Literatura científica selecionada sobre o tema "Guo ying di 228 chang"

Abstract Objective: Pyrotinib, an oral irreversible pan-HER receptor tyrosine kinase inhibitor, showed promising efficacy and manageable safety profiles in the treatment of HER-2 positive breast cancer. Diarrhea is the most common adverse event associated with pyrotinib. This study aimed to evaluate the incidence and management of diarrhea secondary to pyrotinib in Chinese patients with HER-2 positive breast cancer. Methods: In this prospective real-world study, consecutive patients aged over 18 with HER-2 positive breast cancer and an Eastern Cooperative Oncology Group performance status (ECOG PS) of 0-2 who planned to receive pyrotinib-based regimens for at least 21 days were included. Pyrotinib-treated patients and those with preexisting gastrointestinal conditions were excluded. There were no planned management strategy or primary prophylaxis for diarrhea, while loperamide, montmorillonite powder or Golden Bifid (a live combined Bifidobacterium, Lactobacillus and Streptococcus Thermophilus tablet) were recommended. Treatment was given in accordance with routine clinical practice by investigators. For patients developed grade 3 or higher diarrhea, pyrotinib was suspended until the diarrhea improving to grade 1 or less, and secondary prophylaxis (such as loperamide, loperamide plus montmorillonite powder, or loperamide plus Golden Bifid) was administrated before pyrotinib resumption. The baseline characteristics of patients and details of diarrhea (onset time, duration, severity according to the National Cancer Institute-Common Terminology Criteria for Adverse Events version 4.03, treatment and prognosis) were collected. Results: Between August, 2020 and April, 2022, a total of 107 eligible patients were included, with a median age of 54 (range: 25-81) years old. Most patients (93.5%) had an ECOG PS of 0-1, and 51 patients (47.7%) were hormone receptor positive. A total of 46 patients (43.0%) received pyrotinib in the early stage and 61 (57.0%) in the advanced stage. Sixty-nine cases (64.5%) used pyrotinib-containing combination therapy (including 40 combined with capecitabine, 13 combined with trastuzumab, and 16 combined with other regimens), and 38 (35.5%) received pyrotinib alone. Ninety-eight cases (91.6%) reported diarrhea of any grade. Grade 1, 2 and 3 diarrhea occurred in 78 (72.9%), 9 (8.4%) and 11 (10.3%) patients, respectively. The median time to first onset of diarrhea of any grade was 2.5 (1-12) days, and the duration of first onset was 4 (1-24) days. The cumulative duration of diarrhea was 10 (1-60) days. Sixty-four, two, thirty, two patients used loperamide alone, montmorillonite powder alone, loperamide plus montmorillonite powder and loperamide plus Golden Bifid for the treatment of diarrhea, respectively. Eleven (10.3%) and seven (6.5%) patients experienced pyrotinib dose reduction and pyrotinib discontinuation. For 11 patients suffered grade 3 diarrhea, the median time to first onset of grade 3 diarrhea was 9 (4-14) days. Two, four and five patients administrated loperamide, loperamide plus Golden Bifid and loperamide plus montmorillonite powder as their secondary prophylaxis. Ten of eleven had grade 1 or 2 diarrhea after secondary prophylaxis, while one patient still suffered grade 3 diarrhea. All of them (11/11) held the pyrotinib dose. The incidence rate of constipation of all patients was 3.7%, which did not increase after treatment or secondary prophylaxis for diarrhea. Conclusion: In this study, the majority of patients developed pyrotinib associated diarrhea, and most of them were grade 1. About 10% patients reported grade 3 diarrhea, which can be managed by loperamide-based treatment and secondary prophylaxis. Table 1. Baseline characteristics of patients ECOG PS: Eastern Cooperative Oncology Group performance status; HER-2: human epidermal growth factor receptor 2. Table 2. Summary of patients developed diarrhea Table 3. Summary of patients developed grade 3 diarrhea Citation Format: Hong Liu, Li Ma, Xu Wang, Xinzhong Chang, Qi Yu, Qingfeng Huang, Chunfang Hao, Jun Liu, Jing Zhao, Shufen Li, Zhongsheng Tong, Yehui Shi, Ning Lu, Weipeng Zhao, Tong Wang, Xuchen Cao, Chen Wang, Juntian Liu, Ying Zhao, Lina Zhang, Baoliang Guo, Xin Wang, Xu Di, Chunhui Gao, Zongzhan Liu, Shuo Sun, Linwei Li. Real-world incidence and management of diarrhea secondary to pyrotinib in patients with HER-2 positive breast cancer [abstract]. In: Proceedings of the 2022 San Antonio Breast Cancer Symposium; 2022 Dec 6-10; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2023;83(5 Suppl):Abstract nr P1-12-11.

Background:Patients (pts) with rheumatoid arthritis (RA) with poor prognostic factors (PPF) are at risk for RA progression if disease activity is not rapidly controlled. In FINCH 3 (NCT02886728), filgotinib (FIL)—an oral, potent, selective JAK1 inhibitor—was effective relative to methotrexate monotherapy (MTX mono) in MTX-naïve patients with ≥1 PPF—erosions, seropositivity for rheumatoid factor (RF) or anti-cyclic citrullinated peptide (CCP), or hsCRP ≥4 mg/L.1Objectives:This post hoc analysis examined FIL efficacy in FINCH 3 pts with multiple PPF.Methods:The global, phase 3, double-blind, active-controlled FINCH 3 study randomised MTX-naïve pts with moderately to severely active RA 2:1:1:2 to oral FIL 200 mg once daily + MTX ≤20 mg weekly, FIL 100 mg + MTX, FIL 200 mg mono, or PBO + MTX up to week (W)52. This subgroup analysis included pts with all 4 of the following PPF at baseline (PPF pts): erosions, seropositivity for RF or anti-CCP, hsCRP ≥4 mg/L, and DAS(28)CRP >5.1. Comparisons were not adjusted for multiplicity.Results:Of 1249 pts randomised and treated in FINCH 3, 510 had all 4 PPF. At baseline, relative to the overall FINCH 3 population, PPF pts had longer mean disease duration (2.4 vs 2.2 years); higher mean hsCRP (27.9 vs 17.5 mg/L), mTSS (17.9 vs 13.3), DAS28(CRP) (6.3 vs 5.7), HAQ-DI (1.76 vs 1.56), CDAI (44.3 vs 39.8), and SDAI (47.1 vs 41.5); and greater frequency of seropositivity for RF (90.6% vs 67.9%), anti-CCP (92.4% vs 68.5%), or both (82.9% vs 59.6%). Efficacy in PPF pts was comparable to data from all FINCH 3 pts (Table, Figures 1–2). PPF pts receiving FIL 200 mg with or without MTX vs MTX mono had higher frequencies of ACR20/50/70 response and greater improvement in HAQ-DI at W24; responses were numerically greater for FIL 200 mg + MTX vs FIL 100 mg + MTX or FIL 200 mg mono (Table) and were evident by W12 (data not shown). Radiographic progression at W24 was lower in PPF pts receiving FIL 200 mg + MTX or FIL 200 mg mono vs MTX mono (Figure 1). Proportions of PPF pts receiving FIL 200 mg with or without MTX who achieved DAS28(CRP) <2.6, CDAI ≤2.8, SDAI ≤3.3, and Boolean remission at W24 (Figure 2) were larger vs pts receiving MTX mono and numerically greater vs pts receiving FIL 100 mg + MTX.Table.Efficacy outcomes in patients with 4 PPF and all FINCH 3 patients at W24FIL 200 mg+ MTXFIL 100 mg+ MTXFIL 200 mg monoMTXmonoPPFAllPPFAllPPFAllPPFAlln1724168520787210166416ACR20, %85.5*81.0***83.580.2*81.678.174.771.4ACR50, %70.3***61.5***58.857.0**59.858.1**48.245.7ACR70, %54.1***43.8***37.640.1***43.7*40.0***28.326.0HAQ-DIa−1.2***−0.94***−1.0*−0.90**−1.0*−0.89*−0.9−0.79aMean change from baseline.*, p <0.05;**, p <0.01;***, p <0.001 vs MTX mono, not adjusted for multiplicity.FIL, filgotinib; mono, monotherapy; MTX, methotrexate; PPF, poor prognostic factors.Conclusion:FIL treatment provided rapid and deep disease control including higher rates of remission and other clinical outcomes, improved physical function, and less radiographic progression compared with MTX alone in MTX-naïve pts with RA with 4 PPF, a population at risk for severe progressive disease. In pts with 4 PPF, W24 remission rates following FIL 200 mg with or without MTX were higher vs MTX mono and numerically higher vs FIL 100 mg + MTX.References:[1]Westhovens et al.Ann Rheum Dis2019;78(Suppl2):259–60.Disclosure of Interests:Daniel Aletaha Grant/research support from: AbbVie, Novartis, Roche, Consultant of: AbbVie, Amgen, Celgene, Lilly, Medac, Merck, Novartis, Pfizer, Roche, Sandoz, Sanofi Genzyme, Speakers bureau: AbbVie, Celgene, Lilly, Merck, Novartis, Pfizer, Sanofi Genzyme, UCB, Rene Westhovens Grant/research support from: Celltrion Inc, Galapagos, Gilead, Consultant of: Celltrion Inc, Galapagos, Gilead, Speakers bureau: Celltrion Inc, Galapagos, Gilead, Cecile Gaujoux-Viala Consultant of: AbbVie; Amgen; Bristol-Myers Squibb; Celgene; Gilead Sciences, Inc.; Janssen; Lilly; Medac; Merck-Serono; Mylan; Nordic Pharma; Novartis; Pfizer; Roche; Sandoz; Sanofi; UCB, Speakers bureau: AbbVie; Amgen; Bristol-Myers Squibb; Celgene; Gilead Sciences, Inc.; Janssen; Lilly; Medac; Merck-Serono; Mylan; Nordic Pharma; Novartis; Pfizer; Roche; Sandoz; Sanofi; UCB, Giovanni Adami: None declared, Alan Matsumoto Grant/research support from: AbbVie; BMS; Eli Lilly; Galapagos; Gilead Sciences, Inc.; GSK; Janssen; Novartis; Pfizer; Sanofi; UCB; Regeneron, Consultant of: AbbVie; Gilead Sciences, Inc.; GSK; Novartis, Paul Bird Consultant of: AbbVie, Celgene Corporation, Eli Lilly, Janssen, Novartis, Pfizer – advisor, Speakers bureau: AbbVie, Celgene Corporation, Eli Lilly, Janssen, Novartis, Pfizer, Osvaldo Messina Speakers bureau: Amgen; Americas Health Foundation; Pfizer, Maya H Buch Grant/research support from: Pfizer, Roche, and UCB, Consultant of: Pfizer; AbbVie; Eli Lilly; Gilead Sciences, Inc.; Merck-Serono; Sandoz; and Sanofi, Beatrix Bartok Shareholder of: Gilead Sciences Inc., Employee of: Gilead Sciences Inc., Zhaoyu Yin Shareholder of: Gilead Sciences, Inc., Employee of: Gilead Sciences, Inc., Ying Guo Shareholder of: Gilead Sciences, Inc., Employee of: Gilead Sciences, Inc., Thijs Hendrikx Shareholder of: Galapagos (share/warrant holder), Employee of: Galapagos, Gerd Rüdiger Burmester Consultant of: AbbVie Inc, Eli Lilly, Gilead, Janssen, Merck, Roche, Pfizer, and UCB Pharma, Speakers bureau: AbbVie Inc, Eli Lilly, Gilead, Janssen, Merck, Roche, Pfizer, and UCB Pharma

The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). Teaching for Student Learning: Becoming an Accomplished Teacher (1st ed.). Routledge. Arysandhi, K. N., & Meitriana, M. A. (2014). Studi Komparatif Motivasi Belajar Siswa pada Mata Pelajaran IPS antara Moving Class dengan Kelas Menetap di SMPN 1 Kerambitan dan SMPN 2 Tabanan Tahun Pelajaran 2013/2014. Ekuitas-Jurnal Pendidikan Ekonomi, 2(1), 30–39. Bawa, P. (2020). Learning in the age of SARS-COV-2 : A quantitative study of learners ’ performance in the age of emergency remote teaching. Computers and Education Open, 1(October), 100016. https://doi.org/10.1016/j.caeo.2020.100016 Bialek, S., Gierke, R., Hughes, M., McNamara, L., Pilishvili, T., & Skoff, T. (2020). Morbidity and mortality weekly report (mmwr) - Coronavirus Disease 2019 in Children — United States, February 12–April 2, 2020. Morbidity and Mortality Weekly Report, 69, 2–6. https://www.cdc.gov/coronavirus/2019-ncov/downloads/pui-form.pdf. Boardman, M. (2003). Changing Times: Changing Challenges for Early Childhood Leaders. Australasian Journal of Early Childhood, 28(2), 20–26. https://doi.org/10.1177/183693910302800205 Bronfenbrenner, U. (1979). The ecology of human development (1st ed.). Harvard University Press. Chen, Y. T. (2020). An investigation of young children’s science and aesthetic learning through a science aesthetic thematic curriculum: A mixed-methods study. Australasian Journal of Early Childhood, 45(2), 127–141. https://doi.org/10.1177/1836939120918503 Choi, N., & Jung, H. (2020). Temperament and Home Environment Characteristics as Predictors of Young Children ’ s Learning Motivation. Early Childhood Education Journal, 1994. https://doi.org/10.1007/s10643-020-01019-7 Counselman, K. P., & Jones, E. (2001). Distance learning in early childhood teacher education: The experience of Pacific Oaks College. Journal of Early Childhood Teacher Education, 22(4), 225–230. https://doi.org/10.1080/1090102010220402 Daniel, S. J. (2020). Education and the COVID-19 pandemic. PROSPECTS, 6. https://doi.org/10.1007/s11125-020-09464-3 Dick, W., Carey, L., & Carey, J. O. (2015). The Systematic Design of Instruction (8th ed.). Pearson. Diningrat, S. W. M., Nindya, M. A., & Salwa. (2020). Cakrawala Pendidikan ,. Cakrawala Pendidikan, 39(3), 705–719. https://doi.org/10.21831/cp.v39i3.32304 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118(June), 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Dong, Y., Dong, Y., Mo, X., Hu, Y., Qi, X., Jiang, F., Jiang, Z., Jiang, Z., Tong, S., Tong, S., & Tong, S. (2020). Epidemiology of COVID-19 among children in China. Pediatrics, 145(6). https://doi.org/10.1542/peds.2020-0702 Eliza, D. (2013). Penerapan Model Pembelajaran Kontekstual Learning (CTL) Berbasis Centra di Taman Kanak-Kanak. Pedagogi: Jurnal Ilmiah Ilmu Pendidikan, XIII(2), 93–106. Fadlilah, azizah nurul. (2021). Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Strategi Menghidupkan Motivasi Belajar Anak Usia Dini Selama Pandemi COVID-19 melalui Publikasi Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 373–384. https://doi.org/10.31004/obsesi.v5i1.548 Fenech, M. (2013). Quality early childhood education for my child or for all children?: Parents as activists for equitable, high-quality early childhood education in Australia. Australian Journal of Early Childhood, 38(4), 92–98. https://doi.org/10.1177/183693911303800413 Gibson, M. (2013). “I want to educate school-age children”: Producing early childhood teacher professional identities. Contemporary Issues in Early Childhood, 14(2), 127–137. https://doi.org/10.2304/ciec.2013.14.2.127 Hamzah, N. (2016). Pelaksanaan Pembelajaran BCCT Bagi Anak Usia Dini ; Study Pelaksanaan BCCT Di Tk Islam Mujahidin Pontianak. At-Turats: Jurnal Pemikiran Pendidikan Islama, 10(2), 119–131. Hasan, M. S., & Saputri, D. E. (2020). Pembelajaran PAI Berbasis Moving Class di SMP Negeri 1 Gudo Jombang. Attaqwa: Jurnal Ilmu Pendidikan Islam, 16(September), 113–125. Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00234-x Hodges, C. B., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educase Review. Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Children and Youth Services Review Exploring undergraduate students ’ attitudes towards emergency online learning during COVID-19 : A case from the UAE. Children and Youth Services Review, 1–7. https://doi.org/10.1016/j.childyouth.2020.105699 Işıkoğlu, N., Ero, A., Atan, A., & Aytekin, S. (2021). A qualitative case study about overuse of digital play at home. Current Psychology. https://doi.org/https://doi.org/10.1007/s12144-021-01442-y A Kilgallon, P., Maloney, C., & Lock, G. (2008). Early childhood teachers coping with educational change. Australian Journal of Early Childhood, 33(1), 23–29. https://doi.org/10.1177/183693910803300105 Kim, J. (2020). Learning and Teaching Online During Covid ‑ 19 : Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Kurniati, E., Kusumanita, D., Alfaeni, N., & Andriani, F. (2021). Analisis Peran Orang Tua dalam Mendampingi Anak di Masa Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 241–256. https://doi.org/10.31004/obsesi.v5i1.541 Lopes, H., & Mckay, V. (2020). pandemics : The COVID ‑ 19 experience. International Review of Education, 0123456789. https://doi.org/10.1007/s11159-020-09843-0 Macartney, K., Quinn, H. E., Pillsbury, A. J., Koirala, A., Deng, L., Winkler, N., Katelaris, A. L., & Sullivan, M. V. N. O. (2020). Articles Transmission of SARS-CoV-2 in Australian educational settings : a prospective cohort study. Lancet Child Adolesc Health 2020, 4642(20), 1–10. https://doi.org/10.1016/S2352-4642(20)30251-0 Marina, Indrawati, H., & Suarman. (2019). Application of Moving Class Learning Models and Teacher Pedagogical Competence on Learning Motivation and Student Learning Discipline. Journal of Educational Sciences, 3(1), 72–83. https://doi.org/doi.org/10.31258/jes.3.1.p.72-83 McLean, K., Edwards, S., & Mantilla, A. (2020). A review of community playgroup participation. Australasian Journal of Early Childhood, 45(2), 155–169. https://doi.org/10.1177/1836939120918484 Muhdi, Nurkolis, & Yuliejantiningsih, Y. (2020). The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic. Jurnal Pendidikan Usia Dini, 14(2), 248–261. https://doi.org/https://doi.org/10.21009/JPUD.142.04 Panovska-griffiths, J., Kerr, C. C., Stuart, R. M., Mistry, D., Klein, D. J., Viner, R. M., & Bonell, C. (2020). Articles Determining the optimal strategy for reopening schools , the impact of test and trace interventions , and the risk of occurrence of a second COVID-19 epidemic wave in the UK : a modelling study. The Lancet Child and Adolescent Health, 4642(20), 1–11. https://doi.org/10.1016/S2352-4642(20)30250-9 Piquero, A. R., Riddell, J. R., Bishopp, S. A., Narvey, C., Reid, J. A., & Piquero, N. L. (2020). Staying Home , Staying Safe ? A Short-Term Analysis of COVID-19 on Dallas Domestic Violence. American Journal of Criminal Justice, 601–635. https://doi.org/https://doi.org/10.1007/s12103-020-09531-7 Pramling, I., Judith, S., Elin, T. W., & Ødegaard, E. (2020). The Coronavirus Pandemic and Lessons Learned in Preschools in Norway , Sweden and the United States : OMEP Policy Forum. International Journal of Early Childhood, 0123456789. https://doi.org/10.1007/s13158-020-00267-3 Pribadi, H., & Harjati, P. (2013). Analisis Pembelajaran Fisika dalam Sistem Moving Class di SMP Negeri 1 Pekalongan Lampung Timur Tahun Pelajaran 2012/2013. JPF, 32–41. Project Tommorow & Blackboard. (2017). Trends in Digital Learning: Building teachers’ capacity and competency to create new learning experiences for students. https://tomorrow.org/speakup/speak-up-2016-trends-digital-learning-june-2017.html Rahiem, M. D. H. (2020). The Emergency Remote Learning Experience of University Students in Indonesia amidst the COVID-19 Crisis. International Journal of Learning, Teaching and Educational Research, 19(6), 1–26. http://orcid.org/0000-0002-5618-2486%0AAbstract. Ramdhani, M. T. (2016). Model Pelaksanaan Pembelajaran Pendidikan Agama Islam dengan Sistem Moving Class dalam Meningkatkan Motivasi dan Prestasi Belajar Siswa SMP IT Sahabat Alam. Anterior Jurnal, 15(2), 212–221. Reigeluth, C. M., Beatty, B. J., & Myers, R. D. (2017). Instructional-Design Theories and Models (R. D. Myers (Ed.); IV). Routledge. Sangsawang, T. (2020). Indonesian Journal of Science & Technology An Instructional Design for Online Learning in Vocational Education according to a Self-Regulated Learning Framework for Problem Solving during the CoViD-19 Crisis. 5. Schmerse, D., Anders, Y., Wieduwilt, N., & Tietze, W. (2018). Differential effects of home and preschool learning environments on early language development. British Educational Research Journal, 44(2), 338–357. https://doi.org/10.1002/berj.3332 Schreier, M. (2013). Qualitative Content Analysis (First Edit). SAGE Publications. Shisley, S. (2020). Emergency Remote Learning Compared to Online Learning. Learning Solution. https://learningsolutionsmag.com/articles/emergency-remote-learning-compared-to-online-learning Son, S., & Morrison, F. J. (2010). The Nature and Impact of Changes in Home Learning Environment on Development of Language and Academic Skills in Preschool Children. 46(5), 1103–1118. https://doi.org/10.1037/a0020065 Stephen, C., Ellis, J., & Martlew, J. (2010). Taking active learning into the primary school: A matter of new practices? International Journal of Early Years Education, 18(4), 315–329. https://doi.org/10.1080/09669760.2010.531916 Sudrajat, C. J., Agustin, M., Kurniati, L., & Karsa, D. (2021). Strategi Kepala TK dalam Meningkatkan Mutu Pendidikan pada Masa Pandemi Covid 19 Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 508–520. https://doi.org/10.31004/obsesi.v5i1.582 Sumindar, A., & Wahyu, L. (2012). Model Pembelajaran Moving Class Mata Pelajaran Seni Budaya dan Implikasinya terhadap Kemandirian Siswa (Kajian Kasus) di SMA Karangturi Semarang. Catharsis: Journal of Arts Education, 1(2), 21. Supriatna, R., Hafidhuddin, D., & Syafri, U. A. (2018). Model Pembelajaran Beyond Center and Circle Time (BCCT) Berbasis Q.S Lukman Ayat 12-19. Tawazun: Jurnal Pendidikan Islam, 11(2), 1–11. Syarah, E. S. (2020). Understanding Teacher ’ s Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom. Jurnal Pendidikan Usia Dini, 14(2), 202–214. https://doi.org/https://doi.org/10.21009/JPUD.142.01 Tang, Y., & Hew, K. F. (2020). Does mobile instant messaging facilitate social presence in online communication? A two-stage study of higher education students. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00188-0 Thompson, M. (2019). Early Childhood Pedagogy in a Socio ‑ cultural Medley in Ghana : Case Studies in Kindergarten. International Journal of Early Childhood, 51(2), 177–192. https://doi.org/10.1007/s13158-019-00242-7 Togher, M., & Fenech, M. (2020). Ongoing quality improvement in the context of the National Quality Framework: Exploring the perspectives of educators in ‘Working Towards’ services. Australasian Journal of Early Childhood, 45(3), 241–253. https://doi.org/10.1177/1836939120936003 UNESCO. (2020). UNESCO’s support: Educational response to COVID-19. Unesco. https://en.unesco.org/covid19/educationresponse/support Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. Wiresti, R. D. (2021). Analisis Dampak Work From Home pada Anak Usia Dini di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 641–653. https://doi.org/10.31004/obsesi.v5i1.563 Wiwatowski, M., Page, J., & Young, S. (2020). Examining early childhood teachers’ attitudes and responses to superhero play. Australasian Journal of Early Childhood, 45(2), 170–182. https://doi.org/10.1177/1836939120918486 Yin, R. K. (2018). Case Study Research and Applications Design and Methods (Eliza Wells (Ed.); Sixth Edit). SAGE Publications. Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions. The Journal of Pediatrics, 223(1), 188–193. https://doi.org/10.1016/j.jpeds.2020.05.020 Zhu, X., & Liu, J. (2020). Education in and After Covid-19 : Immediate Responses and Long-Term Visions. Postdigital Science and Education. https://doi.org/https://doi.org/10.1007/s42438-020-00126-3