Tokoh Pendidikan Kanak-Kanak (Howard Gardner)

          Untuk tokoh bernama Howard Gardner, Beliau mendefinisikan kecerdasan sebagai kebolehan untuk menyelesaikan masalah serta mencipta produk.

          Beliau memperkenalkan Teori Kepelbagaian Kecerdasan. Teori Kepelbagaian Kecerdasan merangkumi logik matematik, visual ruang (spatial), muzik, kinestetik, naturalis, intrapersonal, interpersonal, existential dan linguistik.

          Untuk mengaplikasikan pendekatan ini, guru harus mengenal pasti setiap murid dahulu. Selepas itu, mengaplikasikan pendekatan ini dengan mengubah atau mencipta persekitaran yang sesuai. Akhirnya murid akan mengaplikasikan apa yang dipelajari oleh mereka.

          Terdapat beberapa kelebihan untuk pendekatan ini iaitu fleksible, guru boleh melihat potensi murid, rancang pelajaran, menggunakan pelbagai teknik dalam proses pengajaran dan pembelajaran, murid memahami potensi diri, tidak rendah diri dengan pelbagai kecerdasan serta mengatasi isu ponteng sekolah.

          Setiap perkara mempunyai kelebihan dan kelemahan. Kelemahan pendekatan ini adalah guru susah melihat potensi semua murid di dalam satu kelas, ketidakadilan guru serta guru tidak kreatif dalam proses pengajaran dan pembelajarannya.

          Pendekatan atau teori Beliau sesuai dengan proses pengajaran dan pembelajaran. Guru-guru boleh mengaplikasikannya dalam proses pengajaran dan pembelajaran mereka untuk menghasilkan generasi masa depan.

Soal Jawab

            Pada pendapat saya, kursus ini sangat baik dan bermakna serta berguna dalam proses pengajaran dan pembelajaran saya pada masa depan. Saya juga boleh menggunakan ilmu-ilmu daripada Dr. dan rakan-rakan saya terhadap prasekolah saya jika saya berpeluang untuk membukanya.

            Dalam kursus ini, saya telah memperolehi pelbagai ilmu pengetahuan yang belum dipelajari oleh saya dahulu. Saya juga telah menambah ilmu pengetahuan saya yang telah dipelajari oleh saya dahulu. Sehingga hari ini, saya telah mempelajari pelbagai ilmu dari kursus ini seperti falsafah pendidikan kebangsaan, matlamat dan objektif pendidikan prasekolah, sebab-sebab pendidikan awal kanak-kanak penting, agensi dan sejarah prasekolah, ciri-ciri Headstart, model kurikulum Pen Green, teori perkembangan (Arnold Gesell, Robert Haringshurst, Jean Piaget, Sigmund Freud, Erik Erikson,…), tahap kritikal perkembangan, perkembangan kanak-kanak mengikut umur, aktiviti-aktiviti untuk pra-sains, pra-matematik, fizikal, estetika dan kreativiti,…), dan sebagainya.

            Antara ilmu yang saya berminat adalah teori perkembangan (Arnold Gesell, Robert Haringshurst, Jean Piaget, Sigmund Freud, Erik Erikson,…), tahap kritikal perkembangan, perkembangan kanak-kanak mengikut umur, aktiviti-aktiviti untuk pra-sains, pra-matematik, fizikal, estetika dan kreativiti,…), dan juga cara massage untuk bayi.

            Kesimpulannya, saya berasa bersyukur kerana mempunyai peluang untuk mengambil kursus ini dengan Dr.

Tokoh Pendidikan Kanak-Kanak (Rudolf Steiner: Waldorf Education) (Claire Harley)

            Daripada pembentangan kumpulan 1 dan kumpulan 2, saya sangat berminat dengan tokoh bernama Rudolf Steiner yang memperkenalkan Waldorf Education. Saya juga berminat dengan tokoh bernama Claire Harley, tetapi saya telah membeli bukunya dan membaca sebahagian daripadanya, jadi saya telah mempunyai pengalaman atau pengetahuan tentang apa yang dibentangkan.

            Untuk Waldorf Education, saya sangat teruja tentang proses pengajaran dan pembelajaran yang mengutamakan “Imagination” dan alam semula jadi. Kanak-kanak tidak boleh menggunakan komputer atau teknologi yang canggih, tidak mempunyai kerja rumah dan tidak mempunyai jadual waktu dalam sekolah juga sangat istimewa kerana berbeza dengan pendidikan awal kanak-kanak yang dilaksanakan oleh Kementerian Pelajaran Malaysia di negara kita.

            Saya juga berminat dengan Waldorf dolls yang dibuat menggunakan “cotton”; yang boleh digunakan oleh guru dan kanak-kanak untuk menjalankan “Imaginative Play”. Saya berpendapat bahawa Waldorf dolls ini memang amat berguna untuk mengembangkan kreativiti kanak-kanak.

            Untuk aktiviti-aktiviti yang dicadangkan oleh Clairew Harley, saya berasa aktiviti-aktiviti tersebut sangat berguna kepada saya untuk menjalankan proses pengajaran dan pembelajaran pada masa depan. Saya tidak menyesal bahawa saya telah membeli bukunya kerana ia sangat bermakna.

            Kesimpulannya, saya berharap bahawa saya mempunyai peluang untuk melawat ke “Kindergarten” yang menggunakan Waldorf Education dalam proses pangajaran dan pembelajarannya.

Toys are important for children (6 months - 4 years old)

            Toys play an important role in child development. It has been noticed that children learn faster when occupied in social games with other children. Nowadays, the markets are flooded with countless toys, but it is important that you pick up the appropriate one that enhances your child’s skills.

            You would have noticed that child’s toys are always colorful; this is because colors excite children while playing and at the same time stimulates the brain of child. Toys of different shapes and sizes help a child to learn about shape recognition, patterns, special relationship and tactile experiences. There are several toys that help in enhancing a child’s memory, hand-eye coordination, motor skills, hygiene, creativity, language skills and patience. When child play with stuffed animals which make noises, they take them to be real. Young girls love baking cookies and cakes in their toy oven for their dolls. These stimulate a child’s imagination power and help them to learn a lot about real life scenarios.

            At a later stage you can introduce board games to your children, which will improve their analytical skills. Board games like dominos and chess will help in developing strategic skills of your child. To improve their vocabulary you can play scrabble with them. It has been noticed that children’s interest change very fast. Therefore if your child does not show interest in a particular toy, you should not force them.

            Research has shown that children’s learning mainly happens through play – and what else is a toy for but to play. Toys for instructional and free play support children to develop a sense of self, responsibility for themselves and others, social behavior, gross and fine motor skills, observation and problem solving skills, logical thinking and math skills, listening, speaking, reading and writing skills.

            When children use toys for ‘pretend play,’ they learn how to communicate thoughts, ideas and feelings and they learn to socialize, negotiate, co-operate and resolve conflicts with others. When developmentally and age appropriate, toys are vital tools for children which enable them to acquire basic knowledge in science, math and literacy. Toys are important for children’s development because children learn mainly from doing things, not observing.

Toys for young infants (birth-6 months):

            Babies like to look at people following them with their eyes. Typically, they prefer faces and bright colors. Babies can reach, be fascinated with what their hands and feet can do, lift their heads, turn their heads toward sounds, put things in their mouths, and much more!

Good toys for young infants:

·         Things they can reach for, hold, suck on, shake, make noise with - squeeze toys, teething toys, soft dolls, textured balls, and vinyl and board books

·         Things to listen to - books with nursery rhymes and poems, and recordings of lullabies and simple songs

·         Things to look at - pictures of faces hung so baby can see them and unbreakable mirrors

Toys for older infants (7-12 months):

            Older babies are movers typically they go from rolling over and sitting, to scooting, bouncing, creeping, pulling themselves up, and standing. They understand their own names and other common words, can identify body parts, find hidden objects, and put things in and out of containers.

Good toys for older infants:

·         Things to play pretend with - baby dolls, puppets, vehicles with wheels, and water toys

·         Things to drop and take out - plastic bowls, large beads, and balls

·         Things to build with - large soft blocks and wooden cubes

·         Things to use their large muscles with - large balls, push and pull toys, and low, soft things to crawl over

Toys for 1 year old:

            1 year old are on the go! Typically they can walk steadily and even climb stairs. They enjoy stories, say their first words, and can play next to other children (but not yet with!). They like to experiment but need adults to keep them safe.

Good toys for 1 year old:

·         Board books with simple illustrations or photographs of real objects

·         Recordings with songs, rhymes, simple stories, and pictures

·         Things to create with - wide non-toxic, washable markers, crayons, and large paper

·         Things to pretend with - toy phones, dolls and doll beds, baby carriages and strollers, dress-up accessories (scarves, purses), puppets, stuffed toys, plastic animals, and “realistic” vehicles

·         Things to build with - cardboard and wood blocks (can be smaller than those used by infants that is 2-4 inches)

·         Things for using their large and small muscles - puzzles, large pegboards, toys with parts that do things (dials, switches, knobs, lids), and large and small balls

Toys for 2 years old (toddlers):

            Toddlers are rapidly learning language and have some sense of danger. Nevertheless they do a lot of physical “testing”: jumping from heights, climbing, hanging by their arms, rolling, and rough-and-tumble play. They have good control of their hands and fingers and like to do things with small objects.

Good toys for toddler:

·         Things for solving problems - wood puzzles (4-12 pieces), blocks that snap together, objects to sort (by size, shape, color, smell), and things with hooks, buttons, buckles, and snaps

·         Things for pretending and building - blocks, smaller transportation toys, construction sets, child-sized furniture (kitchen sets, chairs, play food), dress-up clothes, dolls with accessories, puppets, and sand and water play toys

·         Things to create with - large non-toxic, washable crayons and markers, large paintbrushes and finger paint, large paper for drawing and painting, colored construction paper, toddler-sized scissors with blunt tips, chalkboard and large chalk, and rhythm instruments

·         Picture books with more details than books for younger children

·         CD and DVD players with a variety of music

·         Things for using their large and small muscles - large and small balls for kicking and throwing, ride-on equipment (but probably not tricycles until children are 3), tunnels, low climbers with soft material underneath, and pounding and hammering toys

Toys for 3-6 years old (preschoolers and kindergarteners):

            Preschoolers and kindergartners have longer attention spans than toddlers. Typically they talk a lot and ask a lot of questions. They like to experiment with things and with their still-emerging physical skills. They like to play with friends and don’t like to lose! They can take turns and sharing one toy by two or more children is often possible for older preschoolers and kindergarteners.

Good toys for 3-6 years old:

·         Things for solving problems - puzzles (12-20+ pieces), blocks that snap together, collections and other smaller objects to sort by length, width, height, shape, color, smell, quantity, and other features, collections of plastic bottle caps, plastic bowls and lids, keys, shells, counting bears, small colored blocks

·         Things for pretending and building - many blocks for building complex structures, transportation toys, construction sets, child-sized furniture (“apartment” sets, play food), dress-up clothes, dolls with accessories, puppets and simple puppet theaters, and sand and water play toys

·         Things to create with - large and small crayons and markers, large and small paintbrushes and finger paint, large and small paper for drawing and painting, colored construction paper, preschooler-sized scissors, chalkboard and large and small chalk, modeling clay and play dough, modeling tools, paste, paper and cloth scraps for collage, and instruments—rhythm instruments and keyboards, xylophones, maracas, and tambourines

·         Picture books with even more words and more detailed pictures than toddler books

·         CD and DVD players with a variety of music

·         Things for using their large and small muscles - large and small balls for kicking and throwing/catching, ride-on equipment including tricycles, tunnels, taller climbers with soft material underneath, wagons and wheelbarrows, plastic bats and balls, plastic bowling pins, targets and things to throw at them, and a workbench with a vise, hammer, nails, and saw

·         If a child has access to a computer: programs that are interactive (the child can do something) and that children can understand (the software uses graphics and spoken instruction, not just print), children can control the software’s pace and path, and children have opportunities to explore a variety of concepts on several levels

Aktiviti-Aktiviti Kanak (0-4 Tahun)

Pra-sains

@ 0-6 Bulan

~ Baring katil, lihat barang

~ Duduk kerusi kereta, lihat sekitar

~ Bersiar sambil kenal benda hidup

~ Gantung permainan

~ Panggil nama di pelbagai tempat

~ Berkomunikasi

~ Gim kanak-kanak

@ 7-12 Bulan

~ Baca buku bergambar

~ Permainan berwarna dan lembut

~ Simpan bau dalam tisu

~ Panggil nama dengan bunyi berbeza

~ Dengar muzik

~ Ketuk benda menghasilkan bunyi berbeza

~ Cari bunyi

@ 1-2 Tahun

~ Baca buku bertekstur

~ Sentuh tekstur

~ Tukar muka surat buku

~ Hide and seek

~ Kenal alam

@ 2-3 Tahun

~ Kenal pelbagai benda

~ Jalan atas tekstur

~ Kenal alam

~ Gunting kertas

~ Berbasikal

~ Kenal benda

@ 3-4 Tahun

~ Main pasir

~ Lego

~ Puzzle

~ Menjahit

~ Memasak

Pra-matematik

@ 0-6 Bulan

~ Sentuh badan

~ Rasa suhu

~ Permainan bergerak

~ Pegang benda

~ Bisik 5 perkataan (15 mins, 2 kali sehari, seminggu tukar)

@ 7-12 Bulan

~ Baca buku bergambar

~ Menyanyi lagu

~ Permainan berwarna

~ Ketuk benda menghasilkan bunyi beza

~ Berkomunikasi

~ Berenang

~Peek a boo

@ 1-2 Tahun

~ Baca buku bergambar

~ Kira sambil menyanyi

~ Kira guna jari

~ Pelbagai benda

~ Main blok

~ Pasir

~ Berkomunikasi

~ Padan

~ Susun

~ Ukur tinggi

~ Isi batu dan air

~ Main peranan

~ Memasak

@ 2-3 Tahun

~ Ajar kira (1-10)

~ Baca simbol (1-10)

~ Menyanyi nombor

~ Main sambil kira

~ Cerita nombor

~ Puzzle

~ Nama dan bunyi haiwan

~ Berkomunikasi

@ 3-4 Tahun

~ Baca buku bergambar

~ Bercerita

~ Main peranan

~ Soal jawab

~ Experiment

~ Main pasir

~ Air

~ Buka dan pasang alat

Fizikal

@ 0-6 Bulan

~ Latihan angkat kepala (Tiarap dan tunjuk mainan)

~ Gantung mainan

~ Gerak badan guna lengan (Crawl)

~ Latihan angkat kaki dan tending (Geletak tapak kaki)

~ Latihan duduk (Sokong)

~ Iring dan pusing badan

~ Pegang dan genggam benda (Botol susu)

@ 7-12 Bulan

~ Latihan berdiri

~ Latihan memanjat

@ 1-2 Tahun

~ Pegun dan gerak (Guru tunjuk, kanak ikut, like music chairs)

~ Main pasir

@ 2-3 Tahun

~ Main bola

~ Kerusi

~ Naik tangga

~ Berbasikal

~ Berenang

~ Gosok gigi

~ Makan dengan sendiri

~ Pakai baju

~ Main blok

~ Melukis

~ Mengunting

~ Plasticine

@ 3-4 Tahun

~ Main bola

~ Berbasikal

~ Alat permainan dalam padang permainan

~ Puzzle

~ Ikat tali kasut

~ Pakai baju

~ Tukar muka surat buku

~ Melukis

~ Mewarna

Estetika dan Kreativiti

~ Campur warna (Make-up)

~ Main blok

~ Anyaman

~ Pasir

~ Plasticine

~ Melukis

~ Mewarna (Ice cube painting, bubble painting, cement rock)

~ Dengar lagu

~ Main alat muzik

~ Bezakan pola melodi

~ Baca buku

~ Main peranan (Prop)

~ Luah perasaan melalui nyanyian

~ Leaves painting

~ Stones maracas (Different number of stones produce different sound)