Neuroscience, Early Childhood Education and Play: We are Doing it Right!

Rushton, Stephen

doi:10.1007/s10643-011-0447-z

Cited by 32 publications

(23 citation statements)

References 6 publications

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“…Anak usia dini merupakan sosok insan yang masih memiliki sifat bermain yang sangat tinggi (Munroe and MacLellan-Mansell, 2013;Fleer, 2009;Ernst, 2012) . Oleh karena itu, kebebasan berimajinasi menjadikan dirinya memiliki keunikan tersendiri dibandingkan orang dewasa (Rushton, 2011). Kegemarannya bermain seringkali menghadirkan suara-suara maupun gerak-gerik tubuh yang indah atau ekspresif dengan gaya yang spesifik.…”

Section: Pendahuluanunclassified

Peningkatan Kemampuan Motorik Halus Melalui Kegiatan Mozaik Pada Siswa Kelompok B

Qomariah

Marlina

Oktamarina

2020

JECE

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The undeveloped child's fine motor ability is the background for this research. The problems in this study were child's undevelopment ability to control fingers and hands, undevelopment of skills using media with the coordination between eyes and hands. The subject of his research was the B3 group of 18 children. This was based on action research method. It used the Kemmis & McTaggart Research design which consists of planning, observation and reflection actions. There were two cycles with four times meeting in each cycle. Data used in the observation were field records, interview notes and documentation notes. The techniques of data analysis in this study were qualitative data analysis and quantitative data analysis. The results showed that in the pre-cycle phase, the child's fine motor ability level reached 47.66%, whereas after using mozaic activities in cycle 1 it reached until 59.91% and in cycle 2 it reached to 80.08%. It can be concluded that there is a significant increase in the child's fine motor ability through mosaic activities.

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Section: Pendahuluanunclassified

Peningkatan Kemampuan Motorik Halus Melalui Kegiatan Mozaik Pada Siswa Kelompok B

Qomariah

Marlina

Oktamarina

2020

JECE

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“…Encouraging and supporting problem solving in play and inquiry, as well as engaging learning environment can chal-lenge the creative thinking of children (Taggart, Ridley, Rudd, & Benefield, 2005). Children's learning activities should also stimulate high-level thinking, and provide an emotionally comfortable environment for learning to be effective (Rushton, 2011;Rushton, Rushton-Juola, & Larkin, 2009).…”

Section: Promoting Social Domain In Supporting Young Children's Cognimentioning

confidence: 99%

Emerging Young Children’s Thinking through Social and Cognitive Development in the Project Approach

Dzainudin¹,

Yamat²,

Yunus³

2018

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Young children learn by interacting with their physical and social environments. The physical environment must be planned to invoke their curiosity and the social is to promote trust. The interaction often occurs as children explore their environment with their peers and/or with adults through social interactions. This paper presents and discusses a part of an action research on exploring young children's learning through the project approach at a private preschool. The objective of this paper is to illustrate the children's social and cognitive development as observed and as measured by the Assessment, Evaluation and Programming System (AEPS®). Six children aged five in one private preschool in Selangor were observed in this study and their interactions with peers and adults (teachers) were recorded. The findings illustrate that the children's cognitive ability or thinking emerged through the social interactions that took place while they were involved in the project work. This implies that the learning environment should be shaped or designed to allow abundant of social interactions to take place that will stimulate, encourage and eventually emerge deeper thinking skills among young children. It is therefore recommended that preschools should focus on developing young children's social skills to enhance their cognitive skills.

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“…The experiences that take place during this period are the drivers of many of these changes and shape the trajectory that child development will follow [ 3 , 9 , 10 , 11 ]. Therefore, they must be meaningful, practical [ 12 ], integrated, and globalizing experiences, proposed from an approach based on experience, movement, child activity and play, and applied in an environment of safety, affection, and trust [ 1 , 4 , 13 , 14 ].…”

Section: Introductionmentioning

confidence: 99%

“…What is more, there is evidence that not all forms of aerobic exercise benefit the executive function equally, being cognitive-engagement exercise the one that has a stronger effect on it [ 6 , 15 , 17 ]. For example, problem solving that occurs during motor play may promote higher-level skill such as attention-inhibition, working memory, and cognitive flexibility [ 3 , 5 , 6 ], in addition to other cognitive functions such as planning, organization, sequencing, and decision-making [ 12 ]. These cognitive skills are believed to be linked by some common underlying processes, but they are employed and combined differently depending on the task to guide behavior, being necessary not only for academic success, but also for success in daily-life tasks that all children must master to gain full independence [ 3 , 6 , 17 , 33 ].…”

Section: Introductionmentioning

confidence: 99%

Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity

Nielsen-Rodríguez

García

Dobado-Castañeda

2021

IJERPH

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Early childhood represents a crucial period for child development. Physical activity is essential in this process, but studies show that children are very inactive and do not meet the recommended minimums. Due to the large proportion of time they spend at school, it is necessary to examine active and sedentary behaviors in these environments. The aim of the study is to analyze the amount and intensity of physical activity in preschool children during the school day according to the methodology used. Using accelerometry, the amount and intensity of physical activity and sedentary behavior of 156 children aged 4–6 years at different times of the school day were evaluated. The results revealed that preschoolers spend most of their class time sedentary, with children participating in active methodologies registering the highest amount and intensity of physical activity. Recess and specific motor sessions are the most active times, although the latter should increase the time of intense activity that they imply. To increase physical activity during the school day, it is necessary to establish movement integration methodologies, while increasing the number and adjusting the duration of specific motor sessions and of recesses, so that the maximum possible use is made of them.

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Neuroscience, Early Childhood Education and Play: We are Doing it Right!

Cited by 32 publications

References 6 publications

Peningkatan Kemampuan Motorik Halus Melalui Kegiatan Mozaik Pada Siswa Kelompok B

Peningkatan Kemampuan Motorik Halus Melalui Kegiatan Mozaik Pada Siswa Kelompok B

Emerging Young Children’s Thinking through Social and Cognitive Development in the Project Approach

Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity

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