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Yeni Rachmawati
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INDONESIA
Early Childhood Education and Parenting (ECEPA)
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : 3046451X     DOI : https://doi.org/10.17509/ecepa.v2i1
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences Other
Early Childhood Education and Parenting (ECEPA) promotes research in the field of early childhood education, parenting, and ethno parenting with particular respect to Indonesia, but not limited to authorship or topical coverage within the region. Contributions are expected from lecturers, researchers, teachers, and students at advanced stages of their research. To be published in ECEPA, a rigorous review process will be done. The editorial board welcomes innovative manuscripts from early childhood education, parenting and field. The scope of journal are : Early Childhood Education; Early Childhood Development; Learning issues in Early Childhood; Media in Early Childhood Education; Learning Strategies and Methods in Early Childhood Education; Learning Models in Early Childhood Education; Learning Content in Early Childhood Education; Learning Evaluation in Early Childhood Education; Early Childhood Education from an Islamic Perspective; Early Childhood Education Abroad; Early Childhood Education Across Countries & Cultures; Child Rights; Neuroscience; Parenting; Family Education; Ethno parenting; Ethno paedagogic in early childhood
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol 1, No 2 (2024)" : 5 Documents clear
Teacher’s Perception of Personality Competence: “Is it Really Important?” Rita Tri Ananda; Khoiriyah Khoiriyah; Asti Bhawika Adwitiya
Early Childhood Education & Parenting Vol 1, No 2 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ecepa.v1i2.74715

Abstract

Ideally, teachers possess four competencies: professional, pedagogical, social, and personality. One of the competencies that did not get much attention is personality competency. This research employed a qualitative method with a phenomenological approach to understanding the teachers’ experiences and how they value and implement personality competence in their daily teaching practices. Interviews and observations of the teacher and headmaster inside and outside the class were conducted to obtain the data. The result suggested that the teachers have implemented it in their daily lives as teachers, despite having a limited understanding of the complex terminology in the concept of personality competency.
Mapping the Leading Potential Based on Multiple Intelligences in Early Children Education Kurniasih Santi
Early Childhood Education & Parenting Vol 1, No 2 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ecepa.v1i2.74710

Abstract

Children, aged 0-8, possess remarkable intelligence and talent, yet these often go unrecognised, limiting their potential for success. Parents and teachers, who are primary observers of children, sometimes overlook these abilities, hindering their expected development. Educators must prioritise understanding children's development to uncover their hidden talents and potential. By doing so, educators can guide children towards realising their full potential, leading to a brighter future. This study focuses on identifying superior potential through multiple intelligences mapping in early childhood, conducted at RA Bani Malik, Ledug. Utilising qualitative field research, data is collected through observation, interviews, and documentation. The findings reveal that each child has unique potentials, which can be identified and stimulated through various activities such as puzzle-solving for logical-mathematical intelligence, writing letters for language intelligence, dancing for musical intelligence, gymnastics for kinesthetic intelligence, caring for plants for naturalist intelligence, self-questioning activities for intrapersonal intelligence, role-playing for interpersonal intelligence, and painting for spatial intelligence.
"Pamali" Educational Values in Sundanese Society for Early Childhood Ina Farida Arif
Early Childhood Education & Parenting Vol 1, No 2 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ecepa.v1i2.74711

Abstract

The existence of pamali in Sundanese society today is often only seen as a myth as a way for parents to frighten their children, even though behind it lies various educational values related to cause and effect. Several studies related to pamali focus more on children aged over 6 years, while the educational values of pamali in Sundanese society for early childhood are still relatively rare. Through this literature review, the researcher then tries to identify pamali educational values that are still developing in Sundanese society today with educational values and character values that have been formulated by the Curriculum Center of the Research and Development Agency of the Ministry of National Education. It is hoped that with this research, pamali can be an alternative to local wisdom-based education that can be implemented in early childhood.
Application of Active Learning Methods in Developing Early Children’s Confidence Capabilities Septimia Puspa Hastria Sayu Wiwit
Early Childhood Education & Parenting Vol 1, No 2 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ecepa.v1i2.74713

Abstract

Action learning or active learning is a model or strategy involving children directly in the learning process. Not all children have the confidence to express their will and potential in school because the situation and environment are different from their home environment such as new teachers, new friends and a new atmosphere. The different abilities and potentials of children, spur teachers to always encourage and motivate them so that they dare to express and explore. Without the self-confidence built by the teacher in the learning process, the potential they develop is less optimal. Therefore, the application of the active learning method is very supportive in developing children's self-confidence. This research uses a qualitative type of research (constructivist) using the answer and question method, assigning tasks and involving children directly in child-centred activities or learning (student centre). This study found that children who were directly involved in learning were more confident, courageous, able to interact with friends and teachers, communicative, imaginative, creative and innovative because all of their five senses are used.
Teachers’s Stimulation on Early Childhood Speech Delay at PAUD Kasya Banda Aceh Siti Naila Fauzia; Nella Rahim; Dina Amalia; Sitti Muliya Rizka; Indani Indani
Early Childhood Education & Parenting Vol 1, No 2 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ecepa.v1i2.74714

Abstract

Teacher stimulation is an action in learning by using various ways of teaching. Speech delay is a delay in the level of speech development with the child's age. The purpose of the study is to determine the teacher's stimulation in overcoming speech delay in early childhood. This research uses a qualitative approach, with a case study. Data was collected through observation and interviews. The research subjects were the principal, the therapist teacher, two classroom teachers, and two parents. The results obtained, teacher’s stimulation include communication strategies, environmental therapy, talk therapy, and the Kayang method.

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