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Dwi Anisa Faqumala
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SEAMEO CECCEP Jl Jayagiri no 63 Lembang, Kab Bandung Barat, Jawa Barat, Indonesia
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INDONESIA
The Southeast Asian Journal of Early Childhood Care Education and Parenting
Published by SEAMEO CECCEP
ISSN : -     EISSN : 27471500     DOI : https://doi.org/10.70896
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences Other
SEA-CECCEP Journal, (Southeast Asian Journal for Early Childhood Care Education and Parenting) is a scientific publication of the Southeast Asian Ministers of Education Organization (SEAMEO) Regional Centre for Early Childhood Care Education and Parenting (CECCEP). It publishes articles on research and analysis regarding major issues of early childhood care and education, early childhood education policy, and parenting relating to children and their families to a broad international readership, including policymakers, researchers, practitioners, and communities. The scopes are within the following fields relating to ECCE and parenting but not limited to: Assessment and evaluation of policy and programs ECCE curriculum and pedagogy Workforce qualifications and development of ECCE staff Financing ECCE services Regulations and standards of ECCE Family and community engagement Quality issues in ECCE and parenting Integration of education and care in ECCE Policy on diversity and social inclusion in ECCE International comparisons of ECCE policy
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 2 No. 02 (2021): SEA-CECCEP" : 5 Documents clear
Health Education Characters in Early Childhood Based on Cultural Values Siti Nurlatifah
SEA-CECCEP Vol. 2 No. 02 (2021): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v2i02.18

Abstract

This study seeks to produce a character education model for healthy living in early childhood based on character values. In producing this model, the researcher uses four stages that must be taken, namely define, design, develop and desiminate. At the define stage, the researcher made preliminary observations by collecting how the description of healthy life character education activities carried out by schools has been done by collaborating with cultural values, both classroom, school and environment or community culture. The figures for each variable are calculated based on the observation questionnaire compiled by the researcher. Based on preliminary observations based on interviews of healthy living character education comprehensively, it has been established by schools, both teachers and students, but there is no evaluation whether the healthy living character education is developed based on cultural values Furthermore, the researcher will explore in depth how the knowledge, implementation and feelings of students towards the character of a healthy life. Cultural values ​​that can be implemented properly based on the results of observations show that the three cultural values ​​influence each other on the formation of healthy living characters for early childhood.
Assessment results of development of children 3 – 5 years old by the East Asia-Pacific early child development scales (EAP – ECDS) Trang Nguyen Thi
SEA-CECCEP Vol. 2 No. 02 (2021): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v2i02.20

Abstract

 To obtain authentic evidence for developing and adjusting policies, strategies, programs, and action plans that meet the requirements of the children's overall development in the new situation, the Ministry of Education and Training (MOET) assessed children aged 3 to 5 years old, in conjunction with interviews with parents and caregivers by the EAP - ECDS. The results show the unequal development of children from different demographic groups in 7 domains, weight, and height, using descriptive statistical methods, then comparing and assessing the difference in scores across groups of children. The findings indicate that it is necessary to consider the government and communities' policies and impacts on educational institutions and children's education to make it more suitable for disadvantaged groups such as children in rural areas, mountainous areas, rural areas, and ethnic minority children. Additionally, the program's material for children's care and education should be more appropriate for children aged 3-5 years, particularly 5-year-old children preparing to enter the first grade.
EFFECTIVENESS OF NUTRITIONAL INTELLIGENCE PROGRAM TOWARDS IMPROVING MATERNAL KNOWLEDGE AS AN EFFORT TO PREVENT STUNTING IN CHILDREN Aulia Irhamna Irhamna; Alifah Indalika Mulyadi Razak
SEA-CECCEP Vol. 2 No. 02 (2021): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v2i02.25

Abstract

Nutrition is an important source of energy for children to be able to absorb learning information. Various studies have shown that good eating habits, nutritional balance of composition, and physical activity can support children's development. In line with the results of the study, there needs to be a sustainable learning pattern so that the child can easily understand about nutrition, namely parents as the nearest environment of the child as an effort to prevent stunting cases in the child. The participants of this study were 30 mothers in Bojongsoang District, Bandung Regency, West Java Province.  This research aims to test the effectiveness of nutritional intelligence programs in mothers as stunting efforts in children through the design of the-before-after study design experiment with two experimental and control research groups. Specifically packaged in the form of training activities that include materials: (1) cooking; (2) healthy eating; (3) fitness; and (4) fun. In general, the average maternal knowledge score of nutritional intelligence and stunting in the experiment group (Mpre test = 97.5 and Mpost test =123.7) both pre-test and post-test had higher scores than the control group (Mpre test = 97.3 and Mpost test= 88.5). By comparison, the control group's pre-test and post-test scores decreased by 4.7%, while the experiment group saw an 11.8% increase in scores. The effectiveness of the learning model can be measured through Mann Whitney tests that compare the average pre and post test scores measured through stunting instruments, which are demonstrated through the significance of scores in the control group and experiments after being given nutritional intelligence programs. This means that nutritional intelligence programs are considered effective in increasing maternal knowledge as an effort to prevent stunting in children.
PSYCHOEDUCATION PROGRAM FOR MOTHER IN ACCOMPANYING CHILDREN LEARNING AT HOME IN RISKY SITUATION MUHAMAD YULIAN RISMA PRATAM; Alifah Indalika Mulyadi Razak
SEA-CECCEP Vol. 2 No. 02 (2021): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v2i02.26

Abstract

The health emergency situation the spread of the Covid-19 virus that has swept across the world has changed almost a large part of the education system, one of which also has an impact on the level of early education which requires children to study at home. The difference in learning needs and children's development is a challenge for mothers as a significant other child, to continue to meet household needs to fulfill children's learning needs while at home. The psychoeducation program is one of the solutions in providing information and assistance in providing knowledge to mothers when accompanying children to study at home in emergency situations, as the main objective of this study. The process of implementing a psychoeducation program for mothers uses a variety of model information assistance with stages (1) experiencing; (2) reflecting; (3) problem solving; and (4) problem questioning, which was implemented through 10 interventions consisting of 5 times the delivery of psychoeducation information and 5 times assistance in the form of personal counseling, namely mentoring individually to 30 research participants to listen to problems, obstacles, constraints and provide solutions to the problems faced, especially in measuring 40 indicator items consisting of aspects (1) sense of parenting, measuring the mother's knowledge of the importance of positive care from an early age; (2) a sense of learning, which measures the mother's knowledge of children's learning needs; and (3) a sense of risky situation, which measures the mother's knowledge of handling health emergency situations. The research design used one group pretest posttest experimental design, which tested the level of knowledge of the research sample before and after being given an intervention in the form of an educational program. The results show that there is a difference in the mean test of maternal knowledge after receiving a psychoeducation program (Mpre test = 122.033 <Mpost test = 142.7), the effectiveness of the psychoeducation program is considered significant (Sig. (2-tailed)) = 0.000 (<α = 0.05) has an influence on the knowledge of mothers in accompanying children to study at home in emergency situations.
Partnership Communication Plan to Support the Implementation of Holistic-Integrative Early Childhood Education (PAUD HI). Dhian Gowinda Luh Safitri
SEA-CECCEP Vol. 2 No. 02 (2021): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v2i02.41

Abstract

The government has issued a policy requiring that Early Childhood Education Institutions must be conducted in a holistic-integrative manner to improve the quality of Early Childhood Education, provide a comprehensive, quality service, and involve all related education stakeholders.  As a matter of fact, that the partnership between school, family, and community could enhance student's learning, accommodate the diverse needs of the student and bring an inclusive culture in education, it's essential for the teacher to develop communication partnership plan. This study was conducted in a systematic review with a qualitative approach. The communication values that can be implemented to develop an effective partnership are include understanding and respecting, openness, mutual trust, and commitment. The possible obstacles to implement this communication partnership plan components include a judgmental attitude when working with family and community, school as a hostile environment, the assumption that family and community are less able in the educational process, and lack of teacher partnership training.

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