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ACDP001   Early Childhood Development Strategy Study in Indonesia

ACDP001 Early Childhood Development Strategy Study in Indonesia

Participation rates in center-based programs for early childhood development and early education have increased signifi cantly since 2004, however rates are still below GOI targets of participation rates of 75 percent. As private spending plays an important role in funding these programs, children from poorer households are less likely to participate (see Table 9). In Banda Aceh the case study observations were realized in the city. Fees were much higher than those found in the other case study sites that were predominately rural. While systematic data on fees paid is not widely available the high participation rates in the more developed urban areas in Indonesia suggest that the fees encountered in Banda Aceh are likely in line with fees paid in areas of Jakarta, Yogyakarta, Bandung, Semarang and other major urban areas where household wealth is higher. Evidence presented in Chapter II indicates that this higher participation is the result of both more wealth and better awareness of the benefi ts of these programs. It follows that signifi cant improvement in the participation rates of poorer children will require both public investment in lowering the cost of participation as well as eff ective outreach to households about the benefi ts of participation in center based programs. Relying on only reducing the cost or only raising awareness will not be as eff ective as a strategy that addresses both cost and awareness.
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ARISTIA DEWI Pps PAUD UNP EARLY CHILDHOO (1)

ARISTIA DEWI Pps PAUD UNP EARLY CHILDHOO (1)

In Suryana, D. (2013). Early childhood has five aspects of development, namely the development of religious and moral values, cognitive, language, motor, physical and social- emotional (Minister of National Education Regulation number 58 of 2009). These aspects of development must obtain optimal stimulation from the surrounding environment. Stimulation of learning done in school is one stimulus that can develop aspects mentioned above. Eliason and Jenkins (2008) suggest that cognitive development, language, and literacy can shape thinking and build understanding. All aspects of the above development should get maximum stimulation and optimal through learning activities that are meaningful for children involving parents, teachers and schools. Early childhood learning activities can be done in various forms of service. A typical ministry for children aged four to six years is provided at the Kindergarten level. Kindergarten is a formal child service agency (article 28 paragraph 3 of the Republic of Indonesia's Regulation No. 20 of 2003 on National Education System). 1. Integrated Early Childhood Development
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EARLY CHILDHOOD DEVELOPMENT IN AN INTEGR (1)

EARLY CHILDHOOD DEVELOPMENT IN AN INTEGR (1)

In Suryana, D. (2013). Early childhood has five aspects of development, namely the development of religious and moral values, cognitive, language, motor, physical and social- emotional (Minister of National Education Regulation number 58 of 2009). These aspects of development must obtain optimal stimulation from the surrounding environment. Stimulation of learning done in school is one stimulus that can develop aspects mentioned above. Eliason and Jenkins (2008) suggest that cognitive development, language, and literacy can shape thinking and build understanding. All aspects of the above development should get maximum stimulation and optimal through learning activities that are meaningful for children involving parents, teachers and schools. Early childhood learning activities can be done in various forms of service. A typical ministry for children aged four to six years is provided at the Kindergarten level. Kindergarten is a formal child service agency (article 28 paragraph 3 of the Republic of Indonesia's Regulation No. 20 of 2003 on National Education System). 1. Integrated Early Childhood Development
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Proceedings yudianto

Proceedings yudianto

Abstract: This article presents the robotics technology and the benefits on early childhood development. Robotics technology can help children to think creatively and systematically, learn to work together, problem solving and improve fine motor skills. The use of robotics in early childhood development is also very suitable to constructivism theory which states that learning is to build knowledge of the self. The robot that used is Huna robotic education kit that is suitable for children because it can be assembled into a variety of shapes and are made of materials that are safe for children. This article also describes the steps in introducing robotics technology to early childhood.
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fhr profile final 2013

fhr profile final 2013

• Sustained advocacy is needed to ensure due priority is given to prevention of birth defects, early childhood development and promotion of adolescent health and development, while continuously working towards reducing newborn and child mortality to achieve MDG 4.

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Actual Studies Expansion of Improving Services: Access And Equity in Early Childhood Education (Ecd) |  | Proceeding of International Conference on Teacher Training and Education 7601 16028 1 SM

Actual Studies Expansion of Improving Services: Access And Equity in Early Childhood Education (Ecd) | | Proceeding of International Conference on Teacher Training and Education 7601 16028 1 SM

improving access expansion rules / regulations and linkages with other institutions / agencies / institutions is quite satisfactory (98%), meaning that there has been a tangle of functional coordination among agencies involved in supporting kindergarten / early childhood. But in terms of availability / supporting facilities and infrastructure that already over half (67%) driven by the school committee, the hamlets and villages, and related agencies. The support is in the form of building aid, APE (97%), and furniture (67%). About the initiation society is quite high (98%), but in terms of a sense of ownership and take responsibility is still very poor, 90% of citizens still find it hard to pay tuition fees; (2) From the equalization of educational services children early (ECD) that most of the organizers kindergarten / early childhood has bagged operating licenses (98%). It is also seen a lot of ease in handling licensing for prospective organizers. While the equalization mechanism of early childhood services is through the empowerment of community leaders and village cadres and related agencies (68%). Service forms of early childhood education is to coordinate the various parties, including by head hamlet (42%), village heads (97%), UPT TK-SD ((88%), and the Department of State as many (97%). The criteria of service of public initiatives is still low (54%), but the government instructions may be quite good (67%). While the form of community participation is still low (41%). Award (reward) is still low, at around 41%. However, the contribution of the school committee high enough in the form of aid that are instantaneous (91%). The problem of rights, there are still many children who have not been fortunate to get the rights of educational services kindergarten / early childhood education (58%), the obligation was as big enough (75%), while
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APJMR 2015 3 3 011 Revised Development of Entrepreneurship Learning Model for Early Childhood

APJMR 2015 3 3 011 Revised Development of Entrepreneurship Learning Model for Early Childhood

Entrepreneur education for early childhood is a part of efforts to cultivate a culture of entrepreneurial and the value of entrepreneurship from an early age [12]. The entrepreneurial culture are controlling their own destiny, maximizing self-potential, gaining profits, planning orientation, having strategic time management, innovative, increasing continuously quality work, and having willingness to grab opportunities. Values of entrepreneurial are dare-to- try attitude, setting the goal, having self-expectation, strong, self-confidence, having self initiative, responsible, learning from feedback, having a good relationship with the people who can help, willing to seek advice from the experts, to implement the task systematically.
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Effect of Mother’s Parenting Quality and Model of Early Childhood Education on Emotional Intelligence of Early ChildhooD

Effect of Mother’s Parenting Quality and Model of Early Childhood Education on Emotional Intelligence of Early ChildhooD

Kecerdasan emosional memegang peran penting bagi kesuksesan seseorang. Goleman (1997) menyatakan bahwa kompetensi seseorang ditentukan tidak hanya oleh tingkat IQ tetapi juga oleh kecerdasan emosional (EQ), bahkan EQ menyumbangkan 80 persen terhadap kesuksesan seseorang dan sisanya 20 persen disumbang oleh IQ. Dilihat dari mutu sumberdaya manusianya, Indonesia dengan jumlah penduduk sekitar 250 juta jiwa menduduki peringkat ke 121 dari 175 negara. Bahkan di wilayah Asia tenggara, HDI (Human Development Index) Indonesia masih berada dibawah negara-negara tetangga seperti Malaysia (64), Thailand (103), Filipina (114). Perilaku negatif saat ini marak terjadi di dalam masyarakat seperti tawuran, perilaku mencontek, bullying dan penyalahgunaan obat-obat terlarang (narkoba) di kalangan pelajar ikut menumpulkan kualitas manusia Indonesia. Perilaku negatif ini akibat dari kontrol diri yang rendah. Pengasuhan ibu yang buruk pada usia dini yaitu yang tidak warmth dan tidak pelatih emosi, diduga menjadi penyebabnya. Ketidak sempurnaan anak menerima stimulasi tersebut akhirnya berdampak pada tidak sempurnanya pemanfaatan seluruh kompetensi yang ada pada dirinya sehingga mempengaruhi kualitas hidupnya. Stimulasi pada anak ini dipengaruhi oleh stimulasi yang diperoleh dari keluarga dan lingkungan terdekat lainnya seperti pendidikan prasekolah (PAUD), termasuk stimulasi perkembangan sosial emosi. Melalui stimulasi, kemampuan sosial emosi anak baik dalam dimensi pengenalan emosi, pengaturan emosi, empati, motivasi diri dan ketrampilan sosial akan terasah. Keluarga sebagai tempat pendidikan utama anak memiliki peran yang sangat besar dalam pembentukan karakter serta merupakan fondasi primer bagi perkembangan anak. Ibu sebagai pengasuh utama diharapkan dapat mengemban tugas ini. Keberhasilan tumbuh kembang anak usia dini (golden age) sangat menentukan masa depannya.
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Bengkulu International Conference on Science and Education (BICSE - 2017)

Bengkulu International Conference on Science and Education (BICSE - 2017)

to be learned. The subject materials are presented by the tutor and the students follow the presentation carefully in preparation for the next quiz or test. (b) Development, the materials are explained in compliance with the materials learned in groups. In this phase, the students learn to understand meanings instead of just superficial memorizing. The kind of questions asked in this phase is the true or false question type. (c) Controlled practices, controlled practices are done by presenting the materials by asking the students to do exercises, calling students at random to check answers and solve problems. The kind of questions is suggested to be not time-consuming so that the students can be ready when being selected to check their answers. (d) Group work, the tutor distributes workbooks to all the students in groups and the subject material contents of the workbook are suitable to support cooperative learning method. The tutor provides help by providing assistance through clarifying instructions, repeating concepts, and answering questions. In every group activity, all the students discuss the problems encountered, compare answers, or correct misconceptions. the groups are expected to cooperate, work together and help each other understand the learning materials. (e) Evaluation, the tutor conduct evaluation that lasts for 60 minutes to show what the students have learned and completed in the group work. After the class presentations by the tutor and group work by the students, the students are given 60 minutes to do an individual test. In answering the test, the students are not allowed to help each other. The results of the test are then considered as evaluation materials, which later will be used as individual development scores and contributing to the group development scores.
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T1 112007070 Full text

T1 112007070 Full text

With the growing development of story-telling method, it is worthwhile to look closely at real practice how the method is being employed. Therefore, my study is looking at how the teachers in The First Day Care Early Childhood Education make use of story-telling method. Some theories about characteristic of young learners, story- telling methods, and teacher‟s common problems will be discussed first before focusing on my study. My study, then, specifically looks at how the story- telling method may be used to develop children‟s physical, linguistic, and social-emotional growths in Early Childhood Education language class.
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CULTIVATION OF CHARACTER ACCORDING K.H. AHMAD DAHLAN IN EARLY CHILDHOOD

CULTIVATION OF CHARACTER ACCORDING K.H. AHMAD DAHLAN IN EARLY CHILDHOOD

c. In addition to the exemplary, K.H Ahmad Dahlan stated that teaches character must come to the level of awareness and practice are achieved through a process of dialogue. K.H. Ahmad Dahlan principle that religion is charity. Paragraph learned from the Quran in addition to be understood as meaning also must be carried out orders. In early childhood, they are taught the cultivation of character through a question and answer so that they understand the value delivered by teachers and encourage children to do the values taught. The point is not only understood planting characters but also do. The concept of planting this character is still relevant to the applied current and in tune with the character education developed by the government.
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 J01341

J01341

studies discuss the similarities between the two. They both agree that children do not act as passi- ve agents during the learning processes (Bodrova and Leong, 1996). Secondly, their theories descri- be the construction of knowledge in the mind. As an active agent, a child will independently and ac- tively try to construct their own knowledge. They both agree that experiences and time contribute to the children’s understanding acquisition over and over again. Finally, they both discussed the de- velopment of children’s symbolic thought which holds vital role in the development of children’s abstract thinking.
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Berkowitz and Grych 2000

Berkowitz and Grych 2000

Occasional misbehavior is common and developmentally normal in preschoolers, but at times children exhibit a pattern ofmisbehavior which raises serious concerns about their moral development and general psychological adjustment. Children who repeatedly disregard the rights and feelings of others, aggress against their peers, and defy rules and directives create significant problems for preschool teachers trying to provide a safe and nurturing environment forthe children in theircare. Such children exhibit few of the characteristics of a normally developing moral child that we outlined earlier. For example, their behavior may appear out of control, they may show little empathy or concern for others, and they may evidence delays in the development of conscience (Kochanska & DeVet, 1994). Children exhibiting chronic “moral misbehavior” are likely to require different kinds of responses fromteachers than the typical kinds of misbehavior seen in children of this age, and research on the treatment of child adjustment problems provides guidelines that can supplement the ideas described above for teachers.
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Keywords : Early Childhood Caries (ECC), prevention, treatment

Keywords : Early Childhood Caries (ECC), prevention, treatment

Early Childhood Caries (ECC) penyakit infeksi pada gigi yang bersifat akut, berkembang dengan cepat yang awalnya terjadi pada sepertiga servikal gigi insisivus maksila sulung yang pada akhirnya akan merusak gigi secara keseluruhan. Kondisi ini juga dikenal dengan nama berbeda, karena adanya variasi secara klinis, etiologi, dan lokasi, seperti: karies labial, karies incisor, nursing bottle mouth, rampan karies, nursing bottle caries, nursing caries, baby bottle tooth decay, rampant infant, dan early childhood dental decay. 1
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Encyclopedia of Infant and Early Childhood Development, vol  3 (Academic Press, 2008)  pdf

Encyclopedia of Infant and Early Childhood Development, vol 3 (Academic Press, 2008) pdf

Direct pathways reflect influences that operate directly on the child to affect academic performance. For example, poor children are more likely to have experienced nega- tive perinatal events, like prematurity or low birth weight, in addition to poorer nutrition and healthcare in early childhood, all of which can directly limit a child’s cognitive growth and potential. Yet, increasingly, scientists are describing the impact of SES as operating through more immediate influences in the child’s environment. For instance, mothers living in poverty are less likely to receive adequate prenatal care, which could contribute, in part, to the connection between SES and prematurity. Researchers describe these as mediated pathways, where SES is viewed as a distal variable that exerts its influence through a more immediate or proximal variable. The whole process is described as a mediated relation. Scientists are increasingly seeing the effects of SES as mediated through more proximal factors, one of which is parenting. Parents living in poverty are less likely to talk to their preschool children; they communicate with a more limited vocabu- lary, offer fewer questions or descriptive statements to them, and are more repetitive. In general, parents with fewer economic and/or educational resources are less likely to provide the stimulating home environments children seem to require if they are to be maximally ready for school. The important insight gained from seeing SES in this mediated fashion is that improving a family’s economic circumstances alone may not translate into improved parenting, the more immediate causal agent shaping the child’s development. Race, ethnicity, and academic achievement Similar issues have surfaced in trying to explain the dis- parities across racial and ethnic groups in academic attainment. Clearly, race and ethnicity, in and of them- selves, are distal variables that won’t directly affect aca- demic performance. Their influence must be mediated by more proximal sources. Since most progress in under- standing these complex relations comes from the study of differences between African-American and European- American students, we will focus on this issue here.
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proceed application of gender

proceed application of gender

The proceeding is divided into 13 themes. There are Philosophical Issues in Early Childhood Education; Curriculum and Assessment of Early Childhood Education; Quality and Human Investment in Early Childhood Education; Information, Communication and Technology (ICT) in Early Childhood Education; Parenting; Gender Issues in ECE; Teachers Training in Early Childhood Education; Language Development and Literacy in Early Childhood Education; Children‟s Social and Emotional Development; Children‟s Cognitive Development; Creativity in Early Childhood Education; Multiculturalism in early childhood education; and Primary Education (Grade 1-3). Each theme is hoped to stimulate debates and discussion in ECE. All these themes take into account new trend and concept that affects the way childhood is situated and constructed.
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Management of early childhood caries

Management of early childhood caries

Early childhood caries (ECC) yang juga dikenal sebagai karies susu botol merupakan sindroma kerusakan gigi yang parah, terjadi pada bayi dan anak, merupakan penyakit infeksi yang berkembang dengan cepat dan mengakibatkan gangguan kesehatan yang panjang pada anak. Sindroma ini dapat disebabkan oleh penggunaan botol yang tidak sesuai. Kebanyakan ECC tidak tertangani sampai anak usia 20 bulan. Pada tahap ini dibutuhkan penanganan serius, sebab hal ini akan berakibat trauma baik pada anak maupun orangtua. Perawatan paling umum ECC dan penyakit gigi lainnya telah dimasukkan pada setiap perawatan penyakit. Usaha untuk mendidik keluarga tentang kebersihan gigi dan praktek diet, tingginya tingkat kekambuhan penyakit mulai dari bukti kerusakan gigi sampai kegagalan rencana perawatan mengakibatkan perlunya perhatian khusus terhadap penyakit ini. Tulisan ini diharapkan dapat menjadi masukan bagi dokter gigi dalam hal perawatan ECC.
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Book Review: The Social Psychology of Music.

Book Review: The Social Psychology of Music.

This book didn t only tell us about influence of social, individual, and cultural, but it also explain about developmental related with musical taste. Fourth part describes how environmental background developed musical taste in adolescent (as the biggest community of music fans) and development of musical skill across the life span. Musician life and performance are also criticized by the authors. This fifth part showed Jane Davidson s research about audience effects and the ways in which the presence of others affects the nature of performance in musical ensembles. Glen Wilson, in chapter 12, also explained about anxiety and how to deal or manage prevalence and symptomatology in different way by musician performers. The important thing from this book is from sixth part. In this part, the authors wanted to describe the application of music psychology. Music psychology could be use in different aspect of life. The authors called this part as the applied social psychology of music. Music can be use in clinical and therapy, such as medical model and many kind of psychotherapy. Music also can be use in industry and consumer behavior. The sixth part also explained how to apply social psychology of music in education. Many example of research can be useful for students or many practitioners that want to have research in social psychology of music.
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Early Childhood Caries (ECC)

Early Childhood Caries (ECC)

Early Childhood Caries adalah istilah yang menggantikan istilah karies botol atau nursing caries yang digunakan sebelumnya untuk menjelaskan suatu bentuk karies rampan pada gigi sulung yang disebabkan oleh penggunaan susu botol atau cairan lainnya termasuk karbohidrat dalam jangka waktu yang panjang. ADA mendefinisikan penyakit ini bila dijumpai satu atau lebih gigi yang rusak dapat berupa lesi kavitas atau non kavitas, gigi yang dicabut karena karies, permukaan gigi sulung yang ditambal pada usia pra-sekolah yaitu sejak lahir sampai 71 bulan.

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18 Children 's Knowledge of the Letter as the Beginning of Literacy in Yogyakarta

18 Children 's Knowledge of the Letter as the Beginning of Literacy in Yogyakarta

Children knowledge about the letter is usually seen in the results of his writings (Hoff 2009). Therefore, in the development of language, the ability to read and write cannot be separated. Marrow (1993) is divided into six stages of children‘s writi ng. The first stage is the stage of children's writing in the form of images. Kids draw shapes to represent writing. A child see the pictures as a specific communication tool and carry the message. Usually the child who wrote in with the image can be read images as writing. The second stage is the stage of a child writes with scrawling. At this stage the child exhibit behaviors such as writing with the writing that is to draw a line in the form like writing from left to right. According to scribble child is writing and implies. This stage arises because many children do pay attention to adults in writing activities. The third stage, the stage of writing children by making shapes like letters. At this stage the child create forms which he is the letter. The fourth stage, namely stage by producing a child write letters. Kids wrote numerous letters he
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