WADAH 2013
Wadah Pendidik! Edisi 1 2013 ULASAN BUKU Nama Buku: Morison, G.S.(2011). Early Childhood Education Today (12th Ed). New Jersey: Pearson Education, Inc. (Pp xxv - 573, ISBN 13-978-0-13-292684-30) Oleh: JENNIFER WEE BENG NEO, Ph.D Early Childhood Education Today is a comprehensive text in the field of early childhood education. There are 17 chapters in this book, organized into five parts, giving it substantial range and scope - from foundations : history and theories to programs and services for children and families and meeting the needs of young children. These chapters are presented according to National Association for the Education of Young Children ( NAEYC) Standards. Part One consists of Chapter 1 to 3 which expose the readers to the professional development, current issues and public policy and observation and assessment for teaching and learning. The chapters provide readers with a holistic view on the professional practice and early childhood practices and programs. Part Two consists of Chapter 4 which outlines the history and historical figures in early childhood education. Chapter 5 describes the various theories of learning and development to enable readers to have a complete understanding of the theories and the applications to the teaching and learning which form the foundations for the practice. Part Three examines the various programs and services for the children and the families. Chapter 6 and 7 discuss the various early child education models and approaches and the applications into practice in meeting the needs of the children and families so as to produce quality programs. Chapter 8 outlines the federal government initiatives in supporting children’s success in the various programs. Part Four comprised of Chapters 9 to 13 which focus on teaching young children – linking development and learning. These chapters emphasis on the foundation years of learning from infants and toddlers until the children’s primary years in preparation for lifelong learning and success. The integration of technology in the early childhood education programs are also highlighted. I find these chapters particularly engaging in understanding the holistic development of the children, coupled with the application of the learning theories accordingly to the development of the young children. Part Five focus on meeting the special needs of the young children. Chapter 14 to 16 discuss on the importance of guiding children, including children with diverse needs to become responsible learners. Chapter 17 outlines building partnerships via parent, family and community involvement. In conclusion, this book is a comprehensive and interesting text and the author has presented it well to add to the existing resources on early childhood education. ! Muka Surat 25
Wadah Pendidik! Edisi 1 2013 REFLEKSI DAN PENGAJARAN Oleh: HALIZA BINTI HAMZAH Guru atau pendidik kaya dengan pengalaman mengajar . Ia sentiasa menjadi bahan cerita dengan rakan sejawat dan masyarakat luar. Tetapi kadangkadang pengalaman itu hanya menjadi sekadar bualan kosong dan cerita biasa. Sekiranya ada isu yang menonjol ia menjadi topik perbualan hanya untuk mengetahui apa yang berlaku dan apa kesudahannya. Walaupun sebenarnya pengalaman atau isu tersebut jika dikupas kembali boleh menjadi satu catatan yang boleh membantu meningkatkan profesionalisme guru. Rata-rata guru apabila ditanya tentang pengajaran semasa, “Bagaimana kelas cikgu tadi?”. Jawapan yang selalu kita dengar : “ Ok, kelas saya tadi berjalan lancar, cuma ada beberapa orang murid nakal, tapi biasalah tu” atau “Penat mengajar, budak-budak tak faham juga” atau “Biasalah.. asal sukatan habis”. Jawapan-jawapan begini hanya berhenti setakat itu. Kalau ada susulan mungkin terhadap isu-isu yang agak ketara. Kadang-kadang ada proses pengajaran yang dijalankan dengan sangat baik tetapi tidak dijadikan perkongsiaan pengalaman. Ada juga isu pengajaran yang berlalu begitu sahaja dengan tiada penyelesaian. Keadaan begini merugikan guru dan murid. Pengalaman pengajaran dan isu-isu yang timbul semasa pengajaran dan pembelajaran sepatutnya dijadikan asas untuk membaiki kualiti kerja guru. Refleksi pengajaran sebenarnya adalah merupakan sebahagian daripada proses pengajaran. Ramai pendidik yang menganggap penilaian adalah merupakan proses terakhir dalam pengajaran. Ada juga pendidik yang hanya sampai ditahap pelaksanaan sahaja. Agak menyedihkan kalau ada pendidik yang proses pengajarannya di peringkat melaksanakan sahaja. Rajah di bawah merupakan proses pengajaran yang perlu di jalankan oleh seorang pendidik Refleksi membantu pendidik, melihat semula apa yang telah dilakukan di dalam bilik darjah. Ia bukan sekadar luahan rasa atau pernyataan biasa. Refleksi membantu pendidik memikirkan tentang pengajaran yang telah dilaksanakan. Ia membantu guru meneroka proses tersebut. Apabila ia melibatkan pemikiran, persoalan akan timbul. Kenapa pengajaran tadi berlaku sebegitu? Kenapa murid masih tidak faham? Adakah kaedah yang dipilih tidak sesuai atau isi kandungan tidak disusun dengan baik? Refleksi adalah merupakan proses pemerhatian dan penilaian kendiri. Pendidik apabila membuat refleksi akan mula mengumpul maklumat dan membuat pemerhatian. Mereka akan mula peka dengan apa yang berlaku di dalam bilik darjah atau semasa pengajaran dan pembelajaran berlaku. Seterusnya mereka akan mula menganalisa dan menilai. “ Kaedah inikah yang terbaik atau ada kaedah lain yang boleh meningkatkan kefahaman murid?” atau “Cara pengendalian aktiviti kumpulan semalam salah, sepatutnya murid diberitahu dengan jelas apa yang perlu dilakukan, barulah murid tidak bising dan tidak fokus”. Semua ini membantu guru meneroka pengajaran sendiri. Melihat semula amalan. Mengkaji kelemahan dan meneguhkan kekuatan. Ini akan membawa kepada perubahan dan peningkatan kualiti pengajaran. Refleksi pengajaran memerlukan proses yang sistematik. Guru perlu mengumpulkan semua maklumat berdasarkan proses pengajaran. Maklumat ini perlu direkod. Berdasarkan rekod, guru menganalisa secara kritis dan kreatif proses yang telah berlaku. Hasilnya mesti melibatkan perubahan. Refleksi tidak semestinya ke atas isu sahaja. Ia boleh merupakan pengalaman pengajaran yang terbaik atau pencapaian matlamat. ! Muka Surat 26
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Wadah Pendidik! Edisi 1 <strong>2013</strong><br />
ULASAN BUKU<br />
Nama Buku:<br />
Morison, G.S.(2011). Early Childhood Education Today (12th Ed). New Jersey: Pearson Education,<br />
Inc. (Pp xxv - 573, ISBN 13-978-0-13-292684-30)<br />
Oleh:<br />
JENNIFER WEE BENG NEO, Ph.D<br />
Early Childhood Education Today is a<br />
comprehensive text in the field of early childhood<br />
education. There are 17 chapters in this book,<br />
organized into five parts, giving it substantial range<br />
and scope - from foundations : history and theories<br />
to programs and services for children and families<br />
and meeting the needs of young children. These<br />
chapters are presented according to National<br />
Association for the Education of Young Children<br />
( NAEYC) Standards.<br />
Part One consists of Chapter 1 to 3 which<br />
expose the readers to the professional<br />
development, current issues and public policy and<br />
observation and assessment for teaching and<br />
learning. The chapters provide readers with a<br />
holistic view on the professional practice and early<br />
childhood practices and programs.<br />
Part Two consists of Chapter 4 which outlines<br />
the history and historical figures in early childhood<br />
education. Chapter 5 describes the various<br />
theories of learning and development to enable<br />
readers to have a complete understanding of the<br />
theories and the applications to the teaching and<br />
learning which form the foundations for the<br />
practice.<br />
Part Three examines the various programs and<br />
services for the children and the families. Chapter<br />
6 and 7 discuss the various early child education<br />
models and approaches and the applications into<br />
practice in meeting the needs of the children and<br />
families so as to produce quality programs.<br />
Chapter 8 outlines the federal government<br />
initiatives in supporting children’s success in the<br />
various programs.<br />
Part Four comprised of Chapters 9 to 13 which<br />
focus on teaching young children – linking<br />
development and learning. These chapters<br />
emphasis on the foundation years of learning from<br />
infants and toddlers until the children’s primary<br />
years in preparation for lifelong learning and<br />
success. The integration of technology in the early<br />
childhood education programs are also highlighted.<br />
I find these chapters particularly engaging in<br />
understanding the holistic development of the<br />
children, coupled with the application of the<br />
learning theories accordingly to the development<br />
of the young children.<br />
Part Five focus on meeting the special needs of<br />
the young children. Chapter 14 to 16 discuss on<br />
the importance of guiding children, including<br />
children with diverse needs to become responsible<br />
learners. Chapter 17 outlines building partnerships<br />
via parent, family and community involvement.<br />
In conclusion, this book is a comprehensive<br />
and interesting text and the author has presented<br />
it well to add to the existing resources on early<br />
childhood education.<br />
! Muka Surat 25
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