows from a high place to place lower because of gravity. Water from the lower spot can be streamed to a more high-pressure by adding, for example with water pump. Children love to play with flowing water and gain firsthand experience that will be useful for studying science.
f. Knowing the nature of various liquids
Through this activity children are introduced in a fluid is varied, not just water. Liquid objects also have different properties.
3. Knowing the scales (balance).
Balance is very good to train anakmenghubungkan causation because the results will appear in langsung.jika load on one arm plus scales, then the burden will fall. Similarly, if the load on the slide away from the axis. Various different types of objects have mass. Cotton and sponge has a density smaller than the iron and stone, although stone and iron of small size but will be heavier than cotton or sponge.
4. Playing soap bubbles
Children love playing with soap bubbles. By adding one teaspoon of glycerin to two liters of water, a solution of soap, the soap will diperoleeh amazing solution that can be used to form a giant bubble, window glass, or any other form of foam ..
5. Familiar objects Resilience
The objects of the rubber in general memuliki flexibility so it can bounce if dropped. Thus pulla object of curry filled the air, are like basketball, volleyball and plastic balls. Children are very pleased bermin with these objects.
6. Knowing Animals
Animals are creatures that appeal to children being able to respond to stimuli. Dogs, for example, able to restore objects thrown bnda owners. The kitten will chase and pounce on moving objects. Although still debated in terms of sanaitasi and hygiene, maintaining pets can develop a sense of love and affection in children. Through animals children will learn a lot about these creatures. Therefore, in nagara-developed countries, the zoo is equipped with a corner of science (science center) where children can interact with a star benign and clean while study them. There are several benefits when children interact with animals. First, children learn to recognize and appreciate living things, he learned that living things need food, shelter and affection. Second, children learn to love the animals that will eventually menumuhkan compassion on living things.
Still a lot of material that can help children recognize familiar science including their own bodies. Teachers can develop their own phenomena that exist and are happening around the child. Including plants that are around them.
REFERENCES
Appleton, K. Using theory to guide practice: Teaching science from a perspective constrictivist. (1993) School Science and Mathematics.Washington DC.
Bybee, R.W. & Sund, R.B. (1982). Piaget for educators. Columbus, OH: Charles Merrill.
Djohar (2001). Basic Concepts of Biology Education. Department of Biology Education, UNY.
Gagne, R.M. (1985). The Conditions of Learning. (4th ed). New York: Holt, Rinehart & Winston.
Piaget, J. (1970). The Science of Education and The Psichology of The Child. New York: Grossman
Suyanto, Slamet. (2005). Learning for Children kindergarten. Jakarta: Ministry of National Education Directorate of Higher Education, TOD and the Directorate of Higher Education workforce.
Author: Dra. Kartini Marzuki, M. Si (PLS FIP Lecturer State University of Makassar)
Child's life can not be separated from science, creativity and social activities. Eating, drinking, using various objects in the home such as radio, TV, and the calculator can not be separated from science and technology. Therefore, teachers should be able to stimulate children with various activities related to science and technology. For that, a teacher needs to learn the scientific concepts and ways of teaching.
The introduction of science for preschool children with more emphasis on process rather than product. For preschoolers science process skills should be done in a simple while playing. Activities allow children to explore science on various objects, both living things and nonliving things around it. Children learn to identify symptoms of objects and events from symptoms of these objects.
Science also trains children to use the five senses to recognize the various symptoms of objects and events symptoms. Children are trained to see, touch, smell, feel and hear. The more senses involved in learning, the more the child understands what is learned. Children acquire new knowledge penginderaanya results with various objects that are nearby. The knowledge gained will be useful as a capital of thought further. Through the process of science, the child can perform a simple experiment. The experiment is to train children to connect cause and effect of a treatment that trains children to think logically.
In their science lessons, children also practice using measuring devices to take measurements. Gauge starts from non-standard measuring devices, such as span, fathoms or feet. Furthermore, children practice using standard measuring devices. Children are gradually trained to use stuan that will allow them to think logically and rationally. Thus science is also developing the intellectual abilities of children.
SCIENCE and its application
Products include science facts, concepts, theories, principles and laws. For preschool children the facts and simple concepts can be learned through play activities. For example, through water play, children observe the water and carried out many experiments on water such as throwing, pouring, enter and retrieve objects in various ways. Of these activities children learn the properties of water. The child may be aware that water can flow from one place to another. Water can be poured from one place to another. Children find objects sink and others float.
The application of science in everyday life embodied in the form of technology. Radios, washing machines, TVs, computers, lamps and HP are examples of technologies that work is very useful in everyday life. Preschoolers are always curious how these things work. Children want to know the contents of the radio. They think in the radio there are people who can speak or sing. Similarly with television. Children will be surprised to see that dismantled the radio and view contents rather than people. That is why in nursing education for early childhood abroad is always displaying the radio, television or other simple machines are opened for the child to know its contents. Many companies also provide car and motorcycle engine that has halved so that the children can know the technology works.
The knowledge gained will be useful as a capital child's thinking. Through science, children can perform simple experiments. The experiment is to train children to connect cause and effect of a treatment that trains children to think logically.
Signs SCIENCE ACTIVITIES FOR CHILDREN
Introduction of science activities for preschool children should be adjusted to the child's developmental level. Teacher / educator should not cram science concepts to children, but provide learning activities that enables children to discover for yourself the facts and simple concepts. Experimental Learning Theory of Carl Rogermengisyaratkan importance of learning in accordance with the wishes and needs of children. He said children are naturally with the capacity and willingness to learn. Function is to facilitate and assist educators so that children can learn optimally. According to Piaget (1972) preschool children aged 4-6 years are in pre-operational phase of development towards concrete and operational. For that scientific activity should be tailored to the developmental level and characteristics of the child.
The following are signs that could be a reference in learning science:
1. Concrete
Objects that used to play in the learning activities are concrete objects (real). Educators are encouraged not to overwhelm children with abstract concepts. Educators should provide a variety of objects and other necessary facilities so that children can find sendirri concept.
2. Causal relationship is directly seen
Children aged 5-6 years is still difficult to link cause and effect is not seen directly because their minds are transduktif. Children can not connect cause and effect is not visible directly. If the child sees the events directly, make the child able to know the causal relationships that occur. Science is rich in activities that train the child to connect cause and effect.
3. Allows children to explore
Science activities should allow children to explore the various objects that are nearby. Educators can bring objects and phenomena of interest into the classroom. For example the teacher presents mother cat with her son, or a caterpillar that will pupate. Akn child feel good attention and behavioral changes that occur to the animal. Playing with water, magnets, balloons, sound or shadow will make your child very happy. Children will also be able to use almost all of his senses to conduct exploration or investigation.
4. Allows children menkonstruksi own knowledge.
Science does not train children to remember the various objects, but to train children to construct knowledge based on the object. Hence the introduction of scientific activity is not enough to tell the definition nor the names of objects, but allows children to interact directly with objects and acquire knowledge in many senses of that object. Therefore it is not appropriate when introducing children various objects through drawings or models. Children need a real object.
5. Allows the child to answer the question "what" of the "why"
Limitations of the child causing the child to connect cause and effect is difficult to answer the question "why". The question must be answered by the logic of cause and effect thinking. If children play with water in the pipal and the child was asked "what would happen if the end of the pipe is raised?". Children can answer, "the water will flow through the other end is lower." Unnecessary child asked "why, if the tip is raised, water will multiply into a lower end"? It will not be answered by the child. Children often translate the question "why" with "for what", so the question will be answered why "in order" or "order".
6. More emphasis on process rather than product
Conduct exploration activities with objects will be very enjoyable for children. Children do not brfikir what the outcome. Therefore, teachers do not have to cram son with a variety of scientific concepts or require the child to produce something of the child's activities. Let your child naturally find different understanding of the interaction play with various objects. In other words the process is more important than the product.
7. Allows children using language and mathematics
The introduction of science should be integrated with other disciplines, such as language, mathematics, art and or character. Through a child's exploration of the science object. Children can tell the results of its exploration to his friend (the language). Children take measurements, using numbers, and read numbers (math). Children can also describe the object being observed and meawarnai drawing (art). Children are also taught to love the environment or surrounding objects (budipekerti).
8. Presenting an interesting activity (the wondwer of science)
Science presents a variety of interesting experiments like magic. Children who still have a magical mind (/ imagical reasoning) would be very interested in the miracle. For example milk soap mixed with water and given three kinds of food coloring, and stir. With manmbahkan little soda water, the child will see the water foaming and bubbles like boiling water colorful displays of interest.
MATERIALS SCIENCE AND ACTIVITIES
There are several material science especially suitable for preschool children aged 5-6 years. Learning science topics should be giving more first-hand experience (first-hand experience) to the child, instead of studying the concept of an abstract saians. Besides learning science should develop kemampuana observation, classification, measurement, using numbers and identify causal relationships. The materials include:
1. Know the motion.
Children love to play with objects that can moves, twisting, rolling, bouncy, or sag. There beberpa activities to introduce children to movement, among others:
a. Roll and shape of objects.
This material will awaken the child causes the onset of movement on the object. The slope of the board, shapes slilidris and boxes, smooth rough surfaces influence the speed of movement. This material can also be trained powers of observation.
b. Rolling and object size.
Played by rolling objects of various sizes will help students to recognize that the great and small, the severity of an object affects the motion of the object. Meteri also trained powers of observation in children.
2. Know liquid
Playing with water is one of the joys of children. Educators can steer the game so that children can have a wide experience on the water. Water constantly adjust its shape to the shape of the container. Water flows from higher to lower yng place or from a place of high pressure to low pressure place. N Various activities with less water, among others:
a. Volume conservation
This activity is a way to train children to understand the contents or volume of liquid. Pre-operational child can not understand conservation of volume (Piaget 1972). Therefore, introducing children to the vessel to be filled will help children understand the conservation of volume. He filled a large bottle, and then move into a smaller bottle and sebalaiknya, children learn to use numbers to calculate the amount of water that is inserted into the bottle. Children will also be trained to understand the sense of more and less. This activity should be done outside the classroom. In order not to get wet, the child should be asked to wear a plastic vest.
b. Sinking and floating
This activity can be done in class or outside class. If in class, give plastic mats and newspapers so that water does not mmbasahi place. The purpose of this activity is for children are given the experience that there is an existing sink objects that float. Children often think of small-sized objects floating and sinking large. Sinking or floating is not determined by the size of the objects but by the density of objects. .
c. Creating a floating object
The purpose of this activity addalah to introduce to the children that objects can be made floating sink. From this activity the child will also understand, why are heavy boats can float. .
d. Soluble and insoluble.
Some things dissolve into the water and some will not. Sugar, salt and color to the tea dissolve in water so it will form a solution. If the solution is left, it will form a precipitate, unless all the water evaporated. Other objects are not soluble in water, such as flour, sand and oil. If the object is mixed with water it will not form a solution, but form a mixture. Homogeneous mixture is not visible and if deposited, it will show the existence of sediment.
e. Water flowing.
Water flows from a high place to place lower because of gravity. Water from the lower spot can be streamed to a more high-pressure by adding, for example with water pump. Children love to play with flowing water and gain firsthand experience that will be useful for studying science.
f. Knowing the nature of various liquids
Through this activity children are introduced in a fluid is varied, not just water. Liquid objects also have different properties.
3. Knowing the scales (balance).
Balance is very good to train anakmenghubungkan causation because the results will appear in langsung.jika load on one arm plus scales, then the burden will fall. Similarly, if the load on the slide away from the axis. Various different types of objects have mass. Cotton and sponge has a density smaller than the iron and stone, although stone and iron of small size but will be heavier than cotton or sponge.
4. Playing soap bubbles
Children love playing with soap bubbles. By adding one teaspoon of glycerin to two liters of water, a solution of soap, the soap will diperoleeh amazing solution that can be used to form a giant bubble, window glass, or any other form of foam ..
5. Familiar objects Resilience
The objects of the rubber in general memuliki flexibility so it can bounce if dropped. Thus pulla object of curry filled the air, are like basketball, volleyball and plastic balls. Children are very pleased bermin with these objects.
6. Knowing Animals
Animals are creatures that appeal to children being able to respond to stimuli. Dogs, for example, able to restore objects thrown bnda owners. The kitten will chase and pounce on moving objects. Although still debated in terms of sanaitasi and hygiene, maintaining pets can develop a sense of love and affection in children. Through animals children will learn a lot about these creatures. Therefore, in nagara-developed countries, the zoo is equipped with a corner of science (science center) where children can interact with a star benign and clean while study them. There are several benefits when children interact with animals. First, children learn to recognize and appreciate living things, he learned that living things need food, shelter and affection. Second, children learn to love the animals that will eventually menumuhkan compassion on living things.
Still a lot of material that can help children recognize familiar science including their own bodies. Teachers can develop their own phenomena that exist and are happening around the child. Including plants that are around them.
REFERENCES
Appleton, K. Using theory to guide practice: Teaching science from a perspective constrictivist. (1993) School Science and Mathematics.Washington DC.
Bybee, R.W. & Sund, R.B. (1982). Piaget for educators. Columbus, OH: Charles Merrill.
Djohar (2001). Basic Concepts of Biology Education. Department of Biology Education, UNY.
Gagne, R.M. (1985). The Conditions of Learning. (4th ed). New York: Holt, Rinehart & Winston.
Piaget, J. (1970). The Science of Education and The Psichology of The Child. New York: Grossman
Suyanto, Slamet. (2005). Learning for Children kindergarten. Jakarta: Ministry of National Education Directorate of Higher Education, TOD and the Directorate of Higher Education workforce.
Author: Dra. Kartini Marzuki, M. Si (PLS FIP Lecturer State University of Makassar)
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