Role of Self-Regulated Learning in Early Childhood Education Learning

Abstract

Early childhood education learning is an interactive process among children, parents, or other adults in an environment to achieve developmental tasks. The interaction that has been built is a factor that affects the achievement of learning objectives to be achieved. Early childhood learning does not mean that the children have to study in school when they are not ready. If the children are being forced to keep up with the lesson it can make the children feel the burden to achieve their developmental tasks. Learning for early childhood basically is the lesson that we give to the children in order to make the children develop naturally. The perspective of humanistic psychology in the learning process is no longer embedded by reward and punishment as adopted by the behaviorism, but it focuses to inner nature of the student. The learning process will be held in fun ways and we can achieve the optimal result if the design and management learning process heeds the ego involvement inner nature dimension of the student. In the new learning process perspective is very put forward the role of self-regulated learning. The purpose of this research is to know the contribution of Self Regulated Learning in planning, implementation, and the evaluation of the teaching and learning process in PAUD by involving the teacher as a facilitator and motivator for the children.

Peningkatan Kemampuan Kerjasama Anak Melalui Kegiatan Cuci Tangan Bergantian di Kelompok Bermain Kasih Ibu Gringsing Batang

“…Guru menjadi fasilitator bagi orang tua dalam melakukan kegiatan bermain anak di rumah melalui berbagai komunikasi virtual.Anak membangun kerja sama berdasarkan regulasi diri yang teratur dari guru dan orang tua di era pandemi. (Utanto Y, Elyana L, 2017)…”

Digital Transformation in Early Childhood Education: Teachers’ Self-regulated Model for Digital Learning

“…The topic of self-regulation is not new in the context of early childhood education. Several previous studies have tried to discuss how to help develop self-regulated skills based on the student's point of view [9][10][11]. Over time, researchers began to also discuss self-regulated skills with a different focus, namely based on the teacher's point of view [12][13][14].…”