Journal articles on the topic 'Family as their children's teachers'
To see the other types of publications on this topic, follow the link: Family as their children's teachers.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Family as their children's teachers.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Syarfina, Syarfina, Elindra Yetti, and Lara Fridani. "PEMAHAMAN GURU PRA-SEKOLAH RAUDHATUL ATHFAL (RA) TENTANG KESIAPAN SEKOLAH ANAK." JPUD - Jurnal Pendidikan Usia Dini 12, no. 1 (April 30, 2018): 153–63. http://dx.doi.org/10.21009//jpud.121.13.
Full textAbstract:
Preschool teachers including Raudhatul Athfal (RA) teachers have an important role in building children's school readiness. The purpose of this research is to find out to what extend RA teachers’ understanding about children’s school readiness. The research was conducted by using qualitative approaches. Data were collected through questionnaires distributed to all RA teachers in Langsa. The results show that teachers understand school readiness as a child's readiness to continue school based on the age, independence in daily activities, and the ability to write, read and count. Activities implemented by RA teachers in building children's school readiness by playing, singing, and field trips while materials used such as colors, props, cards, and beams. Teachers assessed children’s school readiness by observing daily activities and evaluating of student’s work. Family factors are considered as a major impact on children's school readiness. Recommendation are made in term of findings is planning some intervention to improve teacher's understanding on children's school readiness concept.
Keywords: school readiness, children’s shool readiness, preshcool teacher, preparedness program.
Guru prasekolah termasuk guru Raudhatul Athfal (RA) memiliki peran penting dalam membangun kesiapan sekolah anak. Tujuan dari penelitian ini adalah untuk mengetahui sejauh mana pemahaman guru RA tentang kesiapan sekolah anak. Metode yang digunakan adalah metode kualitatif. Data dikumpulkan melalui kuesioner yang disebarkan kepada seluruh guru RA di Kota Langsa. Hasilnya menunjukkan bahwa guru memahami kesiapan sekolah sebagai kesiapan anak untuk melanjutkan sekolah berdasarkan usia, kemandirian dalam melakukan aktivitas harian, serta kemampuan dalam hal menulis, membaca dan berhitung. Kegiatan yang dilakukan guru RA dalam membangun kesiapan sekolah anak meliputi bermain, bernyanyi, dan field trip dengan material berupa warna, alat peraga, kartu, dan balok. Guru menilai kesiapan sekolah anak dengan melakukan observasi harian dan evaluasi hasil karya. Faktor keluarga dianggap yang memberi pengaruh besar dalam hal kesiapan sekolah anak. Rekomendasi dari penelitian ini agar adanya tindakan untuk meningkatkan pemahaman guru terhadap konsep kesiapan sekolah anak.
Kata kunci: Kesiapan sekolah, Kesiapan sekolah anak usia dini, guru prasekolah, program persiapan.
2
Yüksek Usta, Semiha, and Arif Yılmaz. "A correlational study of children's externalizing and internalizing behavioral problems in relation to mother-child and teacher-child relationships." Pegem Eğitim ve Öğretim Dergisi 8, no. 1 (November 17, 2017): 41–68. http://dx.doi.org/10.14527/pegegog.2018.003.
Full textAbstract:
The purpose of this research is to find out the connection between mother and teacher relationships and externalizing and internalizing behavioral problems of 48'60-month-old children. In this regard, a correlational study was conducted with teachers (n=59) and mothers (n=252) of 48'60-month-old pre-school children in a metropolitan city in Turkey. Data collected through Preschool and Kindergarten Behavior Scale (PKBS), Student' Teacher Relationship Scale (STRS), and Child'Parent Relationship Scale (CPRS). Study results showed that children's internalizing and externalizing behavioral problems have direct connection with their relationships with their mothers and teachers. When children's conflicts with their teachers and mothers increase, their intimacy decrease with them. It was also found that as the children's conflicts with their mothers increase, conflicts with their teachers also increase. According to findings of the study; there is a need to provide in service and pre-service trainings for teachers and pre-service teachers about the importance of quality relation with children, methods, problem solving skills and especially right approaches to problematic children. Also, as one of the pre-conditions of positive teacher-child relationship is a positive teacher-family relationship, both parents' and teachers' awareness should be raised about family involvement.
3
Kim, Jeongah. "Effects of Creative School Environments and Future Goals on Children's Creativity: The Mediating Effects of Perceived Happiness." Korean Society for Creativity Education 22, no. 3 (September 30, 2022): 23–39. http://dx.doi.org/10.36358/jce.2022.22.3.23.
Full textAbstract:
This study examined the effects of the creative school environments (friend support, teacher support, teacher's controlled attitude) and future goals (extrinsic goals, intrinsic goals) on children's creativity through perceived happiness. For analysis, 10th data (age 9) from the Korean Children Panel were used. Mediation analyses revealed that social support from friends and teachers was positively related to children's creativity through the mediating effects of perceived happiness. On the other hand, teachers' strict and controlled attitudes negatively affected children's happiness, which lowered students' creativity. In addition, the mediating effect of perceived happiness on the relation between children's future goals and creativity was statistically significant. It suggests that children with intrinsic future goals (e.g., helping others, building a happy family) are happier, in turn, more creative than those with extrinsic future goals (e.g., making a lot of money, being famous). The theoretical and practical implications, as well as the limitations of the current study, are discussed.
4
Fauziah, Kholifatul, and Cahyo Setiadi Ramadhan. "Pemberdayaan Guru PAUD dalam Penulisan dan Penerbitan Buku Cerita Anak." Jurnal Surya Masyarakat 5, no. 1 (November 30, 2022): 87. http://dx.doi.org/10.26714/jsm.5.1.2022.87-94.
Full textAbstract:
This community service program is aimed at (1) improving teacher skills in designing fiction scripts in the form of making children's story books, (2) increasing the positive reputation of the teacher education institution concerned through increasing teacher expertise, the work produced and related positive publications in the mass media, and (3) increasing the intellectual property owned by the teacher in question himself. The participants of this activity were PAUD KB KB teachers 'Aisyiyah Surya Melati, Brajan, Tamantirto, Kasihan, Bantul. Preliminary studies through observation showed that none of these family planning teachers had published children's stories even though they had been struggling with the world of children's education for a long time. Therefore, this program was designed in the form of training in writing children's stories as well as assistance in the publication of these stories. There are 20 participants. This empowerment resulted in an anthology of children's stories with ISBN entitled "Pendar-Pendar Hikmah untuk Si Buah Hati".
5
Guttmann, Joseph, and Marc Broudo. "The Effect of Children's Family Type on Teachers' Stereotypes." Journal of Divorce 12, no. 2-3 (March 8, 1989): 315–28. http://dx.doi.org/10.1300/j279v12n02_18.
Full text
6
Roubinov, Danielle S., W. Thomas Boyce, and Nicole R. Bush. "Informant-specific reports of peer and teacher relationships buffer the effects of harsh parenting on children's oppositional defiant disorder during kindergarten." Development and Psychopathology 32, no. 1 (November 21, 2018): 163–74. http://dx.doi.org/10.1017/s0954579418001499.
Full textAbstract:
AbstractHarsh and restrictive parenting are well-established contributors to the development of oppositional defiant disorder (ODD) among children. However, few studies have explored whether interpersonal relationships that develop outside the family environment attenuate the risk for ODD that is associated with harsh parenting. The current study tested multireporter measures of teacher–child closeness and peer acceptance as moderators of the association between harsh parenting and children's ODD as children's social worlds widen during the kindergarten year (N = 338 children, 48% girls, M age = 5.32 years). Harsh parenting interacted with peer nominations of peer acceptance and children's report of teacher–child closeness to predict children's ODD symptoms in the spring, adjusting for fall symptoms. Children exposed to harsh parenting exhibited greater symptom increases when they were less liked/accepted playmates and in the context of lower teacher–child closeness. However, harsh parenting was not associated with symptom change among children with higher levels of peer-nominated acceptance and those who reported closer relationships with teachers. There were no significant interactions using teacher's report of peer acceptance or teacher's report of teacher–child closeness. Findings highlight positive peer and teacher relationships as promising targets of intervention among children exposed to harsh parenting and support the importance of assessing multiple perspectives of children's social functioning.
7
Ayu, Putu Eka Sastrika. "The Roles of Parent and Teacher on Children Attitude Development to Avoid Bullying Behavior in Early Childhood." Yavana Bhasha : Journal of English Language Education 1, no. 1 (May 4, 2020): 21. http://dx.doi.org/10.25078/yb.v1i1.1374.
Full textAbstract:
<p>Family takes important influences on the education of children's moral and personality development. Families especially parents are the main agencies to teach children new things as well as goodness or badness. Early family education should include three aspects namely cognitive, affective and psychomotor aspects. In early family education, parents should impart honest behaving, polite speaking, and responsibility-taking. In this early family education, educational interaction occurs firstly and foremost to the children who would become the foundation of their further education. Cultivating children's attitudes should be carried out by school teachers. There are several roles that can be implemented by the teacher namely; as a model, mentor, coach, motivational speaker, and evaluator. The role of teachers as educators (nurturer) are the roles that are associated with the duties of assistance and encouragement (supporter), the tasks of supervision and coaching (supervisor) as well as tasks related to disciplining children the child was being well behaved against the school rules and norms of life in the family and society. By optimizing the role of parents and teachers in the cultivation of the attitude, then it will be able to reduce bullying behavior in early childhood. The children's experiences with bullying will give long term impacts. For the children having bullying victims, the experience will be a nightmare that never disappears from their memories. </p>
8
Steiner, Lilly, and Christina Cassano. "An Intervention to Support Teachers in Building on Children’s Home Literacy Backgrounds." Journal of Family Diversity in Education 2, no. 3 (April 11, 2017): 19–40. http://dx.doi.org/10.53956/jfde.2017.98.
Full textAbstract:
This study examines the results of a family literacy intervention to teach teachers to build on families’ home literacy practices. A quasi-experimental design was used to study effects on: (1) the use of home-based literacy practices at school; (2) teachers’ beliefs about the family's role in children's literacy development; and (4) first-graders’ literacy achievement. The study was conducted in two first-grade classrooms with culturally diverse student populations. In the treatment classroom, the teacher learned practices for building home-school partnerships. This teacher incorporated specific opportunities to involve parents in children’s literacy learning that led to an increase in parent-teacher collaboration. A combination of teacher and parent participation in the intervention resulted in statistically significant differences in students’ scores on the Concepts About Print (CAP) assessment compared to students in the control classroom. This study is small; yet, it provides a timely and relevant model to promote parent involvement, which is particularly important given the renewed emphasis on building effective home-school partnerships.
9
Fleharty, Heidi L., and Carolyn Pope-Edwards. "Family-School Partnerships: Promoting Family Participation in K-3 Teacher Professional Development." Mathematics Teacher Educator 2, no. 1 (September 2013): 55–73. http://dx.doi.org/10.5951/mathteaceduc.2.1.0055.
Full textAbstract:
Sixty-three teachers in a K–3 mathematics specialist certificate program conducted family projects in order to improve their skills in partnering with families around mathematics. Past studies have indicated that family involvement in children's education has many positive influences on academic achievement; however, parents' discomfort with math, and teachers' discomfort with working with parents, may be obstacles. The purpose of the present study was to examine 2 years of teachers' mathematical family projects and describe the types of projects chosen, the risks and benefits of these projects, and the quality of the parent–child interaction. It was found that the teachers implemented a variety of projects that promoted parent participation in mathematics. Teachers were also able to utilize a cycle of inquiry to examine the progress of their project. The results showed that teachers were able to create a strong connection between the math classroom and the home environment of the child, as shown, for example, by findings related to the themes of home–school connections and mathematics curriculum of the home.
10
Sumar, Sumar. "The Effort of Islamic Education to Improve the Children’s Morality on Elementary School on Petaling Mendo Barat." Tarbawy : Jurnal Pendidikan Islam 5, no. 1 (April 15, 2018): 11–18. http://dx.doi.org/10.32923/tarbawy.v5i1.825.
Full textAbstract:
The Teachers of Islamic education today are often confused with the behavior of learners who are increasingly worried about morals. Petaling villages, especially teachers often complain about the behavior of elementary school children who are not praised, are they will not the obey the teacher’s, rebuked, fighting even some who up against the teacher. The purpose of this study is to reduce or at least the development of negative morals in elementary school. As for the result of this research was found there are three the main factors that cause deterioration attitude a son, namely.1. Factors family 2.Environmental factor and 3.Factors the act of government on violence children.While the results of the efforts the teacher's Islamic education of the three elements are is, from the family: teachers diligent socialization the parents with appeal more attention to their children each especially in intercourse and learn. Edify their children. From the environment: teachers giving an appeal to school tuition that is not weary of he warns against careful in sociable.From the act of the government: the teachers continue to trying to find methods creatif capable of comply with the act the government about child protection and regulations.
11
Ford, Marilyn Sue, Robin Follmer, and Kathleen K. Litz. "In Our Opinion: School-Family Partnerships: Parents, Children, and Teachers Benefit!" Teaching Children Mathematics 4, no. 6 (February 1998): 310–12. http://dx.doi.org/10.5951/tcm.4.6.0310.
Full textAbstract:
The advent of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) dramatically altered mathematics education. Like teachers, parents are coming to terms with shifting expectations and methods of instruction. Communicating with parents and involving them in their children's learning of mathematics help parents understand why and how mathematics education has changed.
12
Coskun, Lutfiye. "Mothers' views and home literacy practices on children literacy skills acquisition: A qualitative study." Research in Pedagogy 11, no. 2 (2021): 468–82. http://dx.doi.org/10.5937/istrped2102468c.
Full textAbstract:
This study aimed to explore mother's views and home literacy practices for their children on literacy skills acquisition. In the study carried out in 2020, twenty-five mothers of children aged 6 years were assessed by means of a semi-structured qualitative interview. Two mother views were identified; (1) family is responsible (FR) and (2) teacher is responsible (TR) on children's literacy skills acquisition. An examination of the literacy practices offered by mothers revealed that there are similarities and differences between the practices. The obtained results indicated that mothers who consider that family is responsible for children's literacy acquisition implemented more versatile and greater number of activities for their children. On the contrary, mothers who consider that teachers are responsible for children's literacy acquisition preferred mostly activities that support writing skills rather than reading skills. Some recommendations were also made in this paper to promote the emergent literacy skills of preschoolers.
13
Dwyer, Sarah B., Jan M. Nicholson, Diana Battistutta, and Brian Oldenburg. "Teachers' knowledge of children's exposure to family risk factors: accuracy and usefulness." Journal of School Psychology 43, no. 1 (January 2005): 23–38. http://dx.doi.org/10.1016/j.jsp.2004.10.003.
Full text
14
Amalia, Eka Rizki, and Hasana Hasana. "Mengasah Keterampilan Bahasa Anak Usia Dini Melalui Kegiatan Bernyanyi." AULADA: JURNAL PENDIDIKAN DAN PERKEMBANGAN ANAK 1, no. 1 (December 15, 2018): 1–11. http://dx.doi.org/10.31538/aulada.v1i1.207.
Full textAbstract:
During the children’s development, they will experience a phase called the golden age. This phase is the most crucial stage in children's development because they will grow and develop rapidly. This phase is the foundation for developing cognitive, motoric, socio-emotional, religious, moral and language abilities. Regarding the development of children's language skills, it will be optimal if it is conducted with stimulation from the surrounding both from the parents or family and the teachers. This literature study discusses the importance of directing and fostering the children’s language skills from early childhood and activities that can support the stimulation process of early childhood language skills. The results of the literature review show that children’s language skills must be directed and nurtured since early childhood. A person's language skills show his intelligence in expressing certain words and sentences regularly and precisely. For early childhood, the best stimulation is given by singing activities. Singing activities cannot be separated from social relations, both with the environment, society, friends, and family. By singing activities, children will be introduced to how to respect others, to put themselves in a new environment, and train their ability to communicate.
15
TURCZYK, MAŁGORZATA. "REALISING THE CHILD'S RIGHTS IN EARLY CHILDHOOD IN THE CONTEXT OF CHILDREN’S SOCIAL PARTICIPATION: THE CASE OF THE CHILD’S RIGHT TO A FAMILY." Society Register 5, no. 2 (May 15, 2021): 69–82. http://dx.doi.org/10.14746/sr.2021.5.2.05.
Full textAbstract:
The article presents the need to make the culture of children's rights fundamental from the earliest years of their lives, given the idea of children's social participation. Creating and practising such a culture throughout childhood is a task that requires not only a thorough knowledge of the child’s rights among both parents and teachers but also the wider acceptance of these ideas and the creation of the right environment for sharing and speaking up for them both at home and in early education settings. The academic and colloquial discourse on parental practices and institutional childcare often overlooks the dimension/significance of recognising children's participation in safeguarding their human rights. Meanwhile, the processes of early normative socialisation are of great importance to their development and their future attitudes towards law in general and towards their human rights and others' rights. Social participation is where the child can experience his or her rights and learn about respecting others' rights. With this in mind, a question must be asked about how children's rights are realised in early childhood in the context of their participation in the socialisation process. The author uses the example of the child’s right to a family as a lens to observe how the idea of the children’s participation in securing children’s rights may be realised or violated. The article is based on an analysis of the subject's literature, in which legal discourse and teachings on child-rearing and early education are used as the interpretative context.
16
Zhavoronkova, Liliya V., and Lyubov B. Pautova. "Interaction of teachers with children's families in rural inclusive school." Pedagogy Of Rural School 2, no. 12 (2022): 76–86. http://dx.doi.org/10.20323/2686-8652-2022-2-12-76-86.
Full textAbstract:
Today, children with various types of health restrictions are increasingly appearing in rural schools, who until recently studied in special boarding schools. The parents of these children choose to study in inclusive education at school in their place of residence. The Federal State educational standard of primary general education for students with disabilities assigns a large role to parents and family in its implementation, which makes the discussion of this problem relevant. Since the federal state educational standard of primary general education for students with disabilities is a tripartite social contract, there is a need to coordinate the positions of parents and educational organizations on its implementation The main purpose of the agreements is to create favorable conditions for the complete social formation, upbringing and education of children with disabilities for the self-realization of their personality among normotypically developing peers. The authors of the article reveal the substantive aspects of the interaction of an educational organization and parents of children with disabilities on the example of the implementation of a family cooperation program in one of the rural schools of the Yaroslavl region, aimed at actively involving parents of students with disabilities in the design and implementation of an inclusive educational process. The article actualizes such forms of interaction between an educational organization and parents as: parent club, training, sports and social projects, child-parent project, consultation. As an effective form of interaction, a child-parent sports project is considered, which allows solving the tasks of different categories of interaction participants — teachers, parents and students.
17
Muthmainah, Muthmainah, and Abur Hamdi Usman. "Family support for young Ḥāfiẓ Al-Qur’ān." Journal of Early Childhood Care and Education 5, no. 1 (March 21, 2022): 27–44. http://dx.doi.org/10.26555/jecce.v5i1.5974.
Full textAbstract:
No children can develop without the support of the family. Family support is one of the contributing factors to children's success. This study aims to illustrate family support for young Ḥāfiẓ al-Qur’ān . This research is descriptive qualitative research. The research subjects are five children, Ḥāfiẓ al-Qur’ān since they were seven years old, their teachers, and their parents. Data collection was done through interviews and observation, followed by an analysis using the interactive model by Miles, Huberman, and Saldana. The research findings show that family support for young Ḥāfiẓ al-Qur’ān includes emotional support, appreciation, instrumental support, information, and spiritual support. Future studies should focus on the parents' spiritual support for children's success, as it requires more theoretical studies. This research is expected to inspire and motivate parents to accompany their children, especially in memorizing the Qur'an.
18
Bacete, Francisco-Juan García, and Juan Carlos Oliver Rodríguez. "Family and Ability Correlates of Academic Grades: Social Status Group Differences." Psychological Reports 95, no. 1 (August 2004): 10–12. http://dx.doi.org/10.2466/pr0.95.1.10-12.
Full textAbstract:
In a continuation of work by Marjoribanks (2003), using a sample of 150 seventh grade students, relationships among Parent Involvement as defined by factor scores of four measures of parents' involvement completed by teachers: teacher-parent contacts, teacher-parent communication, parents' involvement at home, and parents' participation in school, Intellectual Ability as defined by Verbal Intelligence using the Yuste's Differential and General Aptitudes Battery-M, and Academic Grades as defined by the average grade for all subject matter were examined. Analysis showed different predictive models for children's academic achievement as a function of social status. For children of low and middle social status, Intellectual Ability was the single predictor. For children of high social status the predictors were Parents' Involvement and the interaction of Parents' Involvement and Intellectual Ability.
19
Breslau, N., J. Breslau, E. Peterson, E. Miller, V. C. Lucia, K. Bohnert, and J. Nigg. "Change in teachers' ratings of attention problems and subsequent change in academic achievement: a prospective analysis." Psychological Medicine 40, no. 1 (June 3, 2009): 159–66. http://dx.doi.org/10.1017/s0033291709005960.
Full textAbstract:
BackgroundRecent research has documented a link between attention problems at school entry and later academic achievement. Little is known about the association of change in attention problems during the early school years with subsequent change in academic achievement.MethodA community-based cohort was followed up and assessed for attention problems at ages 6 and 11 (Teacher Report Form; TRF) and for academic achievement in math and reading at ages 11 and 17 (Woodcock–Johnson Psycho-Educational Battery). Complete data were available on 590 children (72% of the initial sample). Ordinary least squares regressions were used to estimate change in academic achievement from age 11 to age 17 in relation to change in TRF-attention problems from age 6 to age 11. Children's IQ and family factors were statistically controlled.ResultsChange in teachers' ratings of attention problems from age 6 to age 11 was negatively associated with change in math and reading from age 11 to age 17, controlling for children's IQ and family factors. Externalizing problems had no significant association with change in math or reading, when added to the multivariable model.ConclusionsIncreases in teacher-rated attention problems from age 6 to age 11 were followed by declines in academic achievement from age 11 to age 17; decreases were followed by gains. The results underscore the need for research on the course of attention problems, the testing of interventions to address children's early attention problems and the evaluation of their effects on subsequent academic achievement.
20
Braden, Eliza G. "Navigating Black Racial Identities: Literacy Insights from an Immigrant Family." Teachers College Record: The Voice of Scholarship in Education 122, no. 13 (April 2020): 1–26. http://dx.doi.org/10.1177/016146812012201310.
Full textAbstract:
Background The increase in the number of Black immigrants and other immigrant populations has undoubtedly changed the landscape of educational spaces. In fact, in 2016, 8% of Blacks were second generation Americans. Although Black immigrants may share similar experiences to native born African Americans, there are markedly distinct cultural influences that shape their educational experiences. Both racialized and cultural experiences come to play a major role in how students experience schooling in the U.S. The relationship that Black immigrant families have with schools and teachers can impact immigrant children's well-being and inform teachers. Therefore, it is important that Black immigrant families and schools create lasting relationships grounded in a respect for language, culture, race, and county of origin. Purpose/Objective/Research Question I use the insights from discussions with one Black immigrant family from Senegal who participated in an after-school critical literacy workshop where relationships were built among parents, students, and educators. Although there is an extensive body of literature on Black immigrants in the U.S., this research will contribute to filling the gap concerning how Black immigrant parents can be supported in serving as agents of socialization as their children come to understand the way race functions in the United States and how other parents, teachers, and curricula can be informed through discussions with them. This study is guided by the following question: What can be learned about the role of an after-school critical literacy workshop in creating a space for a Senegalese immigrant family to engage in discussions with their children, other families, and teachers as they react to race and violence in the U.S.? Research Design/Data Collection and Analysis Throughout the course of the project, students’ participation was documented through field notes, research memos, and audio and video recordings of family workshop meetings. Classroom data in the form of children's writing samples, written response journaling, and visual responses (sketch to stretch) were also collected. The study included in-depth interviews with student participants at the conclusion of the workshop. Parents completed a survey to share their experiences. Data were uploaded to Dedoose to identify codes. Findings/Results Three themes refected how the critical literacy workshop enhanced the family's ability to prepare their children for a racialized society and inform other children, families, and teachers: (a) transnational literacies were important in building racial and heritage knowledge for the children, (b) children's literature and film opened spaces for conversation that allowed the family to inform other parents about racial injustices and the importance of African heritage pride and also informed the classroom teacher about the need for discussing colorism in his classroom, and (c) transnational literacies and talk about anti-Blackness occurred within a supportive environment. Conclusions/Implications When the after-school critical literacy workshop affirmed a Black immigrant family in their “Black thinking” and sociopolitical consciousness, they were able to articulate their feelings about racist acts and violence and the need for African heritage pride. Findings corroborate the studies that argue for the value of teaching about contemporary movements such as #BlackLivesMatter and the importance of honoring the voices of Black immigrant youth and families in curricular spaces.
21
Dobbs, Jennifer, Greta L. Doctoroff, and Paige H. Fisher. "Early Childhood Corner: The “Math Is Everywhere” Preschool Mathematics Curriculum." Teaching Children Mathematics 10, no. 1 (September 2003): 20–22. http://dx.doi.org/10.5951/tcm.10.1.0020.
Full textAbstract:
During a circle-time discussion of family pets, the teacher asks all children who have a cat to stand up. Dominique volunteers to count the children. She exclaims, “One, two, three, four, five. Five kids have cats! I bet more kids have dogs.” Her teacher responds, “Well, how would we figure that out?” The class has been using “Math Is Everywhere,” a flexible, activity-based curriculum designed to help preschool teachers integrate mathematics into their teaching. This curriculum has been shown to increase children's achievement and interest in mathematics (see Arnold et al. 2002).
22
Faiz, Melike, and Selman Tunay Kamer. "Prospective Teachers’ Opinions Concerning Children’s Rights." Journal of Education and Learning 6, no. 3 (March 23, 2017): 118. http://dx.doi.org/10.5539/jel.v6n3p118.
Full textAbstract:
Consideration of the child as a social being and his/her not having the power of self-protection have propounded the significance of children’s rights. Teachers are important to educate the individual. Prospective teachers who will be teachers of the future will have a considerable amount of presidency. Thus, the main objective of this research is to reveal the opinions of prospective teachers regarding children rights. Among the qualitative research methods, phenomenological research method has been adopted in this study. Among the participants of the study were 30 prospective teachers who were senior students from three different teacher education programs from a university placed in Turkey. Participants were from the departments of preschool teacher education (n=10), primary school teacher education (n=10) and social studies teacher education (n=10). Data were collected through a structured interview and analyzed by means of content analysis method. According to the findings, most prospective teachers believe that children possess differences in their educational settings, family life, economical situations and their environment that they are being raised. Hence, almost all of them stated inequality among children. Regarding implementation of child rights in the families, all prospective teachers have regarded child at an important position within the family; however, they have mentioned that families did not pay required attention to children’s right. According to prospective teachers, families should realize child as an individual, look after their rights and pay respect to children’s opinions. Furthermore, implementation of children’s rights at schools highlighted two views: The first one stress that schools are not provided required sensitivity to children’s rights, and secondly children show discipline problems in school due to limitless freeness provided for them. Regarding helping children for comprehending their rights, prospective teachers mentioned importance of reaching the large masses by means of mass media and raising the awareness of families through activities such as seminars.
23
Chairilsyah, Daviq. "Overcoming Spoiled Children with Natural Approachment." Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan 16, no. 2 (October 7, 2019): 89–97. http://dx.doi.org/10.25299/jaip.2019.vol16(2).3858.
Full textAbstract:
Spoiled is the attitudes and actions of children obtained from the environment such as family environment, community environment, and school environment. These things can affect children to not to have self-reliance to learn and to do things optimally. In overcoming the children indulgence, parents should know the factors that cause it. Several factors cause children to be spoiled can come from the family, community and school. Through this literature review, the author tries to propose some good and planned strategies that can be carried out by the teacher and parents. Parents and teachers can do various activities so that children are stimulated to do their activities. Teachers can also approach directly and work closely with children's parents in creating children's independence programs. Tips for parents to deal with spoiled children are consistent with parents mean what they say as it builds credibly, provide explanations that are easy for children to understand about independence in everyday life, show and explain good and bad behaviour in children. Besides, parents must consistently give punishment and praise to children if they succeed or violate the rules regarding self-reliance, and involve children in various social activities so that children can learn to share, communicate and control his ego.
24
KAYAHAN YÜKSEL, Didem, and Esma EMMİOGLU. "Özel Öğrenme Güçlüğü Yaşayan Öğrencilerin İlk Okuma-Yazma Öğrenme Sürecine Ebeveyn Katılımına İlişkin Bir İnceleme." Cumhuriyet International Journal of Education 11, no. 2 (June 30, 2022): 276–87. http://dx.doi.org/10.30703/cije.950273.
Full textAbstract:
The purpose of this research is to examine parental participation in the literacy learning process of students with special learning disability, based on the views of parents and teachers. This study is designed as phenomenological research. During the data collection process of the research, teacher and parent interviews were conducted. Descriptive analysis was performed using the MAXQDA qualitative data analysis program. As a result of the study, parents state that children with special learning disability have negative experiences due to the difficulties and unwillingness of the child in learning academic skills during the literacy education process. On the other hand, teachers stated that they could not get the support they expected from the family due to the insufficient teacher-parent communication and cooperation in the literacy education process of the child, and the inadequate and incorrect information that the families have. In addition, teachers stated that they need to cooperate with families and have the family help their children doing homework and repeat the studies with their children at home. Parents, on the other hand, stated that to be able to participate in their children's education, they need to acquire knowledge and skills about special learning disability, sound-based sentence methods and teaching principles. Although all of the teachers emphasized the need for family participation in the literacy education process and for families to receive education on this issue, they stated that they have not provided any training to the parents before.
25
Lei, Jinxia. "ON THE EFFECTIVE REPRESENTATION OF TEACHERS' LEADERSHIP ROLE FROM THE CHANGE OF CHILDREN'S EMOTIONAL BEHAVIOR IN LANGUAGE LEARNING." International Journal of Neuropsychopharmacology 25, Supplement_1 (July 1, 2022): A59—A60. http://dx.doi.org/10.1093/ijnp/pyac032.082.
Full textAbstract:
Abstract Background Early childhood is an important period of language development, especially oral development. The language stimulation received by children during this period will form the continuity of their subsequent language development, and correspondingly affect the development of children's thinking, communication and cognitive ability. The language stimulation received by children during this period will form the continuity of their subsequent language development, and correspondingly affect the development of children's thinking, communication and cognitive ability. From the perspective of children's language learning psychology, they have a lot of expectations for the guiding role of teachers. However, the actual situation shows that in children's language learning activities, the role of teachers' promoters is seriously lacking, which is manifested in Teachers' low awareness of language purpose, lack of awareness of guiding communication, lack of support for children's experience and emotion, lack of demonstration and guidance and so on. Therefore, it is necessary to explore the changes of teachers' leadership role on children's language, emotion and behavior. Participants and methods 100 preschool teachers from 15 kindergartens in Anyang City, Henan Province were observed, analyzed and interviewed by means of questionnaire and in-depth interview. According to the first-hand data collected by questionnaire survey and in-depth interview, the corresponding index system is established to study the correlation between children's language learning psychology and the effectiveness of teacher guidance and its impact on children's emotion. Results This study found that the fundamental reason for the lack of “guidance” in Teachers' language representation is that kindergarten teachers lack an accurate and profound understanding of the meaning of “guidance” and do not pay enough attention to teachers' professional language., And lack of enough motivation to improve their language literacy. At the same time, we analyzed the correlation between children's emotional regulation ability and healthy behavior. The results show that through the investigation of the impact of emotional behavior, there is a significant positive correlation between teachers' guidance and their emotional regulation ability (P < 0.01), indicating that the higher the degree of guidance, the stronger the teachers' emotional regulation ability. Emotional regulation. At the same time, the study found that the process of cognitive reappraisal is similar to epiphany problem solving. Both of them need children to re understand the problem situation in order to better explain the event. Epiphany refers to the sudden emergence of new ideas and new ideas due to an opportunity when a problem can't be solved. The representation transformation theory of insight believes that the solution of insight problem requires individuals to change the inappropriate initial representation of the problem, and establish a new and appropriate problem representation through the reconstruction of the problem, so as to solve the problem. Epiphany is a core component of the creative process. From the perspective of cognitive psychology, Epiphany involves the reconstruction of problem situation, and cognitive reconstruction is the essential feature of epiphany. There are three main factors in cognitive reconstruction: distraction refocusing, cognitive reappraisal and constructive refocusing. Distraction refocusing refers to individuals thinking about other things, preferably positive things, without keeping in touch with emotional stimuli or events; Cognitive reappraisal refers to the change of emotion by changing the evaluation of events or situations that trigger individual emotion; Constructive refocusing refers to trying to change, redefine or explain the factual characteristics of an event, such as what behavior we choose? What has happened? What can you learn from it? Instead of explaining the situation. As one of the three factors of cognitive reconstruction, cognitive reappraisal has the characteristics of creative reconstruction. Conclusion In view of the above problems, we propose an effective expression of teachers' “guidance” based on “children's position”: pay attention to children's learning needs and speech level, and guide children to express their emotions completely and accurately; Pave the way for communication and guide children to express freely and easily in aesthetic experience; Improve the mother tongue quality of kindergarten teachers and guide children to express love in the family. Preschool teachers' guidance on children's language development includes respect and care for children, mastering the law of mother tongue learning, and the value orientation of aesthetics, pleasure, motivation and communication. It can be seen that preschool teachers' guiding language is not a simple skill, but the external embodiment of internal emotion and language accumulation. This is the natural externalization of rich mother tongue literacy. Therefore, to fulfill the guiding responsibility of children's language development, preschool teachers should not only study the law of children's language learning, pay attention to children's learning and aesthetic psychology, and pay attention to the professional requirements of teachers' language, but also pay attention to improving their mother tongue literacy and reflecting on their own teaching language.
26
Grigorieva, V. A., and O. V. Udova. "К ВОПРОСУ О ГОТОВНОСТИ ПЕДАГОГА К ВОСПИТАНИЮ КАЧЕСТВ СЕМЬЯНИНА У ДЕТЕЙ ДОШКОЛЬНОГО ВОЗРАСТА." Pedagogical IMAGE 15, no. 4 (2021): 477–87. http://dx.doi.org/10.32343/2409-5052-2021-15-4-477-487.
Full textAbstract:
Introduction. The paper addresses the issue of insufficient readiness of teachers to nurture the qualities of a family man in preschool children in the communicative activity. The influence of a teacher on the development of these qualities and author’s approaches to the issue, which consider the necessary psychological and pedagogical conditions, are described. The study proves that it is necessary to work with teachers through various forms of activity that contribute to an increase in their readiness to bring up the qualities of a family man in pre- school children. Materials and methods. A questionnaire for teachers was employed to reveal the degree of readiness of the teachers in a preschool educational organization to develop the qualities of a family man in children: ideas about the upbringing of the family man in preschool children and awareness of the need to accomplish the objectives of this area of education (cognitive, motivational and value components). Monitoring of joint activities of teachers with children and interaction with parents allowed us to determine how teachers fulfill their capabilities (motivational, value, and behavioral components). Results. Analysis of the data obtained has indicated that most teachers have a low level of readiness to educate the qualities of a family man in preschool children. They do not consider it necessary to focus the attention of preschool children on family values. They know superficially about the qualities of a family man and can organize only elementary games for the development of these qualities. The teachers involved in the study do not realize their role in cultivating the qualities of a family man in preschool children. Conclusion. The study has determined the need to organize work with teachers to increase their competence in developing the qualities of a family man in preschool children. Analysis of the data has helped us to identify what knowledge is insufficient, what difficulties teachers face, and what exactly is worth working on. It is important to interest teachers; justify the relevance of the issue of developing the qualities of a family man; discuss forms, methods, and means for organizing the educational process aimed at cultivating qualities of a family man in preschool children; and provide methodological assistance to teachers through various forms of work that contribute to boosting the degree of readiness to educate the qualities of a family man in preschool children.
27
Labobar, Kresbinol. "Christian family role in implementing Christian education in family context to Christian character building." International Journal of Humanities and Innovation (IJHI) 5, no. 3 (September 30, 2022): 110–15. http://dx.doi.org/10.33750/ijhi.v5i3.157.
Full textAbstract:
Christian families are the primary institution in forming children's character into one that reflects Christlikeness. Instructing, educating, and guiding their children to become God-fearing individuals is a crucial responsibility that parents should take very seriously. This makes it necessary for them to take on a variety of roles in their children's character education, including 1) religious teacher, teaching their kids the fundamentals of Christianity to help them develop spiritual intelligence, 2) religious educator, educating kids faith-based applications to help them develop good personalities, and 3) religious role model, influencing their kids' lives. Children's character development leads to four outcomes: 1) a life filled with Christlike qualities that serve as a benchmark for their Christian faith; 2) a life guided by the Holy Spirit, who transforms children's lives; 3) an exemplary Christian life as a result of maturity, and 4) a life that bears the fruit of the Spirit.
28
Boiliu, Fredik Melkias, and Meyva Polii. "Peran Pendidikan Agama Kristen dalam Keluarga di Era Digital terhadap Pembentukan Spiritualitas dan Moralitas Anak." IMMANUEL: Jurnal Teologi dan Pendidikan Kristen 1, no. 2 (October 31, 2020): 76–91. http://dx.doi.org/10.46305/im.v1i2.18.
Full textAbstract:
This article discusses the role of Christian religious education in families in the digital era to improve children's spirituality and morality. The digital era is an era where everything is instantaneous and fast. In this era, all human activities are carried out online, be it work activities, education and also worship. These online activities have both positive and negative impacts. By using a descriptive-analytical method,in this paper the author discusses the negative impact of online activities on children's spirituality and morality. Spirituas and morality are the main and foremost things for children's lives or things that are very basic for children. Therefore, parents have a very important role in the family to shape the spiritual and moral of the child because good or bad spiritual and moral children depend on the role of parents in the family. In the family, parents must play their role as the first and foremost role in improving children's spirituality and morality through the role of parents as teachers, educators, mentoring, motivators, and role models.
29
Caputi, Marcella, Barbara Forresi, Ludovica Giani, and Simona Scaini. "Cooperation with Teachers as a Mediator of the Relationship between Family Conflict and Children’s Psychological Difficulties." International Journal of Environmental Research and Public Health 19, no. 20 (October 13, 2022): 13151. http://dx.doi.org/10.3390/ijerph192013151.
Full textAbstract:
Parent–child conflict can have a series of negative consequences concerning youth emotional and behavioral development. The link between family conflict and children’s externalizing symptoms is well established, whereas the association with internalizing symptoms is less explored. Within the school context, children are engaged in other meaningful relationships (i.e., with teachers and peers) which contribute to their growth. This cross-sectional study aimed at understanding whether a cooperative behavior with the teachers is able to mediate the association between parent–child conflict and children’s psychopathological symptoms. We recruited 319 (150 boys) school-aged children (M = 11.3 years; SD = 1.8 years) and their parents and teachers. Children self-reported on their internalizing symptoms, whereas parents completed a questionnaire concerning their relationship with the child, and teachers rated children’s behavior and internalizing/externalizing symptoms. Analyses conducted through Hayes’ PROCESS tool showed that cooperation with the teacher partially mediated the association between parent–child conflict and child-reported depressive symptoms. Notably, cooperative behavior fully mediated the link between parent–child conflict and children’s internalizing and externalizing symptoms reported by teachers. Difficulties exhibited at school partly derive from a conflictual home environment. Our findings showed that such problems can be reduced thanks to a cooperative relationship with the teacher.
30
Meseșan, Nicoleta-Eugenia, and Diana-Crina Marin. "Aspects that could be Enhanced during the Initial and Continuous Training of the Primary School Teachers from Romania." Educatia 21 20 (April 28, 2021): 88–95. http://dx.doi.org/10.24193/ed21.2021.20.11.
Full textAbstract:
Effective cooperation between parents and teachers has a huge effect on children's harmonious development. This study was conducted in order to establish the interests and the training needs of the teachers who are at the beginning of their careers. Recent studies have shown that children's positive school performances are strongly related to a high degree of family involvement in their education. The study has revealed that at the beginning of their teaching career some teachers felt vulnerable in the relationship with the parents. Also, some of them have lived negative experiences in the process of building an authentic partnership between the school and the families. The study has revealed that more attention should be given to pedagogical practice by creating contexts through which the future teachers organize and assist at activities with the parents. At the same time, the legislative framework regarding the activities of the mentors should be improved.
31
Nesyna, Svetlana. "SOCIOCULTURAL DEVELOPMENTAL FACTORS OF PRESCHOOL CHILDREN IN MODERN SITUATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 437. http://dx.doi.org/10.17770/sie2016vol2.1414.
Full textAbstract:
This work presents kindergarten teachers’ ideas of the most important sociocultural developmental factors of preschool children in modern situation. Essay as a data-gathering tool was applied. According to the results, the main sociocultural factors are both family and kindergarten. Developmental value of the play, children's community and communication with peers are underestimated by kindergarten teachers. Teachers give preference to cognitive development, while personal development becomes secondary. Early connection of children to information space and technologies is still not comprehended completely, although kindergarten teachers describe some problematic aspects of this phenomenon.
32
de Acosta, Martha. "A Foundational Approach to Preparing Teachers for Family and Community Involvement in Children's Education." Journal of Teacher Education 47, no. 1 (January 1996): 9–15. http://dx.doi.org/10.1177/0022487196047001003.
Full text
33
Delyana, Hafizah, and Mudjiran Mudjiran. "The Role of the Family in Children's Emotional Social Development." KOLOKIUM Jurnal Pendidikan Luar Sekolah 8, no. 2 (October 30, 2020): 192–202. http://dx.doi.org/10.24036/kolokium-pls.v8i2.423.
Full textAbstract:
Social emotional development of children is the development of behavior in children where children are asked to adjust to the rules that apply in the community. Thus, social-emotional development is one aspect of development that is very important for every child because this is one of the determining factors for their success in the future. This can be realized through the process of forming good social and spiritual emotions so that children will be able to develop their potential to the maximum. Thus, families need to pay attention to the process of child development so that it runs optimally. This research is a literature study. The purpose of this study is to explain; 1) the theory of social emotional development, 2) the factors that influence children's social emotional development, 3) the role of the family in the social emotional development of children, and 4) learning activities to optimize the social emotional development of children. The explanation of the four points discussed above will greatly assist parents and teachers in understanding and improving children's social emotional abilities.
34
Arslan Cansever, Belgin, and Nese Aslan. "“Teacher” from the Children’s Perspective: A Study by Metaphors." Journal of Education and Learning 5, no. 4 (August 1, 2016): 21. http://dx.doi.org/10.5539/jel.v5n4p21.
Full textAbstract:
<p>The purpose of this study is to determine the perception of teachers by 10 year-old primary school childrens by the metaphors they developed. The sample covers totally 441 children [224 females (50.8%) and 217 males (49.2%)] living in Izmir, Turkey. Participants were asked to complete the prompt “Teacher is like…, because…’’. In identifying their perceptions, the qualitative research model (Holloway & Wheeler, 2002) was utilized, which contributes to the investigation of the individual’s perceptions, feelings, and experiences within the framework of Phenomenological design. At the end of the research female students produced 52 metaphors, and males did 44 for teacher images. However, 7 metaphors were commonly created by both genders. They were categorized in 8 conceptual themes. The children’s perceptions of “teacher” were clustered especially in the conceptual theme of Family Member (25%) and Warm-hearted Person (8%), with emotional and relational feelings which can be explained by the children’s attachment relations (Sabol & Pianta, 2012), that are similar for their families and their teachers. Gender was found to be significantly related with the images of teachers.</p>
35
Majdi, Zuhdi. "Pola Asuh Keturunan Bangsawan Lalu-Baiq Budaya Lombok dalam Membentuk Karakteristik Anak melalui Layanan Bimbingan dan Konseling." Satya Widya 34, no. 1 (November 2, 2018): 13–21. http://dx.doi.org/10.24246/j.sw.2018.v34.i1.p13-21.
Full textAbstract:
Parenting is a process in the family, the interaction of parents and children. The family is where a child is born, the first place a child gets an education, consisting of father, mother and child. The family also became the main central place of character education formation of children. Family education is the fundamental or foundation of subsequent children's education. In the society of the nobility and in general people Sasak known to have the motto of Lomboq Mirah Sasak Adi meaning Lomboq straight meaning. Mirah is a true gem, an elegant precious metal that is very expensive. Sasak comes from sa'sa 'sa'i, sopo, seke' which means one. Adi means something that is very high value. Therefore, the true (mule jati) "straight road" is a very noble path, a very high value, as the only path to be followed by the sasak. and the road is a straight path (siratulmustakim) commanded by Allah SWT contained in the Qur'an and Al Hadith. In the process of learning guidance and counseling teachers are teachers who are tasked to provide guidance to students who are problematic and who are not problematic if considered important by the teacher guidance and counseling, therefore the role of teachers guidance and counseling in the learning process is needed, because learners have problems are diverse
36
Iftitah, Selfi Lailiyatul, and Mardiyana Faridhatul Anawaty. "PERAN ORANG TUA DALAM MENDAMPINGI ANAK DI RUMAH SELAMA PANDEMI COVID-19." JCE (Journal of Childhood Education) 4, no. 2 (September 9, 2020): 71. http://dx.doi.org/10.30736/jce.v4i2.256.
Full textAbstract:
The Covid 19 pandemic led to the issuance of learn from home rules for school children and work from home for teachers, including those who work in PAUD institutions. The current situation demands maximum parental involvement and restores the nature of children's education in the family. This article will discuss the role of parents in accompanying children at home during a pandemic. The method used is the literature study method with data collection using documentation from theoretical studies obtained from books and journals. Since the Covid 19 pandemic, children's education has been carried out remotely. Learning carried out at home makes the role of parents very important. During the Covid-19 pandemic, parents not only functioned as the first and foremost place for children's education in shaping character, religious values and character but now have an additional role as second teacher for children in learning at home. Accompanying children when learning is something that is very important for children, namely to build closeness between parents and children. As for the important role of parents in accompanying children, namely children feel not alone, parents as encouragement, facilitate children's needs, a place to discuss and ask questions, help identify.
37
Castro, Dina C., Carol Scheffner Hammer, Ximena Franco, Lauren M. Cycyk, Shelley E. Scarpino, and Margaret R. Burchinal. "Documenting bilingual experiences in the early years: Using the CECER-DLL Child and Family and Teacher Questionnaires." Bilingualism: Language and Cognition 23, no. 5 (October 12, 2020): 958–63. http://dx.doi.org/10.1017/s1366728920000401.
Full textAbstract:
AbstractThe diversity of experiences among bilingual children is reflected in the variability of abilities in each of their languages. This paper describes the CECER-DLL Child and Family, and Teacher Questionnaires and discusses the utility of these tools. These questionnaires were created to address the need for valid and reliable tools to document contextual characteristics and language experiences of young bilingual children in developmental and educational research. A multi-site validity study using the CECER-DLL Questionnaires demonstrates how children's language skills are influenced by language exposure at home and at school, mothers’ and teachers’ skills in each language, mother's generational status, and languages used during language and literacy activities at home.
38
Yen, Dorothy A., Benedetta Cappellini, and Terry Dovey. "Primary school children's responses to food waste at school." British Food Journal 124, no. 13 (March 8, 2022): 109–25. http://dx.doi.org/10.1108/bfj-06-2021-0608.
Full textAbstract:
PurposeThis paper seeks to understand children’s responses to food waste in school by exploring children’s views on food waste and empowering them to discuss and develop their own solutions.Design/methodology/approachUsing creative problem-solving approach and photovoice technique, the authors conducted focus group discussions with 28 primary school children in the UK.FindingsChildren have a clear understanding of the consequences of food waste for individuals, society and the environment. They displayed negative emotions concerning food waste and responded positively to the possibility of food recycling. Their solutions to reduce food waste will require multiple stakeholder engagement, including self-regulation, peer-monitoring, teacher supervision and family support. However, rather than relying on intervention schemes that require significant adult involvement, children placed a heavy emphasis on self-regulation, playing an active role in addressing food waste in school.Originality/valueThis research extends previous understanding, by showing children as agentic consumers who can shape food waste solutions in school. These findings are of use to primary teachers and local education authorities, to aid children in developing their own solutions to reduce food waste in their own schools.
39
Malta, Malta, Syarnubi Syarnubi, and Sukirman Sukirman. "KONSEP PENDIDIKAN ANAK DALAM KELUARGA MENURUT IBRAHIM AMINI." Jurnal PAI Raden Fatah 4, no. 2 (April 30, 2022): 140–51. http://dx.doi.org/10.19109/pairf.v4i2.10228.
Full textAbstract:
The family environment is the first and foremost educational environment for children. Thus it can be said that parents are the first and foremost educators in the formation of a child's personality. Ibrahim Amini also believes that education needs to be nurtured from the beginning of a child's development. Because, in fact, children's education is the responsibility of their parents, children's education begins at home, that is, parents are the first teachers for their children.The type of research used in this research is library research. Literature research is research that uses reading materials as a reference source. It means collecting data by reading, studying, understanding and analyzing documents related to the research. Data collection techniques used are documentation and observation. While the data analysis method used is using content analysis.The results of the study state that the concept of children's education in the family is first, children's education starts from choosing a partner. Second, children's education begins during pregnancy. third, children's education in the first year or two. While the relevance of, showing how important the role of parents or families in educating their children is because the first madrasa for children is the second parent, teaching manners and morals. Third, teach morality. Third, obey your parents.
40
Mohammed, Peshawa, and Agnes Engler. "The Role of Family and Family Context in the Learning Process of Children." Vietnam Journal of Education 6, no. 1 (March 24, 2022): 1–9. http://dx.doi.org/10.52296/vje.2022.144.
Full textAbstract:
The family is regarded as the essential institution since it is the first place where young children are acculturated, learn values, and develop a sense of belonging. Childhood plays a significant role in determining a person's life path. For most people, their parents are their most important teachers. Even after childhood, family ties continue to have a significant educational impact. People engage in family education not only as children but also as parents and grandparents. The family is the first significant educational institution in the context of other community groups. Thus, the context of family influences the education and learning process of children directly and indirectly. This article concentrates on how family context may affect the learning process of family members. It also explains how the family socio-economic status role in shaping children's learning process, and the way relationship between parent-school and family members within family institution affects schooling.
41
Nurliana, Nurliana, and Miftah Ulya. "Pendidikan Anak Perspektif Psikologi." Al-Liqo: Jurnal Pendidikan Islam 6, no. 1 (June 30, 2021): 56–67. http://dx.doi.org/10.46963/alliqo.v6i1.313.
Full textAbstract:
The success of children's education is the success of a nation. Teachers must understand the psychology of learning so that education can play a role and influence children. This research was descriptive in the form of library research which was formulated through deductive analysis. Research on children's education with a psychological perspective needs to be carried out to determine the acceptance of children to the environment (family, school, and surroundings) in providing valuable education for children in line with their psychological development, and they can undergo the learning process through a conducive environment.
42
Brown, Thea, Alison Lundgren, Lisa-Maree Stevens, and Jennifer Boadle. "Shared parenting and parental involvement in children's schooling following separation and divorce." Children Australia 35, no. 1 (2010): 7–13. http://dx.doi.org/10.1017/s1035077200000912.
Full textAbstract:
Although the new family law legislation, the Family Law (Shared Parental Responsibility) Amendment Act of 2006, seeks to implement the notion of ongoing and collaborative parenting of children following parental partnership breakdown, separation and divorce, institutional obstacles still prevent the realisation of this policy. The question then arises: can such a model of separation and divorce be achieved? This question is examined through a discussion of a series of studies undertaken by a Monash University research team investigating parents' involvement in their children's schooling following parental separation and divorce. The research, building on a number of small studies carried out in Western Australia, looked at parents' and teachers' views of schools' ability to relate to separated and divorced parents and the wider difficulty of schools managing this family form.
43
Đuranović, Marina, Irena Klasnić, and Irena Matešić. "Fostering children's creativity in preschool institutions." Školski vjesnik 69, no. 1 (2020): 111–32. http://dx.doi.org/10.38003/sv.69.1.9.
Full textAbstract:
Alongside family, preschool institutions present the most important factor of preschool children’s growth and development. They are places where children live, grow, learn and play. The preschool institution’s curriculum has to be flexible, open, adjusted to children’s needs and abilities, and founded on creativity. Children’s creativity can be fostered and developed through all activities in preschool institutions: play, music activities, art activities, drama, kinesiological and many other activities. A significant role in fostering children’s creativity falls upon the preschool teachers who, in order to successfully develop creativity in children, need to be aware of its importance and themselves work in an environment that supports creativity. The goal of this work is to raise awareness about fostering and developing children’s creativity and creation since the earliest child’s age as one of eight key competences for lifelong education.
44
Ljubičić, Natalija. "Approaches to family-school relationships: Examples from Serbia and Australia." Nastava i vaspitanje 71, no. 1 (2022): 47–65. http://dx.doi.org/10.5937/nasvas2201047l.
Full textAbstract:
Strong communication and cooperation between the family and the school is one of the most important factors contributing to students' learning, identity and well-being. This research aimed to support Serbian policy makers and school authorities to engage more effectively with families as children transition to the first years of school. By drawing on the experiences of Serbian parents who live in Australia and Australian teachers, and considering contemporary educational literature on family-school engagement, it was hoped to identify strategies that might be employed to encourage Serbian school communities to strengthen communication with families and foster improved cooperation between parents and teachers in the early years of school. This study used a qualitative research approach (semi-structured questionnaires and follow-up interviews) to explore parents' and teachers' perceptions and experiences of building and sustaining family-school partnerships in each context. Analyses of Serbian parents' and teachers' views of family-school interactions during the transition-to-school period indicated that families had limited, if any, communication with the school and were rarely involved in their children's learning, including classroom activities and extracurricular events. Analyses of Australian parents' and teachers' perceptions of their transition-to-school engagement experiences indicated that communication and cooperation between family and school were common and frequent. The findings from this study identified a range of suggestions that Serbian schools might adopt to strengthen and sustain communication, engagement and cooperation with families, particularly during the period when children begin school.
45
Hakim, Nurul, and Susi Fitriana. "Konsep Pendidikan Anak Perspektif Zakiah Daradjat Dan Relevansinya Dengan Tujuan Pendidikan Islam." Al-Adabiya: Jurnal Kebudayaan dan Keagamaan 13, no. 02 (December 28, 2018): 301–31. http://dx.doi.org/10.37680/adabiya.v13i02.28.
Full textAbstract:
Child education holds a major influence on the child's future. Today, many children who are damaged morally even have many problems in the world of child education. As a result children deviate even fall into criminal acts. To foster children's education in the aspects of family, school and society it is important for educators to introduce these three aspects. In introducing these three aspects, there must have been a lot of thoughts of figures discussing children's education, one of which was Zakiah Daradjat. Zakiah Daradjat is the only thinker who instills the concept of education based on Islamic scholarship on children's education in families, schools and communities. He is a female figure in Indonesia who has put a lot of attention in various fields including education, morals, the lives of children, youth, teachers, families and schools. The results of this discussion are (1) the concept of children's education in the family aspect perspective Zakiah Daradjat includes parents to be role models for children, cultivation of soul and taqwa given to children, (2) the concept of child education in the school aspect perspective Zakiah Daradjat includes mental, moral guidance , religious education conducted intensively and talent then fosters children's intelligence, (3) relevance of the concept of child education in family aspects and school aspects of perspective Zakiah Daradjat with the aim of Islamic education in the family aspect is the experience received by children, in the aspect of school, namely intelligence, whereas in the aspect of society namely the achievement of education in a real society.
46
Al-Maadadi, Fatima, Fathi Ihmeideh, Maryam Al-Falasi, Chris Coughlin, and Tamader Al-Thani. "Family Literacy Programs in Qatar: Teachers’ and Parents’ Perceptions and Practices." Journal of Educational and Developmental Psychology 7, no. 1 (April 12, 2017): 283. http://dx.doi.org/10.5539/jedp.v7n1p283.
Full textAbstract:
The importance of the role of the family in the development of children’s early literacy has been widely recognized. Therefore, schools have frequently attempted to establish programs that help families promote their children’s literacy learning. This study explored early childhood teachers’ and parents’ perceptions about family literacy programs in which they got involved. It also examined practices used by teachers and parents to promote children’s literacy learning as well as to support the role of the family in the development of literacy. The sample included all teachers and parents who participated in the family literacy programs in two independent preschool settings in Qatar. A total of 16 teachers and 156 parents completed the self-reported questionnaires. Moreover, interviews with 10 teachers and 20 parents were conducted. Results indicated that teachers’ and parents’ perceptions and practices of family involvement programs were ranged from high to fairly moderate. A strong positive correlation was found between parents’ perceptions of family literacy programs and their practices, while teachers’ perceptions were not correlated with their practices. In light of the study findings, implications for expanding family literacy programs are described.
47
Sari, Pratiwi Indah. "Pemanfaatan Lingkungan Sekolah dan Keluarga Sebagai Pendidikan Positif bagi Anak dalam Belajar di SD Negeri 135 Kota Jambi." Jurnal Ilmiah Dikdaya 12, no. 2 (October 3, 2022): 461. http://dx.doi.org/10.33087/dikdaya.v12i2.339.
Full textAbstract:
This study aims to determine the picture of the school and family environment on children's positive education in participating in the learning process, and to know the impact of the role of schools and families for children's success in learning at SD Negeri 135 Jambi City. This research design uses descriptive qualitative. Meanwhile, the technique in this study uses purposive technique, namely the determination of informants is not based on guidelines or based on population representatives, but is based on the depth of information needed related to the research problem. The results showed that: 1) Teachers tend to understand that positive education has the same meaning as psychology, thus leaving all problems that arise between students to the counseling teacher, 2) Parents only leave it to schools to be able to provide knowledge and educate their children without making further interactions while in home.
48
Savova, Verzhiniya. "Pedagogical Interaction Parents – Children – Teachers – a Basis for the Full Development of the Child's Personality in Preschool Age." Vocational Education 24, no. 1 (February 25, 2022): 9–13. http://dx.doi.org/10.53656/voc22-11peda.
Full textAbstract:
The article deals with the pedagogical interaction parents – children – teachers as a basis for the full development of children's personality in preschool age. The key to successful kindergarten-family cooperation is positivity in the teacher-child-parent relationship. Teamwork is the key to a successful partnership, so that the child can become a responsible person striving for intellectual, emotional and social development. In this context, emphasis is placed on the use of complementary forms of pedagogical interaction, innovative forms and methods, teacher-parent collaboration. Educators use their ideas, knowledge and professional experience and thus achieve a successful cooperation and efficiency in communication and joint work with parents. Involving parents in the activities of the group stimulates children to be more confident and to develop their creative potential.
49
Masitoh, Siti, Sofia Gussevi, and Imam Tabroni. "Peran Wanita Karir dalam Pendidikan Anak." Paedagogie: Jurnal Pendidikan dan studi Islam 2, no. 02 (July 29, 2021): 109–23. http://dx.doi.org/10.52593/pdg.02.2.04.
Full textAbstract:
The background of the problem: The working mother / career woman first meets the economic needs of the family, the two wives have a bachelor's degree to develop knowledge, the third can share time. The importance of this research is to know and analyze how the role of women according to their nature, Islamic views of housewives career outside the home and the role of career women in children's education. The research method uses qualitative where the data primary and secondary obtained through interviews, observation and documentation. Respondents were female teachers at SDIT Al Bina Purwakarta. The results showed that career women / teachers of SDIT Al Bina can help families in the field of economy / money income. Carry out his nature fitroh properly and correctly. Carry out its functions as a housewife, wife and teacher well, and can raise children at home properly. Can practice science, can pursue a career as a professional teacher and can play a dual role as a mother Wife and Teacher. Keywords: Career woman, Al Bina SDIT teacher
50
Durotunnisa and Nur Eka Wahyuningsih Riyadi. "PERAN KOMUNIKASI ORANG TUA DALAM MENINGKATKAN MINAT BELAJAR ANAK DI MASA PANDEMI COVID 19." Musawa: Journal for Gender Studies 13, no. 2 (December 31, 2021): 243–67. http://dx.doi.org/10.24239/msw.v13i2.871.
Full textAbstract:
Islam views that the first education carried out is family education. The educational situation is realized thanks to the association and the relationship of mutual influence between parents and children. Allah swt gives a lot of descriptions of how parents should educate their children in the Qur'an, which in general education must be based on love for children. During the COVID-19 pandemic, the role of parents in children's education is even greater at home. Because learning that is carried out online, either through zoom meetings, classroom, google meet, whatsapp and other applications, limits the monitoring or supervision of teachers on children's learning activities, this task is now the responsibility of parents. Many cases occur in online learning, especially the problem of children's interest in learning which generally shows poor results. This can be seen from the lack of attention of children in the tasks given by the teacher, slow in collecting until they do not do the task, children are lazy in following the learning process and so on. Regarding this problem, the author sees that the role of parents is very important in increasing children's interest in learning, namely by implementing effective communication both verbally and non-verbally, by always providing advice, motivation, encouragement and education about the importance of learning even though it is only done online. Through this, it is hoped that there will be an increase in children's interest in learning so that children's learning achieves better and maximum results.