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
Jumat, 13 Januari 2012
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)
Senin, 26 Desember 2011
Evaluation of learning outcomes with a literacy patrol model
Literacy learning success is greatly influenced by the form of evaluation used in measuring achievement citizens learn literacy skills. Learning outcomes in literacy education has been seen in a legal form of literacy, which is given Certificate of Literacy Literacy (SUKMA) to the citizens to learn. Knowingly or not, the form of evaluations conducted fairly give effect to the successful attainment of literacy education programs. The fact that there is that the evaluation tool which has been used to measure learning outcomes in literacy education is the dominant means of evaluation with the test format approach, whereas the evaluation form with a non-test approach is often not viewed. Non-test assessment technique means carrying out the assessment by not using the test format. These valuation techniques commonly used to assess a person's personality (people learning / learners) thoroughly covers attitudes, behaviors, traits, social attitudes, speech, life history and others. But the non-test approach can also be used in the evaluation of an educational program, whether it tehadap evaluation of learning and evaluation of learning outcomes.
Patrol script is a form of evaluation tools in literacy learning outcomes by promoting non-test approach in its implementation. Learning measurement results achieved by the citizens in the process of learning script patrol model evaluation is done through a process of observation and free interviews with residents to learn. With this kind of evaluation model, it is possible to see the capabilities of literacy achieved by a citizen of the learning process as a whole up to the level of its application in daily life people learn.
Patrol script is a model of evaluation that can be applied as a model evaluation tool to get SUKMA on literacy education. Model evaluation patrol script focuses on the evaluation process of the observations made by the tutor as evaluator of the residents learned. In the process of direct observation, interviews were conducted with variations in question lightly or demand for citizens to learn that can be used to determine the ability of citizens of literacy learning that is the achievement of learning outcomes that have been done.
The evaluation model is a form of evaluation patrol literacy learning outcomes in which the tutor as evaluator to supervise the progress of learning achieved by the citizens. Supervision is done not only in the classroom or learning place during the learning process, but also carried out outside the place and time of learning. In this evaluation process, tutors are expected to interact more with citizens studying outside the atmosphere of learning. Tutors make home visits or to usual activities where people learn to conduct assessments of literacy skills people learn. Form of a visit by a tutor is an informal visit which appears as an ordinary meeting with a variety of reasons (DI, stop, play etc.)
Models patrol literacy learning outcomes in the evaluation of literacy education is a form of assessment of the achievements of the citizens of literacy learning literacy education using the non-test approach. This model emphasizes the method of observation and interviewing in the implementation.
In the patrol model script, tutor as evaluator conduct a form of participant observation to assess the ability of citizens to learn. In addition tutors also builds an interview that is free interviews with residents to learn. In the interview wherever possible to build an atmosphere of free and familiar interview that it seems that the interview conducted just a regular conversation, not as an evaluation exercise carried out a tutor to assess the ability of citizens to learn. It is important to keep the atmosphere of mysticism residents learn. When they are faced with an evaluation tool learning outcomes of conventional models such as the shape tool in the evaluation of early elementary school and even kindergarten level, then it likely will arise a sense of shame, doubt, anxiety and so on, even so residents will learn to feel demeaned by the application of tools evaluation like this. This could be something that gives them considerable influence on the expression of the ability of citizens to learn literacy. Not to mention the influence of age, the emotional level as well as the existence of citizens studied in the order of society.
The steps in the implementation of the evaluation model patrol script is:
1. Making the assessment format
Although the evaluation model script patrol impression as a form of subjective evaluation in which the tutor as an evaluator in full control and evaluation process emphasizes the measurement of the ability of citizens to learn from observations and interviews, but as in the model evaluation study results using a test format, in the evaluation model of patrol reference letters are also used in the form of performance measurement instruments residents of literacy learning as guidelines in conducting the evaluation process.
2. Conduct the evaluation process
In the implementation of the evaluation model patrol eradication program, the tutors make observations of the ability possessed by the citizens of literacy learning. Observations are made every interaction between tutors and residents learning during the process of program implementation, whether it's interaction during the learning process as well as outside of it, like a tutor to visit home or to where residents learned about their activities. Even when tutors interact via the telephone conversation was the evaluation process can be performed character patrols.
During the interaction process is the tutor can perform measurements by observing the residents learned. Here are examples of the implementation process of the evaluation model of a citizen patrol literacy learning with the identity as follows:
Name of the residents learned: Anto
Age: 36 Years
Gender: male
Occupation: Junior Pedicab
Tutors can conduct a process evaluation of the Anto by observing the ability to read, write and count Anto inside and outside the learning process. In the teaching-learning process, tutor can measure the extent to which the ability to read Anto when learning to read. Is anto has been able to read one sentence or less smoothly smoothly, or new Anto can read fluently one word that consists of a maximum of two to three syllables. Similarly, the measurement of the ability to write and count Anto.
Outside the learning process, tutor can make an assessment of literacy skills with a visit to the house of Anto Anto Anto or to the place where passengers usually wait. At the meeting with Anto, the tutor can evaluate through a simple interview process in the form of visible light conversation, not as an interview, so it does not seem there is a process of observation therein. To assess the ability to read Anto, a tutor can be pretended to ask for something in which to answer that question Anto must do the reading first. Example, the tutor gives a piece of paper that reads an address and ask Anto, whether he knows the address. To assess the ability of numeracy, the tutor can ask about the average income per day from the results obtained Anto pull rickshaws. Then the tutor will ask you again how much the average income per week or per month Anto obtained from the results of such work. Similarly, to assess writing skills.
From the variations proposed demand questions or tutor in a conversation with the citizens to learn, the tutor can measure the achievements of citizens learning of literacy skills. It's just that in an interaction with the citizens learning, tutors do not have to take measurements of all the skills of literacy (reading, writing and arithmetic) residents learn. In one interaction, the tutor may only be able to assess the reading ability of a citizen to learn, the main interactions that occur outside outside class hours. But keep in mind that this script patrol model evaluation is a process of comprehensive evaluation of the residents learned during the process of learning literacy education. So that becomes a benchmark not only on the assessment of learning outcomes, but also achievements of literacy skills at each stage of the learning process. The evaluation model is also a patrol script evaluation exercise which saw the results of literacy learning of literacy skills people learn at the level of literacy ability of citizens learn applications in everyday life.
3. Recording the results of the evaluation process
During the process of learning intraksi with citizens in order to evaluate the learning outcomes with a model patrol script, recording the assessment of literacy skills people learn not to do. Recording is done after the interaction process. Tutors can make notes or complete a form for citizens of literacy skills learning outcomes which have been made / prepared on the terms of the observations (observation) and interview (conversation light) with the residents learned.
Author; Suyuti Zakir, S.S
PLS overseers Palopo City Department of Education
Patrol script is a form of evaluation tools in literacy learning outcomes by promoting non-test approach in its implementation. Learning measurement results achieved by the citizens in the process of learning script patrol model evaluation is done through a process of observation and free interviews with residents to learn. With this kind of evaluation model, it is possible to see the capabilities of literacy achieved by a citizen of the learning process as a whole up to the level of its application in daily life people learn.
Patrol script is a model of evaluation that can be applied as a model evaluation tool to get SUKMA on literacy education. Model evaluation patrol script focuses on the evaluation process of the observations made by the tutor as evaluator of the residents learned. In the process of direct observation, interviews were conducted with variations in question lightly or demand for citizens to learn that can be used to determine the ability of citizens of literacy learning that is the achievement of learning outcomes that have been done.
The evaluation model is a form of evaluation patrol literacy learning outcomes in which the tutor as evaluator to supervise the progress of learning achieved by the citizens. Supervision is done not only in the classroom or learning place during the learning process, but also carried out outside the place and time of learning. In this evaluation process, tutors are expected to interact more with citizens studying outside the atmosphere of learning. Tutors make home visits or to usual activities where people learn to conduct assessments of literacy skills people learn. Form of a visit by a tutor is an informal visit which appears as an ordinary meeting with a variety of reasons (DI, stop, play etc.)
Models patrol literacy learning outcomes in the evaluation of literacy education is a form of assessment of the achievements of the citizens of literacy learning literacy education using the non-test approach. This model emphasizes the method of observation and interviewing in the implementation.
In the patrol model script, tutor as evaluator conduct a form of participant observation to assess the ability of citizens to learn. In addition tutors also builds an interview that is free interviews with residents to learn. In the interview wherever possible to build an atmosphere of free and familiar interview that it seems that the interview conducted just a regular conversation, not as an evaluation exercise carried out a tutor to assess the ability of citizens to learn. It is important to keep the atmosphere of mysticism residents learn. When they are faced with an evaluation tool learning outcomes of conventional models such as the shape tool in the evaluation of early elementary school and even kindergarten level, then it likely will arise a sense of shame, doubt, anxiety and so on, even so residents will learn to feel demeaned by the application of tools evaluation like this. This could be something that gives them considerable influence on the expression of the ability of citizens to learn literacy. Not to mention the influence of age, the emotional level as well as the existence of citizens studied in the order of society.
The steps in the implementation of the evaluation model patrol script is:
1. Making the assessment format
Although the evaluation model script patrol impression as a form of subjective evaluation in which the tutor as an evaluator in full control and evaluation process emphasizes the measurement of the ability of citizens to learn from observations and interviews, but as in the model evaluation study results using a test format, in the evaluation model of patrol reference letters are also used in the form of performance measurement instruments residents of literacy learning as guidelines in conducting the evaluation process.
2. Conduct the evaluation process
In the implementation of the evaluation model patrol eradication program, the tutors make observations of the ability possessed by the citizens of literacy learning. Observations are made every interaction between tutors and residents learning during the process of program implementation, whether it's interaction during the learning process as well as outside of it, like a tutor to visit home or to where residents learned about their activities. Even when tutors interact via the telephone conversation was the evaluation process can be performed character patrols.
During the interaction process is the tutor can perform measurements by observing the residents learned. Here are examples of the implementation process of the evaluation model of a citizen patrol literacy learning with the identity as follows:
Name of the residents learned: Anto
Age: 36 Years
Gender: male
Occupation: Junior Pedicab
Tutors can conduct a process evaluation of the Anto by observing the ability to read, write and count Anto inside and outside the learning process. In the teaching-learning process, tutor can measure the extent to which the ability to read Anto when learning to read. Is anto has been able to read one sentence or less smoothly smoothly, or new Anto can read fluently one word that consists of a maximum of two to three syllables. Similarly, the measurement of the ability to write and count Anto.
Outside the learning process, tutor can make an assessment of literacy skills with a visit to the house of Anto Anto Anto or to the place where passengers usually wait. At the meeting with Anto, the tutor can evaluate through a simple interview process in the form of visible light conversation, not as an interview, so it does not seem there is a process of observation therein. To assess the ability to read Anto, a tutor can be pretended to ask for something in which to answer that question Anto must do the reading first. Example, the tutor gives a piece of paper that reads an address and ask Anto, whether he knows the address. To assess the ability of numeracy, the tutor can ask about the average income per day from the results obtained Anto pull rickshaws. Then the tutor will ask you again how much the average income per week or per month Anto obtained from the results of such work. Similarly, to assess writing skills.
From the variations proposed demand questions or tutor in a conversation with the citizens to learn, the tutor can measure the achievements of citizens learning of literacy skills. It's just that in an interaction with the citizens learning, tutors do not have to take measurements of all the skills of literacy (reading, writing and arithmetic) residents learn. In one interaction, the tutor may only be able to assess the reading ability of a citizen to learn, the main interactions that occur outside outside class hours. But keep in mind that this script patrol model evaluation is a process of comprehensive evaluation of the residents learned during the process of learning literacy education. So that becomes a benchmark not only on the assessment of learning outcomes, but also achievements of literacy skills at each stage of the learning process. The evaluation model is also a patrol script evaluation exercise which saw the results of literacy learning of literacy skills people learn at the level of literacy ability of citizens learn applications in everyday life.
3. Recording the results of the evaluation process
During the process of learning intraksi with citizens in order to evaluate the learning outcomes with a model patrol script, recording the assessment of literacy skills people learn not to do. Recording is done after the interaction process. Tutors can make notes or complete a form for citizens of literacy skills learning outcomes which have been made / prepared on the terms of the observations (observation) and interview (conversation light) with the residents learned.
Author; Suyuti Zakir, S.S
PLS overseers Palopo City Department of Education
Kamis, 01 Desember 2011
Development of Early Childhood Education Holistic-Integrative
Basic Concepts of Early Childhood Development
Various studies show that the period of 5 (five) first year of life the child is a 'golden period' (golden period) or 'opportunity window' (window opportunity) in laying the foundations of child development. Quality of child development during this period will determine the quality of physical health, mental, emotional, social, learning and behavior throughout his life.
Therefore the Golden period should be used (uncultivated) as well as possible to optimize the development of the child according to their potential. There are two things that need to be parents, educators, and caregivers are:
1. Meet the basic needs of children for optimal growth and development.
2. Doing stimulation, detection and early intervention child development.
Both of the above efforts is known as the Early Childhood Development. Efforts early childhood can be done at home by using the resources available at home and the home environment (so-called informal channels). It would be better if participation in early childhood activities organized institution which organizes 'early childhood one roof' which is available in your neighborhood such as integrated service posts joined BKB and Pos good early childhood education through formal and informal (see Law related Act on National Education System at the bottom).
Background of Early Childhood Development (early childhood) Holistic-Integrative in Indonesia
Forerunner organization of early childhood education efforts in Indonesia have been conducted since the last few decades, both of which have long been known as kindergarten and IHC or not too long to form as early childhood Pos. Each is managed by the Department / Ministries / Institutions, public and business, among others through:
Kindergarten (TK)
Raudatul RA (RA)
Bustanul RA (BA)
Sunday School
Play group (Play Group)
TPA (TPA)
Some kind of early childhood unit (SPS)
Heading PAUD
BKB (BKB)
Integrated Service Post (IHC)
etc.
However, the implementation of early childhood is still facing various problems which cause limited range, types of services and gaps essential needs of children, caused among other things:
* Services are not yet integrated (each institution seems to walk on their own and lack of coordination with other similar institutions).
* Quality management unprofessional.
* The limited number of institutions organizers.
* Distribution Institute organizers less prevalent.
* Distribution and power quality uneven.
* Inadequate service facilities.
* Services do not meet the essential needs of all aspects of the child.
* Understanding the importance of early childhood development of holistic, integrative of the stakeholders (both from policy makers, organizers and the community) is still limited.
Efforts towards the development of early childhood have been developed since 1988 the Ministry of Health through Early Detection of Growth (DDTK) of the Child. At around 1999 established the Directorate of Early Childhood Education (early childhood) at the Ministry of National Education, since early childhood and growing effort to get a positive response from the community. Along with the development of knowledge and research on early childhood, the need for early childhood increasing rapidly, in line with the concept of early childhood began to change. Experts consider the necessary and urgent to conduct Early Childhood Development in a holistic (whole and complete) and integrated cross-sector known as "early childhood Holistic-Integrative".
Is early childhood Holistic-Integrative it?
Early Childhood Development (early childhood)-Integrative Holistic is the development of early childhood, which is based on an understanding to meet the essential needs of children are diverse and interrelated simultaneously and systematically, covering various aspects of physical and non physical development, so that children can grow flowers as healthy children, strong, intelligent, cheerful, and virtuous. Growth and development of early childhood physically, mentally, emotionally, and socially affected by health care, fulfillment nutrition, education, mental stimulation, and psychosocial (Bappenas).
Early childhood in the National Education System
According to Law No. 20/2003 on National Education System, CHAPTER I GENERAL PROVISIONS Article 1, paragraph 14:
"Early childhood education is an effort to coaching is aimed at children from birth until the age of 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 further education".
The same Act, Chapter VI LANE, LEVEL, AND TYPE OF EDUCATION, Part Seven, Early Childhood Education, Article 28 paragraphs 1-6:
(1) early childhood education held prior to basic education.
(2) early childhood education can be organized through formal education, nonformal, and / or informal.
(3) early childhood education in the form of formal education Kindergartens (TK), Raudatul RA (RA), or other forms of equals.
(4) early childhood education in the form of non-formal education channels Play Group (KB), TPA (TPA), or other forms of equals.
(5) early childhood education into education or family education in the form of informal education organized by the environment.
(6) Provisions regarding early childhood education as referred to in paragraph (1), paragraph (2), paragraph (3), and paragraph (4) shall be further stipulated by Government Regulation.
Basic need for early childhood Holistic-Integrative
Things that underlie the need for early childhood Holistic-Integrative are:
1. Meet the essential needs of children fully and thoroughly.
2. Services to children who meet the systematic and planned.
3. Child development is influenced by a complex interaction of systems with different levels of the environment surrounding the so-called 'developmental ecology of early childhood'. Environment would include the micro, meso, exo and macro (discussed in details at the bottom).
4. The existence of the gold (the golden period) on the development of the child, that since the fetus until age 5 or 6 years.
5. Benefits and Holistic-Integrative approach to early childhood education has been scientifically tested
Micro System is an environment that is closest to the child in activities and daily interaction, ie interaction with parents, brothers, sisters, and peers. Interaction with the immediate environment will result directly to the child, at the same time there is also a reciprocal relationship (2 way) that affects the child affects the child's environment and the environment. This environment has the greatest impact on child development and in-depth due to take place in the long term and intensive in early childhood.
Meso System is the interaction between components in a micro system, such as the relationship between families with school. If there is a strong relationship and complement each other between these components, the greater the influence of good for children's development.
Exo System is a larger social system in which the child is not directly play a role in it. Example: parents work environment. Policies and decisions at this level will indirectly affect child development.
Macro System is the outer environment of children such as cultural values, laws, customs, laws and regulations, etc. which is also an indirect effect on child development.
Benefits of Holistic-Integrative approach to early childhood
Benefit socially
Include the development of language skills, intelligence, personality, social behavioral, mental and psychosocial resilience and academic achievement. The study results revealed that the investment is given in the age group will be picked early results on the later stages of its life cycle.
For example: the development of language skills of children is strongly influenced by the intensity of the interaction of parents to talk with the child. The number of words that dominated early child is very influential on their language skills which will further affect cognitive performance of children. The high language skills, intelligence, personality, social behavioral, mental and psychosocial resilience and academic achievement will be picked result when children are able to express and implement his works that is generally when the child has begun to grow up.
Benefit economically
Economically, the early childhood-Integrative Holistic useful for:
* Generate more economic returns and reduce social costs in the future.
* Increase the efficiency of investment in other sectors, eg by intervening nutrition programs, health and education from an early age then it will lower costs resulting from health problems and social problems in the future.
* Achieving equitable socio-economic communities including overcoming gender disparities.
* Breaking the cycle of intergenerational poverty.
Conclusion
Early Childhood Development-Integrative Holistic very necessary considering the whole child is an individual, then pengembangannnya necessary to fully and thoroughly. Required courses include integrated health maintenance, fulfillment of nutrition, education, mental stimulation, and psychosocial services to meet all basic needs of children (physical, mental, emotional, and social) in order to grow and develop optimally according to their potential.
Reference
1. http://id.wikipedia.org/wiki/Pendidikan_anak_usia_dini, accessed February 26, 2010.
2. http://www.diknas.go.id/headline.php?id=2, accessed February 26, 2010.
3. Bappenas material on the 'Meeting of Regional Integration Stimulation Activities I Evaluation, Detection and Early Intervention Growth (SDIDTK), Nutrition, Health and early childhood co-operation with the Ministry of Health Ministry of National Education, New York 23 to 25 February 2010, the General Guidelines for Early Childhood Development-Holistic Integrative.
4.enas-Unicef, Jakarta, 2009, the General Guidelines for Early Childhood Development-Integrative Holistic.
by: dr. Awi Muliadi Wijaya, MKM
Various studies show that the period of 5 (five) first year of life the child is a 'golden period' (golden period) or 'opportunity window' (window opportunity) in laying the foundations of child development. Quality of child development during this period will determine the quality of physical health, mental, emotional, social, learning and behavior throughout his life.
Therefore the Golden period should be used (uncultivated) as well as possible to optimize the development of the child according to their potential. There are two things that need to be parents, educators, and caregivers are:
1. Meet the basic needs of children for optimal growth and development.
2. Doing stimulation, detection and early intervention child development.
Both of the above efforts is known as the Early Childhood Development. Efforts early childhood can be done at home by using the resources available at home and the home environment (so-called informal channels). It would be better if participation in early childhood activities organized institution which organizes 'early childhood one roof' which is available in your neighborhood such as integrated service posts joined BKB and Pos good early childhood education through formal and informal (see Law related Act on National Education System at the bottom).
Background of Early Childhood Development (early childhood) Holistic-Integrative in Indonesia
Forerunner organization of early childhood education efforts in Indonesia have been conducted since the last few decades, both of which have long been known as kindergarten and IHC or not too long to form as early childhood Pos. Each is managed by the Department / Ministries / Institutions, public and business, among others through:
Kindergarten (TK)
Raudatul RA (RA)
Bustanul RA (BA)
Sunday School
Play group (Play Group)
TPA (TPA)
Some kind of early childhood unit (SPS)
Heading PAUD
BKB (BKB)
Integrated Service Post (IHC)
etc.
However, the implementation of early childhood is still facing various problems which cause limited range, types of services and gaps essential needs of children, caused among other things:
* Services are not yet integrated (each institution seems to walk on their own and lack of coordination with other similar institutions).
* Quality management unprofessional.
* The limited number of institutions organizers.
* Distribution Institute organizers less prevalent.
* Distribution and power quality uneven.
* Inadequate service facilities.
* Services do not meet the essential needs of all aspects of the child.
* Understanding the importance of early childhood development of holistic, integrative of the stakeholders (both from policy makers, organizers and the community) is still limited.
Efforts towards the development of early childhood have been developed since 1988 the Ministry of Health through Early Detection of Growth (DDTK) of the Child. At around 1999 established the Directorate of Early Childhood Education (early childhood) at the Ministry of National Education, since early childhood and growing effort to get a positive response from the community. Along with the development of knowledge and research on early childhood, the need for early childhood increasing rapidly, in line with the concept of early childhood began to change. Experts consider the necessary and urgent to conduct Early Childhood Development in a holistic (whole and complete) and integrated cross-sector known as "early childhood Holistic-Integrative".
Is early childhood Holistic-Integrative it?
Early Childhood Development (early childhood)-Integrative Holistic is the development of early childhood, which is based on an understanding to meet the essential needs of children are diverse and interrelated simultaneously and systematically, covering various aspects of physical and non physical development, so that children can grow flowers as healthy children, strong, intelligent, cheerful, and virtuous. Growth and development of early childhood physically, mentally, emotionally, and socially affected by health care, fulfillment nutrition, education, mental stimulation, and psychosocial (Bappenas).
Early childhood in the National Education System
According to Law No. 20/2003 on National Education System, CHAPTER I GENERAL PROVISIONS Article 1, paragraph 14:
"Early childhood education is an effort to coaching is aimed at children from birth until the age of 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 further education".
The same Act, Chapter VI LANE, LEVEL, AND TYPE OF EDUCATION, Part Seven, Early Childhood Education, Article 28 paragraphs 1-6:
(1) early childhood education held prior to basic education.
(2) early childhood education can be organized through formal education, nonformal, and / or informal.
(3) early childhood education in the form of formal education Kindergartens (TK), Raudatul RA (RA), or other forms of equals.
(4) early childhood education in the form of non-formal education channels Play Group (KB), TPA (TPA), or other forms of equals.
(5) early childhood education into education or family education in the form of informal education organized by the environment.
(6) Provisions regarding early childhood education as referred to in paragraph (1), paragraph (2), paragraph (3), and paragraph (4) shall be further stipulated by Government Regulation.
Basic need for early childhood Holistic-Integrative
Things that underlie the need for early childhood Holistic-Integrative are:
1. Meet the essential needs of children fully and thoroughly.
2. Services to children who meet the systematic and planned.
3. Child development is influenced by a complex interaction of systems with different levels of the environment surrounding the so-called 'developmental ecology of early childhood'. Environment would include the micro, meso, exo and macro (discussed in details at the bottom).
4. The existence of the gold (the golden period) on the development of the child, that since the fetus until age 5 or 6 years.
5. Benefits and Holistic-Integrative approach to early childhood education has been scientifically tested
Micro System is an environment that is closest to the child in activities and daily interaction, ie interaction with parents, brothers, sisters, and peers. Interaction with the immediate environment will result directly to the child, at the same time there is also a reciprocal relationship (2 way) that affects the child affects the child's environment and the environment. This environment has the greatest impact on child development and in-depth due to take place in the long term and intensive in early childhood.
Meso System is the interaction between components in a micro system, such as the relationship between families with school. If there is a strong relationship and complement each other between these components, the greater the influence of good for children's development.
Exo System is a larger social system in which the child is not directly play a role in it. Example: parents work environment. Policies and decisions at this level will indirectly affect child development.
Macro System is the outer environment of children such as cultural values, laws, customs, laws and regulations, etc. which is also an indirect effect on child development.
Benefits of Holistic-Integrative approach to early childhood
Benefit socially
Include the development of language skills, intelligence, personality, social behavioral, mental and psychosocial resilience and academic achievement. The study results revealed that the investment is given in the age group will be picked early results on the later stages of its life cycle.
For example: the development of language skills of children is strongly influenced by the intensity of the interaction of parents to talk with the child. The number of words that dominated early child is very influential on their language skills which will further affect cognitive performance of children. The high language skills, intelligence, personality, social behavioral, mental and psychosocial resilience and academic achievement will be picked result when children are able to express and implement his works that is generally when the child has begun to grow up.
Benefit economically
Economically, the early childhood-Integrative Holistic useful for:
* Generate more economic returns and reduce social costs in the future.
* Increase the efficiency of investment in other sectors, eg by intervening nutrition programs, health and education from an early age then it will lower costs resulting from health problems and social problems in the future.
* Achieving equitable socio-economic communities including overcoming gender disparities.
* Breaking the cycle of intergenerational poverty.
Conclusion
Early Childhood Development-Integrative Holistic very necessary considering the whole child is an individual, then pengembangannnya necessary to fully and thoroughly. Required courses include integrated health maintenance, fulfillment of nutrition, education, mental stimulation, and psychosocial services to meet all basic needs of children (physical, mental, emotional, and social) in order to grow and develop optimally according to their potential.
Reference
1. http://id.wikipedia.org/wiki/Pendidikan_anak_usia_dini, accessed February 26, 2010.
2. http://www.diknas.go.id/headline.php?id=2, accessed February 26, 2010.
3. Bappenas material on the 'Meeting of Regional Integration Stimulation Activities I Evaluation, Detection and Early Intervention Growth (SDIDTK), Nutrition, Health and early childhood co-operation with the Ministry of Health Ministry of National Education, New York 23 to 25 February 2010, the General Guidelines for Early Childhood Development-Holistic Integrative.
4.enas-Unicef, Jakarta, 2009, the General Guidelines for Early Childhood Development-Integrative Holistic.
by: dr. Awi Muliadi Wijaya, MKM
Kamis, 24 November 2011
DEVELOPING SKILLS THROUGH SELF READY TO WORK WITH NONFORMAL EDUCATION
A graduate school education (formal education), ranging from elementary schools to universities, certainly will not want to be unemployed, but wants to plunge into the world of work. World of work quite different to the world of learning at school. Of learning environments in schools with fewer problems, leading the hunt field work with a number of issues and at all other.
Anxiety and the anxiety that is felt to be factors internal school graduates; greeted with the promotion of a number of educational institutions that offer convenience and expertise to be ready to work as an external factor, then complete the pusher never mind the factors to develop themselves before plunging into the world of work. In such a context, determining the choice of educational institutions for the provision of work is a difficult thing.
SELF READY TO WORK ABILITY
Setting up a fund for self-development capability to be ready to work is the right attitude, but where we are going to be developed and what needs to be developed is a question to be answered, before receiving a helping hand no educational institutions for free just like that.
There are six elements that can make someone able to hunt for jobs and succeed. The sixth element is the value, feelings, skills, creativity, risk, and purpose. The six elements that have been mentioned will be discussed as follows
First, the value of which is defined as all the elements that show how a person has a decision to use her life. Value is determined by two main things, namely past experience and future expectations of riel, will promise the increasingly competitive person.
Secondly, a feeling which is defined as an emotional reaction to a given person at a particular event.
Third, a skill that is defined as any possibility of the most extensive range of attributes that represent the strengths, abilities and characteristics that provide the greatest potential, as the path to successfully face the problems, tasks, and other experiences.
Fourth, creativity, all were thought to be directed to generate more ideas than solve the problem. Always there are more than one solution of a problem, by doing modification, simplification, emphasis, or strengthening, merging with another, rearrangement, inversion, etc..
Fifth, risk-taking that is making one of the many alternatives to realize the responsibilities and risks of options that have been determined. The risk is taken into account after the failure of the minimum, maximum results are achieved, and the likelihood of success.
Sixth, the purpose of determining which is the target to be achieved. In this case there are two types of targets, namely between the target and final target. Between the target while the target is to be dilewai reach the final target.
KNOWN TYPES OF WORK
Know the types of jobs exist, is useful for a person to determine what type of work will be selected and engaged. By type of work is divided into three, namely:
First, the field work. In accordance with its kind, this work is mostly done in the field (outdoors), both on land, sea, or air, even under the ground. Due to the location of the open course air temperature also varies according to its natural state. Therefore, the requirements of field work requires physical stamina and must have sufficient interest in the outside chores. In addition to the different locations will also be in touch with people different also. Therefore, field work should have a good adjustment. Examples of this work: sales reps / salesmen, construction workers, and farm machinery operators.
Second, the production work. This work is mostly done indoors. Environmental conditions for this work is relatively noisy (engine noise). For certain jobs, tempratur space rather hot and noisy because of the influence of the machine. This work is monotonous, so it takes perseverance and skills for workers. Examples of this work: a saw machine operators, carpenters raft hours, and rice milling machine operator.
Third, the administrative work. The working conditions for this work mostly indoors, so the influence of weather is relatively small. Noise factor and the danger of accidents is almost nonexistent. More job sitting behind a desk. The work of this kind requires adequate administrative capacity. For certain positions required power analysis, initiative, and ability to make decisions constantly. Due to the nature of work tends to be repeated and routine it takes perseverance. Examples of this work: the reception, sorting mail interpreters, secretaries, accountants and personnel managers.
NONFORMAL EDUCATION (PNF) AS AN ALTERNATIVE
Nonformal education have a curriculum that is designed to meet the urgent needs of the community, learning programs simpler, and has a short learning time / short, and the results of studies can be used immediately. Additionally PNF program a variety of shapes and types of educational units, such as group learning Package A, Package B, Package C, Chase Enterprises, Apprenticeships, skills courses, and various specialty programs; there are government-run, private, and individuals.
Looking at the characteristics, type and unit of PNF, seems to be an alternative option to develop the ability to be ready to work. All types and units of PNF as already mentioned, there and everywhere there, just choose according to your needs and interests.
CONDITION OF BEING SELECTED NONFORMAL EDUCATION
At least there are five things that need attention in choosing courses PNF, ie review the syllabus (course and time), teachers / instructors, learning tools, and accreditation costs. For details discussed as follows
First, review the syllabus. Starting to learn a brochure that offered PNF institutions. Should be visited and studied more than one place PNF program, consider the pluses and minuses, Do not be easily eaten crap institution PNF program providers. Wear ratio is logical, do not involve emotions, such as a brochure that says 'free', could bear English only three weeks. Is there a business can be free, what could possibly English in just three weeks.
Consider carefully what PNF program objectives, syllabus (learning program), a long time to learn, when to begin and end when the learning program, while learning (morning, afternoon, evening or night). Compare, use the slogan 'customer is king'. If it is not clear ask the organizers of the program PNF.
Second, teachers / instructors. Whatever the name of the PNF program, so detailed silabinya, to note who the teacher / educator, educational background, teaching experience, attitude and acts of its horns when teaching, the award was obtained lattice that need to be observed and examined.
Third, a learning tool. What is the state class for teaching and learning activities, equipment and laboratory or workshop conditions, management (administration). Although the air-conditioned room is cooler, but is it imperative that the equipment required by the study.
For the manifold skills PNF program, need to be observed how the number of tools or machines, how many participants in one class, already tertibkah iterative program. It should also be observed that there was no trained skills without practice (learning by doing).
Fourth, cost considerations. What is the total cost of the program? installment number of times. Consider carefully, because the PNF program that cheap is not necessarily good, but expensive also not a guarantee of quality. PNF programs are cheap and free gift usually in bulk, the ratio of students to teachers or facilities owned by large enough. As a result the learning process is also inefficient. PNF is an expensive program sometimes caused the program facilities sought. Then the service of any kind, which must also be scraped from the pockets of students. Even no less expensive for prestige purposes. More easily, look for programs that cost PNF with a reasonable calculation.
Fifth, accreditation, or approval status of the institution / program PNF. Already diakreditasikah selected educational institutions? Who is issuing accreditation? Institutions that issue such accreditation bonafidkah enough? However the level of accreditation will determine how far kredential (diploma, certificate or letter) from the institution / program PNF valued by society or by the institution and the owner of the work (users graduates)
CLOSING
Person's readiness for work is not limited when graduating from a formal educational institutions (schools). Precisely how far a person's readiness to work determined to have the ability themselves to be ready to work. Elements that can strengthen the ability of self such as: a positive value in making decisions, feeling positive, productive skills of functional, purposeful creativity, the courage to take risks and determination of objectives / targets in the move.
Develop the ability to be ready to work, can be done by identifying the types of jobs that exist, and choosing the relevant PNF program to hone themselves, after considering the conditions of the learning program of choice.
REFERENCES
Brembeck, Cole S., et.all; 1973, New Strategies For Educational Development: The Cross-Cultral Search For Formal Alternatives, Institute For International Studies College of Education, University of Michigan.
RI Department of Manpower, 1992, Classification of Occupation of Indonesia, Jakarta: Directorate General PPTK Project Development and Employment.
By: Ali Latif Amri (PLS majors Lecturer State University of Makassar)
Anxiety and the anxiety that is felt to be factors internal school graduates; greeted with the promotion of a number of educational institutions that offer convenience and expertise to be ready to work as an external factor, then complete the pusher never mind the factors to develop themselves before plunging into the world of work. In such a context, determining the choice of educational institutions for the provision of work is a difficult thing.
SELF READY TO WORK ABILITY
Setting up a fund for self-development capability to be ready to work is the right attitude, but where we are going to be developed and what needs to be developed is a question to be answered, before receiving a helping hand no educational institutions for free just like that.
There are six elements that can make someone able to hunt for jobs and succeed. The sixth element is the value, feelings, skills, creativity, risk, and purpose. The six elements that have been mentioned will be discussed as follows
First, the value of which is defined as all the elements that show how a person has a decision to use her life. Value is determined by two main things, namely past experience and future expectations of riel, will promise the increasingly competitive person.
Secondly, a feeling which is defined as an emotional reaction to a given person at a particular event.
Third, a skill that is defined as any possibility of the most extensive range of attributes that represent the strengths, abilities and characteristics that provide the greatest potential, as the path to successfully face the problems, tasks, and other experiences.
Fourth, creativity, all were thought to be directed to generate more ideas than solve the problem. Always there are more than one solution of a problem, by doing modification, simplification, emphasis, or strengthening, merging with another, rearrangement, inversion, etc..
Fifth, risk-taking that is making one of the many alternatives to realize the responsibilities and risks of options that have been determined. The risk is taken into account after the failure of the minimum, maximum results are achieved, and the likelihood of success.
Sixth, the purpose of determining which is the target to be achieved. In this case there are two types of targets, namely between the target and final target. Between the target while the target is to be dilewai reach the final target.
KNOWN TYPES OF WORK
Know the types of jobs exist, is useful for a person to determine what type of work will be selected and engaged. By type of work is divided into three, namely:
First, the field work. In accordance with its kind, this work is mostly done in the field (outdoors), both on land, sea, or air, even under the ground. Due to the location of the open course air temperature also varies according to its natural state. Therefore, the requirements of field work requires physical stamina and must have sufficient interest in the outside chores. In addition to the different locations will also be in touch with people different also. Therefore, field work should have a good adjustment. Examples of this work: sales reps / salesmen, construction workers, and farm machinery operators.
Second, the production work. This work is mostly done indoors. Environmental conditions for this work is relatively noisy (engine noise). For certain jobs, tempratur space rather hot and noisy because of the influence of the machine. This work is monotonous, so it takes perseverance and skills for workers. Examples of this work: a saw machine operators, carpenters raft hours, and rice milling machine operator.
Third, the administrative work. The working conditions for this work mostly indoors, so the influence of weather is relatively small. Noise factor and the danger of accidents is almost nonexistent. More job sitting behind a desk. The work of this kind requires adequate administrative capacity. For certain positions required power analysis, initiative, and ability to make decisions constantly. Due to the nature of work tends to be repeated and routine it takes perseverance. Examples of this work: the reception, sorting mail interpreters, secretaries, accountants and personnel managers.
NONFORMAL EDUCATION (PNF) AS AN ALTERNATIVE
Nonformal education have a curriculum that is designed to meet the urgent needs of the community, learning programs simpler, and has a short learning time / short, and the results of studies can be used immediately. Additionally PNF program a variety of shapes and types of educational units, such as group learning Package A, Package B, Package C, Chase Enterprises, Apprenticeships, skills courses, and various specialty programs; there are government-run, private, and individuals.
Looking at the characteristics, type and unit of PNF, seems to be an alternative option to develop the ability to be ready to work. All types and units of PNF as already mentioned, there and everywhere there, just choose according to your needs and interests.
CONDITION OF BEING SELECTED NONFORMAL EDUCATION
At least there are five things that need attention in choosing courses PNF, ie review the syllabus (course and time), teachers / instructors, learning tools, and accreditation costs. For details discussed as follows
First, review the syllabus. Starting to learn a brochure that offered PNF institutions. Should be visited and studied more than one place PNF program, consider the pluses and minuses, Do not be easily eaten crap institution PNF program providers. Wear ratio is logical, do not involve emotions, such as a brochure that says 'free', could bear English only three weeks. Is there a business can be free, what could possibly English in just three weeks.
Consider carefully what PNF program objectives, syllabus (learning program), a long time to learn, when to begin and end when the learning program, while learning (morning, afternoon, evening or night). Compare, use the slogan 'customer is king'. If it is not clear ask the organizers of the program PNF.
Second, teachers / instructors. Whatever the name of the PNF program, so detailed silabinya, to note who the teacher / educator, educational background, teaching experience, attitude and acts of its horns when teaching, the award was obtained lattice that need to be observed and examined.
Third, a learning tool. What is the state class for teaching and learning activities, equipment and laboratory or workshop conditions, management (administration). Although the air-conditioned room is cooler, but is it imperative that the equipment required by the study.
For the manifold skills PNF program, need to be observed how the number of tools or machines, how many participants in one class, already tertibkah iterative program. It should also be observed that there was no trained skills without practice (learning by doing).
Fourth, cost considerations. What is the total cost of the program? installment number of times. Consider carefully, because the PNF program that cheap is not necessarily good, but expensive also not a guarantee of quality. PNF programs are cheap and free gift usually in bulk, the ratio of students to teachers or facilities owned by large enough. As a result the learning process is also inefficient. PNF is an expensive program sometimes caused the program facilities sought. Then the service of any kind, which must also be scraped from the pockets of students. Even no less expensive for prestige purposes. More easily, look for programs that cost PNF with a reasonable calculation.
Fifth, accreditation, or approval status of the institution / program PNF. Already diakreditasikah selected educational institutions? Who is issuing accreditation? Institutions that issue such accreditation bonafidkah enough? However the level of accreditation will determine how far kredential (diploma, certificate or letter) from the institution / program PNF valued by society or by the institution and the owner of the work (users graduates)
CLOSING
Person's readiness for work is not limited when graduating from a formal educational institutions (schools). Precisely how far a person's readiness to work determined to have the ability themselves to be ready to work. Elements that can strengthen the ability of self such as: a positive value in making decisions, feeling positive, productive skills of functional, purposeful creativity, the courage to take risks and determination of objectives / targets in the move.
Develop the ability to be ready to work, can be done by identifying the types of jobs that exist, and choosing the relevant PNF program to hone themselves, after considering the conditions of the learning program of choice.
REFERENCES
Brembeck, Cole S., et.all; 1973, New Strategies For Educational Development: The Cross-Cultral Search For Formal Alternatives, Institute For International Studies College of Education, University of Michigan.
RI Department of Manpower, 1992, Classification of Occupation of Indonesia, Jakarta: Directorate General PPTK Project Development and Employment.
By: Ali Latif Amri (PLS majors Lecturer State University of Makassar)
Rabu, 23 November 2011
Education Literacy Tutor Approach BalibolaE
The term "BalibolaE" lifted from the roots of local culture Bugis, taking into account the characteristics of a religious society, upholding the value of mutual cooperation, kinship, loyalty, and respect for the ancestral culture.
Morphologically, the word "BalibolaE" comes from the language of the Bugis "Bali bola". The word "bali" usually means "face", "coupled" and "bola" home or place of residence. In writing written separately, and when added the letter "E" on the back, then continued writing. The function of the word "E" on the word in bugis pointed adjectives. "Bali bola" is commonly translated into Indonesian with the meaning of neighbor. In the teachings of the Prophet of Islam teaches that the limits are 40 houses of the neighbors left and right side, front and rear. In fact there is a limit as far as the eye could see neighbors are.
From some of the above definition, the word "balibolaE" all refer to family relationships, kinship and familiarity. Tutor approach "BalibolaE" was appointed as one approach to teaching literacy education, because one characteristic of learning in literacy education is removed from the context and local design.
The implementation of literacy education through tutors approach "balibolaE" is a model of educational services for the citizens who have not been capable of writing, reading, and arithmetic by utilizing local potentials (tutors, cultural, social and resource potential) in the neighborhood residents learned. In its application the concept of tutors' balibolaE "not only the person (tutor) but everything that supports the learning process within / around the house and in an environment where residents are learning it. The hallmark of literacy education through tutors approach "balibolaE" are:
(1) tutors were recruited from neighboring residents to learn,
(2) learning target by each tutor is not pegged to the system group (10 persons), depending on how many people are illiterate neighbor and tutor's own ability,
(3) incentives valued tutor / paid in accordance with the number of residents served learning, and
(4) learning themes and designs lifted from the context in which local residents learned about it was, starting from the smallest neighborhood, home and contents , and around the house and neighbors.
Morphologically, the word "BalibolaE" comes from the language of the Bugis "Bali bola". The word "bali" usually means "face", "coupled" and "bola" home or place of residence. In writing written separately, and when added the letter "E" on the back, then continued writing. The function of the word "E" on the word in bugis pointed adjectives. "Bali bola" is commonly translated into Indonesian with the meaning of neighbor. In the teachings of the Prophet of Islam teaches that the limits are 40 houses of the neighbors left and right side, front and rear. In fact there is a limit as far as the eye could see neighbors are.
From some of the above definition, the word "balibolaE" all refer to family relationships, kinship and familiarity. Tutor approach "BalibolaE" was appointed as one approach to teaching literacy education, because one characteristic of learning in literacy education is removed from the context and local design.
The implementation of literacy education through tutors approach "balibolaE" is a model of educational services for the citizens who have not been capable of writing, reading, and arithmetic by utilizing local potentials (tutors, cultural, social and resource potential) in the neighborhood residents learned. In its application the concept of tutors' balibolaE "not only the person (tutor) but everything that supports the learning process within / around the house and in an environment where residents are learning it. The hallmark of literacy education through tutors approach "balibolaE" are:
(1) tutors were recruited from neighboring residents to learn,
(2) learning target by each tutor is not pegged to the system group (10 persons), depending on how many people are illiterate neighbor and tutor's own ability,
(3) incentives valued tutor / paid in accordance with the number of residents served learning, and
(4) learning themes and designs lifted from the context in which local residents learned about it was, starting from the smallest neighborhood, home and contents , and around the house and neighbors.
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