This seminar proposal discusses increasing children's cooperation skills through a ball steering game played on newspapers. The background discusses how cooperation is an important skill for children to develop but is still lacking among children. The game aims to improve children's cooperation by having them work together to steer a ball along a newspaper without letting it fall off. The purpose, problem statement, operational definitions, theoretical framework, and indicators of cooperation skills are presented. Details of how to play the ball steering game and its benefits for developing cooperation are explained. The research methodology discusses the location, subjects, design, data collection techniques and instruments, and data analysis technique.
Engaging Boys in Writing through Role Play: Following their Lead.Julia Crawshaw
The aim of this action research is to find ways to improve boys writing in the role play area within an Early Years classroom (3-7 years). Following the children’s interest’s enabled us to respond creatively to their fascinations and enabled them to engage in play in a meaningful way.
Covington ElementaryAshley CovingtonProfessor Lori Infants.docxfaithxdunce63732
Covington Elementary
Ashley Covington
Professor Lori
Infants, Children, and Adolescents EDU/305
September 17, 2012
Introduction
Elementary school is made up of children who are of the ages between five and twelve approximately
These are the children who have already undergone the preschool stage.
Elementary school is made up of children who are of the ages between five and twelve approximately. These are the children who have already undergone the preschool stage.
2
Age of the children
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old
This ensures all age groups are covered
Different behavior will be observed due to age difference
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old. The rationale for this is to ensure that the observations give the views about all the age groups covered. The children will be expected to portray different behaviors due to difference in the ages.
3
The Elementary Classroom
Relaxed and Cozy Atmosphere with happy students
Neat and orderly environment
Rules and Consequences are posted
Reading Centers
A elementary classroom needs to be organized, and the materials need to be accessible to all children.
Safety is the number one priority when it comes to students of all ages. (Bradley, 2012)
4
Learning Centers
Arts and crafts
Reading center
Computer Lab
Spelling Center (Write spelling words with shaving cream!)
Learning during this observation will take place through two main activities; through teaching and testing the children while in the classroom setting and through interacting with the children casually to study their behavior mainly through play. The three main theories behind this are behaviorism, cognitive and social theories Behaviorism will consist of keenly studying the children as they are in the classroom setting. Their behavior is observed and comments given based on what is studied. As for the cognitive theory, this will apply when tests and teaching will be conducted as the children’s capability will be tested. As for the social theory, children will be observed as they interact with their teachers and other children. Their ability to perform when in groups will be assessed in this case.
5
Diverse Population
reading books from diverse cultures
Coming up with creative stories from all diverse regions
Common language
Embracing all cultures
No single diverse background is superior
Represent all cultures in the study
Diversity among the children will be addressed through; reading books from diverse cultures, Coming up with creative stories from all diverse regions, using a common langua.
Engaging Boys in Writing through Role Play: Following their Lead.Julia Crawshaw
The aim of this action research is to find ways to improve boys writing in the role play area within an Early Years classroom (3-7 years). Following the children’s interest’s enabled us to respond creatively to their fascinations and enabled them to engage in play in a meaningful way.
Covington ElementaryAshley CovingtonProfessor Lori Infants.docxfaithxdunce63732
Covington Elementary
Ashley Covington
Professor Lori
Infants, Children, and Adolescents EDU/305
September 17, 2012
Introduction
Elementary school is made up of children who are of the ages between five and twelve approximately
These are the children who have already undergone the preschool stage.
Elementary school is made up of children who are of the ages between five and twelve approximately. These are the children who have already undergone the preschool stage.
2
Age of the children
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old
This ensures all age groups are covered
Different behavior will be observed due to age difference
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old. The rationale for this is to ensure that the observations give the views about all the age groups covered. The children will be expected to portray different behaviors due to difference in the ages.
3
The Elementary Classroom
Relaxed and Cozy Atmosphere with happy students
Neat and orderly environment
Rules and Consequences are posted
Reading Centers
A elementary classroom needs to be organized, and the materials need to be accessible to all children.
Safety is the number one priority when it comes to students of all ages. (Bradley, 2012)
4
Learning Centers
Arts and crafts
Reading center
Computer Lab
Spelling Center (Write spelling words with shaving cream!)
Learning during this observation will take place through two main activities; through teaching and testing the children while in the classroom setting and through interacting with the children casually to study their behavior mainly through play. The three main theories behind this are behaviorism, cognitive and social theories Behaviorism will consist of keenly studying the children as they are in the classroom setting. Their behavior is observed and comments given based on what is studied. As for the cognitive theory, this will apply when tests and teaching will be conducted as the children’s capability will be tested. As for the social theory, children will be observed as they interact with their teachers and other children. Their ability to perform when in groups will be assessed in this case.
5
Diverse Population
reading books from diverse cultures
Coming up with creative stories from all diverse regions
Common language
Embracing all cultures
No single diverse background is superior
Represent all cultures in the study
Diversity among the children will be addressed through; reading books from diverse cultures, Coming up with creative stories from all diverse regions, using a common langua.
Revised February 10, 2019 Child Observation PSYU 323 .docxhealdkathaleen
Revised February 10, 2019
Child Observation PSYU 323
This assignment helps you to build important skills and knowledge. First, you are developing a
way to look at behavior in a detailed manner. This will aid you if you become a teacher, a
nurse, a therapist, or in any other profession where you need to make observations. Note that
it is important to focus on just the behaviors and avoid making judgments or assumptions about
why that behavior is occurring. The last part is taking the specifics of what you observe and
applying them to developmental theories. The purpose of this assignment is to build your skills
in looking for details and making applications of theory you have learned.
This project contains three components. These will all be combined into one document. Be
sure to label the sections separately. Your paper should include the following:
1. Title page in APA format
2. Description of the setting of the observation
3. Observation of child
4. Application of theories
5. Reference list in APA format
Description of the Setting of the Observation
1. Provide a short description of where and how the observation took place.
2. Include the following in that description:
Name of child (do not provide the real name)
Age of child
Where the observation took place
Date of observation
Time of observation
Who was present during the observation
Basic description of types of activities (such as free time, snack time, etc.)
Other people present during the observation
Who gave permission for the observation to occur
Observation
1. Select a child who falls within the age range of 1 month to 12 years.
2. Observe the child for a minimum of 60 minutes. The observation can take place in an
informal or a formal setting.
3. Permission must be gained from parent(s) and from the facility if you decide to observe
the child in a formal setting.
4. You may not observe your own children or children you know well.
5. Describe what you observed during the time period, including fine motor, gross motor,
social, and cognitive skills. Label these categories in your paper.
6. You must list a minimum of 10 behaviors for each category.
Revised February 10, 2019
7. The description should include details about the child’s behavior. Here are a few
examples of details: (1), playing in the sand with a shovel and a bucket, (2) singing a
song from a television show, (3) kicking a soccer ball, (4) rolling over, (5) crying after
falling down, (6) throwing body to ground while screaming, (7) sucking thumb, and so
on.
8. Do not describe behaviors of parents or other people in the lists.
9. Do not make inferences or judgments within the lists. For example, do not write, “He
threw his bottle because he was mad.” You are making an inference. You don’t know if
he is mad, full, playful, and so on.
10. Note that these behaviors could be listed in more than one ...
Running head CHILD OBSERVATION 1 Child Ob.docxhealdkathaleen
Running head: CHILD OBSERVATION 1
Child Observation
Student Name
Brandman University
Date
CHILD DEVELOPMENT 2
Abstract
This paper discusses an observation done in a child care setting with a child who was four years old at
the time of the observation. During the observation, the child participated in circle time, snack time,
and free play, where the observer was able to look for behavioral indicators of her development. After
the observation, activities were assigned to four categories: social skills, fine motor skills, gross motor
skills, and cognitive skills. Applications of the observation were made to Erikson, Vygotsky, and
Bandura’s theories. This child is developing within “normal” standards, demonstrating a healthy self-
esteem and a willingness to look to adults as role models.
CHILD DEVELOPMENT 3
Child Observation
Name: Jerry Doe
Term: Summer 1, 2017
First Name of Child: Claudia
Age of Child: 4 years old
Date of Observation: June 4, 2019
Time of Observation: 2:00 to 3:00 p.m.
Place of Observation: Child Care Center
Other People Present in the Observation Setting: 1 teacher, 2 assistants, 9 other children
Development: Appears to be normal and on track according to guidelines
Permission: Permission was granted by the Director of the Child Care Center and parents
Description of Setting
Claudia was observed through a two way mirror. At no time did the observer and the child interact.
During the observation, Claudia participated in circle time, snack time, and free play. She appeared to
relate to other children well and was enthusiastic during circle time. She appeared to be on track
developmentally. The room was set up in centers, including dramatic play, blocks, reading, science,
and art.
Social Development
Sits with legs crossed during number and story time
Rocks back and forth while singing with the group
Smiles and gives the answer when the teacher asks the group to identify a number
Talks to child next to her three different times
Smiles and yells another answer when the teacher calls on her
Points to the felt board while talking to the girl next to her
Smiles at the girl next to her
CHILD DEVELOPMENT 4
Claps for the other children three different times
Tells a boy he “did a good job”
Hugs a girl next to her two different times
Scoots closer to the girl next to her and smiles
Leans toward and boy and talks to him during snack time
Talks to others at the table during snack
Hits a boy on the head with her twisted-up paper placemat
Pulls on a boy’s shirt while taking him to the book area
Squeezes between the boy and another girl on the couch and laughs and smiles
Shares book with two other children
Smiles when teacher tells her she is correct
Tells girl next to her, “I got it right!”
Gross Motor Skills Development
Crosses her legs 6 different times wh ...
Section 1 Lesson PreparationTeacher Candidate Name Susan Dar.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Susan Darling
Grade Level:
First Grade
Date:
Nov 20, 2019
Unit/Subject:
Reading/writing
Instructional Plan Title:
Fact or opinion
Lesson Summary and Focus:
Facts and opinions will be the subject of the day. Students will talk about the two words just as utilizing key vocabularies to decide whether it is an opinion or fact. This exercise will allow students to become good writers and readers. This unit acts as an introductory lesson for students to start writing an opinion paper.
Classroom and Student Factors/Grouping:
During the group activity, students will work with pre-determined partners. The reason being some behavioral students perform better with their peers. Student’s comprehension is enhanced when the teacher makes sure all students are involved and focused. The instructor will move around the classroom to manage the classroom while students are working in a group of two.
National/State Learning Standards:
1.RF.4, 1.RL.5, 1.W.1, 1.W.2, 1.SL.1, 1.L.4, CCSS.ELA-LITERACY.W.1.1,
CCSS.ELA-LITERACY.W.1.2
Specific Learning Target(s)/Objectives:
Through context clues, students will be able to differentiate fact and opinion by describing why a story is a fact or an opinion.
Agenda:
· Teacher will open with the anticipatory set.
· The educator will start the lesson.
· Student’s participation will be highly focused.
· Lesson closure will end the class to measure mastery.
Academic Language
Key vocabulary:
Informative
Fact
Falsehood
Opinion
Function:
I will help my students understand and explain the meaning of each vocabulary so that every learner comprehends the types of passages. For instance, students should decide if the passage is an opinion piece or is an informative one.
Form:
Pupils must understand that everything they hear or say is not a fact. They should as well as listen to their ideas and determine whether it is a fact or an opinion.
Resources, Materials, Equipment, and Technology:
Sticky notes, pencil, projector, paper, website for fact and opinion game, crayons, fact or opinion worksheet, whiteboard, computer tablet, markers, and coloring sheet.
Section 2: Instructional Planning
Prior knowledge connection: The educator will open the class discussion about facts or opinions by asking students whether they have ever heard about the two words. Students will be given enough time to read and answer.
Anticipatory Set: There will be two sentences written on the board. The teacher will explain the sentence that is a fact and one that is an opinion. Fact: I went to my friend’s place twice this week. Opinion: the best dish in the world is spaghetti. Every pupil will be given two sticky notes and opinions on each of them. Pupils are allowed to select the written sentence and determine which one is a fact and opinion. To help students understand why they labeled each sentence and its meaning, the teacher will initiate a discussion to transpire that. Subsequently, st.
Revised February 10, 2019 Child Observation PSYU 323 .docxhealdkathaleen
Revised February 10, 2019
Child Observation PSYU 323
This assignment helps you to build important skills and knowledge. First, you are developing a
way to look at behavior in a detailed manner. This will aid you if you become a teacher, a
nurse, a therapist, or in any other profession where you need to make observations. Note that
it is important to focus on just the behaviors and avoid making judgments or assumptions about
why that behavior is occurring. The last part is taking the specifics of what you observe and
applying them to developmental theories. The purpose of this assignment is to build your skills
in looking for details and making applications of theory you have learned.
This project contains three components. These will all be combined into one document. Be
sure to label the sections separately. Your paper should include the following:
1. Title page in APA format
2. Description of the setting of the observation
3. Observation of child
4. Application of theories
5. Reference list in APA format
Description of the Setting of the Observation
1. Provide a short description of where and how the observation took place.
2. Include the following in that description:
Name of child (do not provide the real name)
Age of child
Where the observation took place
Date of observation
Time of observation
Who was present during the observation
Basic description of types of activities (such as free time, snack time, etc.)
Other people present during the observation
Who gave permission for the observation to occur
Observation
1. Select a child who falls within the age range of 1 month to 12 years.
2. Observe the child for a minimum of 60 minutes. The observation can take place in an
informal or a formal setting.
3. Permission must be gained from parent(s) and from the facility if you decide to observe
the child in a formal setting.
4. You may not observe your own children or children you know well.
5. Describe what you observed during the time period, including fine motor, gross motor,
social, and cognitive skills. Label these categories in your paper.
6. You must list a minimum of 10 behaviors for each category.
Revised February 10, 2019
7. The description should include details about the child’s behavior. Here are a few
examples of details: (1), playing in the sand with a shovel and a bucket, (2) singing a
song from a television show, (3) kicking a soccer ball, (4) rolling over, (5) crying after
falling down, (6) throwing body to ground while screaming, (7) sucking thumb, and so
on.
8. Do not describe behaviors of parents or other people in the lists.
9. Do not make inferences or judgments within the lists. For example, do not write, “He
threw his bottle because he was mad.” You are making an inference. You don’t know if
he is mad, full, playful, and so on.
10. Note that these behaviors could be listed in more than one ...
Running head CHILD OBSERVATION 1 Child Ob.docxhealdkathaleen
Running head: CHILD OBSERVATION 1
Child Observation
Student Name
Brandman University
Date
CHILD DEVELOPMENT 2
Abstract
This paper discusses an observation done in a child care setting with a child who was four years old at
the time of the observation. During the observation, the child participated in circle time, snack time,
and free play, where the observer was able to look for behavioral indicators of her development. After
the observation, activities were assigned to four categories: social skills, fine motor skills, gross motor
skills, and cognitive skills. Applications of the observation were made to Erikson, Vygotsky, and
Bandura’s theories. This child is developing within “normal” standards, demonstrating a healthy self-
esteem and a willingness to look to adults as role models.
CHILD DEVELOPMENT 3
Child Observation
Name: Jerry Doe
Term: Summer 1, 2017
First Name of Child: Claudia
Age of Child: 4 years old
Date of Observation: June 4, 2019
Time of Observation: 2:00 to 3:00 p.m.
Place of Observation: Child Care Center
Other People Present in the Observation Setting: 1 teacher, 2 assistants, 9 other children
Development: Appears to be normal and on track according to guidelines
Permission: Permission was granted by the Director of the Child Care Center and parents
Description of Setting
Claudia was observed through a two way mirror. At no time did the observer and the child interact.
During the observation, Claudia participated in circle time, snack time, and free play. She appeared to
relate to other children well and was enthusiastic during circle time. She appeared to be on track
developmentally. The room was set up in centers, including dramatic play, blocks, reading, science,
and art.
Social Development
Sits with legs crossed during number and story time
Rocks back and forth while singing with the group
Smiles and gives the answer when the teacher asks the group to identify a number
Talks to child next to her three different times
Smiles and yells another answer when the teacher calls on her
Points to the felt board while talking to the girl next to her
Smiles at the girl next to her
CHILD DEVELOPMENT 4
Claps for the other children three different times
Tells a boy he “did a good job”
Hugs a girl next to her two different times
Scoots closer to the girl next to her and smiles
Leans toward and boy and talks to him during snack time
Talks to others at the table during snack
Hits a boy on the head with her twisted-up paper placemat
Pulls on a boy’s shirt while taking him to the book area
Squeezes between the boy and another girl on the couch and laughs and smiles
Shares book with two other children
Smiles when teacher tells her she is correct
Tells girl next to her, “I got it right!”
Gross Motor Skills Development
Crosses her legs 6 different times wh ...
Section 1 Lesson PreparationTeacher Candidate Name Susan Dar.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Susan Darling
Grade Level:
First Grade
Date:
Nov 20, 2019
Unit/Subject:
Reading/writing
Instructional Plan Title:
Fact or opinion
Lesson Summary and Focus:
Facts and opinions will be the subject of the day. Students will talk about the two words just as utilizing key vocabularies to decide whether it is an opinion or fact. This exercise will allow students to become good writers and readers. This unit acts as an introductory lesson for students to start writing an opinion paper.
Classroom and Student Factors/Grouping:
During the group activity, students will work with pre-determined partners. The reason being some behavioral students perform better with their peers. Student’s comprehension is enhanced when the teacher makes sure all students are involved and focused. The instructor will move around the classroom to manage the classroom while students are working in a group of two.
National/State Learning Standards:
1.RF.4, 1.RL.5, 1.W.1, 1.W.2, 1.SL.1, 1.L.4, CCSS.ELA-LITERACY.W.1.1,
CCSS.ELA-LITERACY.W.1.2
Specific Learning Target(s)/Objectives:
Through context clues, students will be able to differentiate fact and opinion by describing why a story is a fact or an opinion.
Agenda:
· Teacher will open with the anticipatory set.
· The educator will start the lesson.
· Student’s participation will be highly focused.
· Lesson closure will end the class to measure mastery.
Academic Language
Key vocabulary:
Informative
Fact
Falsehood
Opinion
Function:
I will help my students understand and explain the meaning of each vocabulary so that every learner comprehends the types of passages. For instance, students should decide if the passage is an opinion piece or is an informative one.
Form:
Pupils must understand that everything they hear or say is not a fact. They should as well as listen to their ideas and determine whether it is a fact or an opinion.
Resources, Materials, Equipment, and Technology:
Sticky notes, pencil, projector, paper, website for fact and opinion game, crayons, fact or opinion worksheet, whiteboard, computer tablet, markers, and coloring sheet.
Section 2: Instructional Planning
Prior knowledge connection: The educator will open the class discussion about facts or opinions by asking students whether they have ever heard about the two words. Students will be given enough time to read and answer.
Anticipatory Set: There will be two sentences written on the board. The teacher will explain the sentence that is a fact and one that is an opinion. Fact: I went to my friend’s place twice this week. Opinion: the best dish in the world is spaghetti. Every pupil will be given two sticky notes and opinions on each of them. Pupils are allowed to select the written sentence and determine which one is a fact and opinion. To help students understand why they labeled each sentence and its meaning, the teacher will initiate a discussion to transpire that. Subsequently, st.
You could be a professional graphic designer and still make mistakes. There is always the possibility of human error. On the other hand if you’re not a designer, the chances of making some common graphic design mistakes are even higher. Because you don’t know what you don’t know. That’s where this blog comes in. To make your job easier and help you create better designs, we have put together a list of common graphic design mistakes that you need to avoid.
Between Filth and Fortune- Urban Cattle Foraging Realities by Devi S Nair, An...Mansi Shah
This study examines cattle rearing in urban and rural settings, focusing on milk production and consumption. By exploring a case in Ahmedabad, it highlights the challenges and processes in dairy farming across different environments, emphasising the need for sustainable practices and the essential role of milk in daily consumption.
Can AI do good? at 'offtheCanvas' India HCI preludeAlan Dix
Invited talk at 'offtheCanvas' IndiaHCI prelude, 29th June 2024.
https://www.alandix.com/academic/talks/offtheCanvas-IndiaHCI2024/
The world is being changed fundamentally by AI and we are constantly faced with newspaper headlines about its harmful effects. However, there is also the potential to both ameliorate theses harms and use the new abilities of AI to transform society for the good. Can you make the difference?
1. Seminar Proposal Prodi PIAUD
ANGGUN SAFITRI ( 1062018024 )
07 April 2022
UPAYA MENINGKATKAN KEMAMPUAN KERJASAMA MELALUI
PERMAINAN MENGIRING BOLA DI ATAS KORAN
DI RA AL-MARHAMAH
2. Latar Belakang
1. Kerjasama adalah suatu proses melaksanakan sesuatu bersama-sama baik itu
dalam hal pembelajaran ataupun permainan, yang mempunya tujuan yang sama
2. Namun faktanya di lapangan belum menunjukkan bahwa kerjasama pada anak
belum sesuai dengan harapan yang ingin dicapai. Salah satu permainan yang
dapat meningkatkan kerjasama anak bisa melalui permainan. Anak yang mampu
untuk bekerjasama dapat mengembangkan keterampilan adaptasi dan tanggung
jawab dan menjadi pribadi yang produktif serta memiliki rasa empati yang tinggi
hingga saling menghormati walaupun terdapat perdbedaan pandangan.
3. Dengan melalukan permainan mengiring bola di atas koran dapat meningkatkan
kerjasama pada anak.
3. Tujuan Penelitian
Untuk mengetahui bagaimana
meningkatkan kemampuan
kerjasama melalui permainan
mengiring bola di atas koran di RA
Al-Marhamah
Rumusan Masalah
Bagaimana meningkatkan kemampuan
kerjasama melalui permainan mengiring
bola di atas koran di RA Al-marhamah
4. Peneliti membatasi penelitian ini
adalah kemampuan kerjasama
anak pada saat kegiatan
permainan mengiring bola di atas
koraan di RA Al-marhamah
Batasan Masalah
6. Landasan Teori
Kemampuan
kerjasama
Kemampuan kerjasama
dapat dikembangkan kepada
anak sejak dini agar anak
memiliki kesiapan dalam
menghadapi masa akan
datang.
Cara Mengembangkan
Kemampuan Kerjasama
Anak
Dengan memberikan pembelajaran
yang berkaitan dengan kerjasama,
akan membuat anak lebih mudah
menemukan dan memahami
konsep yang sulit
Pendidikan
Anak Usia Dini
Pendidikan AUD merupakan
serangkaian upaya sistematis
dan terprogram dalam
melakukan pembinaan yang
ditunjukkan pada anak sejak
lahir hingga enam tahun.
7. Aspek Perkembangan Indikator Pencapaian perkembangan
1. Menaati peraturan permainan.
2. Mengetahui perasaan temannya dan merespon secara
wajar.
Rasa Tanggung Jawab Diri Dan
Orang Lain
3. Bersikap kooperatif dalam kegiatan .
4. Menghargai orang lain.
5. Berbagi dengan orang lain.
Indikator Kemampuan Kerjasama
Indikator kemampuan kerjasama menurut permen 137 usia 5-6 tahun
8. Permainan Mengiring Bola Di Atas Koran
Permainan mengiring bola di atas
koran adalah salah satu alat
permainan yang digunakan untuk
mengembangkan kemampuan
gerak dasar dalam kerjasama anak
dalam sebuah permainan.
9. Manfaat Permainan Mengiring
Bola Di Atas koran
Cara Bermain Permainan
Mengiring Bola Di Atas Koran
1. Memungkinkan anak bergerak secara
bebas.
2. Memberi kesempatan anak
berinteraksi dengan objek.
3. Menyadari adanya aturan dan
pentingnya mematuhi peraturan.
4. Sedang dalam tahap menggabungkan
pikiran dan bahasa dalam permainan.
5. Bermain secara langsung dan
berinteraksi, mengajarkan anak
bagimana merespon, memberi dan
menerima, menolak dan setuju.
1. Menyediakan alat dan bahannya
terlebih dahulu.
2. Memberikan arahan masing-masing
anak memegang sudut koran dengan
kedua tangan, dengan jumlah dua
orang anak tiap kelompok.
3. Letakan perlahan bola di atas koran
4. Kemudian anak bekerjasama
mengiring bola tersebut dengan hati-
hati.
5. Lalu anak bergerak dengan hati-hati
menuju garis finish agar bola tidak
terjatuh.
10. Metodelogi Penelitian
1. Lokasi dan Waktu
Penelitian
Penelitian ini dilaksanakan
di RA Al-marhamah kota
Langsa tepatnya di komplek
BTN seuriget.
2. Subjek dan Objek
Subjek dalam penilitian ini
adalah RA Al-marhamah
usia 5-6 tahun.
Objek dalam penelitian ini
yang di ambil oleh peneliti
dengan jumlah 10 anak.
11. Desain Penilitian
Dalam penelitian ini menggunakan tindakan kelas dimana
penelitian tersebut merupakan suatu kegiatan penelitian
agar dilaksanakan untuk memecahkan permasalahan
yang dihadapi oleh peneliti.
Langkah-langkah dalam penelitian ini sama di setiap
siklusnya dan penelitian dikatakan selesai apabila sudah
mencapai indikator yang dicapai.
Dan terbagi menjadi empat yaitu :
Perencanaan, pelaksanaan, pengamatan, dan refleksi.
12. Jenis Penelitian
Sebagaimana Kemmis dan Taggart
mengatakan bahwa penelitian tindakan kelas
adalah suatu rangkaian yang terdiri dari empat
komponen yaitu, perencanaan, pelaksanaaan,
observasi dan refleksi.
PTK ini dipilih agar peneliti dapat
berpartisipasi langsung dalam proses
penelitian mulai dari awal hingga akhir.
13. Teknik Pengumpulan Data dan
Instrumen
Teknik Pengumpulan data merupakan langkah yang paling utama dalam
penelitian, tanpa mengetahui teknik pengumpulan data maka peniliti tidak akan
mendapat data yang memenuhi standart data yang ditetapkan. Teknik
pengumpulan data dalam penelitian ini adalah tes, wawancara, dan dokumentasi.
Instrumen Penelitian adalah alat bantu yang digunakan oleh peneliti dalam
kegiatan mengumpulkan data, agar kegiatan penelitian menjadi sistematis dan
mudah. Adapun instrumen pengumpulan data yang digunakan yaitu lembar
observasi.
14. Teknik Analisis Data
Analisis data dalam penelitian tindakan kelas
merupakan kegiatan yang dilakukan oleh
peneliti, melalui tindakan dalam satu siklus ke
siklus lainnya. Data yang diperoleh ini untuk
mengetahui peningkatan kemampuan
kerjasama melalui permainan mengiring bola
di atas koran. Teknik analisis data dalam
penelitian ini adalah teknik analisis data
kualitatif yaittu meliputi reduksi data, penyajian
data, dan kesimpulan.
15. CREDITS: This presentation template was created
by Slidesgo, including icons by Flaticon,
infographics & images by Freepik
Thank you
17. Capitalization rules
#2.
Proper
Nouns
#1. First
Word of a
Sentence
#3. Days /
Months /
Holidays
Venus has a beautiful
name, but it’s hot
Mercury is the closest
planet to the Sun
Despite being red,
Mars is a cold place
#4. Places
of the
World
It’s a gas giant and
the biggest planet
#6. Only
Someti
mes
It’s the farthest planet
from the Sun
#5.
Titles of
Works
Saturn is the ringed
one and a gas giant
18. Here you could write your exercise
#1. Capitalize the first
word of every sentence!
Dogs are said to be man’s best
friend
Dogs are said to be man’s best friend
19. Comma rules
You can write the comma rules
here:
● Compound sentence
● Series
● Dialog
● Direct address
● Introductory phrase
● Transition words
20. #3. Capitalize the days of the
week and months of the year
Valentine’s day is on February 14
each year
Valentine’s Day is on February 14 each year
Holidays get capitalized
too!
Here you could write your exercise
21. #4. Capitalize places including
addresses, cities, states, countries,
and continents
I live on Main Street in Houston,
Texas. Texas is a state in the United
States of America
I live on Main Street in Houston, Texas.
Texas is a state in the United States of
America
Capitalize abbreviations of these
places too!
Here you could write your exercise
22. #5. Capitalize the titles of written or
performed works like books or
movies
Cloudy with a Chance of
Meatballs is a book that was
later made into a movie
Titles of artistic works also get
capitalized!
Cloudy with a Chance of Meatballs is a
book that was later made into a movie
Here you could write your exercise
23. #2. Use commas to separate
three or more words or phrases
I need to finish my homework,
take out the dog, and help Mom
with the dishes
{I need to finish my homework}, {take out
the dog}, {and help Mom with the dishes}
Here you could write your exercise
24. #3. In dialog, use a comma to
separate the narrator from the
speaker
“I want to study medicine when i
grow up,” Maria declared.
Derek responded, “You do?”
“{I want to study medicine when i grow up},” {Maria
declared.}
{Derek responded}, “{You do?}”
Here you could write your exercise
25. #4. Use a comma (or two) when
you directly mention a person
Julia, please hand me that box of
crayons. Will You, John, hand me
the pencils?
{Julia}, please hand me that box of
crayons.
Will You, {John}, hand me the pencils?
Here you could write your exercise
26. #6. Use a comma after a transition
word or phrase
Finally, mix the chocolate syrup
and the milk. After you’re done,
enjoy your tasty drink
{Finally}, mix the chocolate syrup and the
milk. {After you’re done}, enjoy your tasty
drink
Here you could write your exercise
28. Dialogue Rules
Reference
#1. Quotation
Marks
Mercury is the closest
planet to the Sun
#3. ? and ! in
Quotation
Marks
Despite being red,
Mars is a cold place
#2. Commas
in quotation
marks
Venus has a beautiful
name, but it’s hot
#4. Examples
It’s the farthest planet
from the Sun
29. #2. Commas are used to separate
the speaker from the narrator
“This is my favorite toy,” said
Sally.
Charles responded, “I prefer my
toy car!”
“This is my favorite toy,” said Sally.
Charles responded, “It’s so cute!”
Here you could write your exercise
30. #3. You can replace a comma with a
question mark or an exclamation
point
“What are you doing?” asked
Mom.
Jackson looked up, “having fun!”
he said
“What are you doing?” asked Mom.
Jackson looked up, “having fun!” he said
Here you could write your exercise
31. Structure Example
S “I like the summer.”
S - N “I like the summer,” said Maria.
N - S Maria said, “I like the summer.”
S - N - S I really like summer,” Maria said
and then added, “because it’s time
to swim!”
#4. Examples
N = Narrator S= Speaker
32. Jupiter is the biggest
planet of them all
Saturn is composed of
hydrogen and helium
Mercury is the
smallest planet of
them all
Mercury Saturn Jupiter
These are percentages
60
%
75
%
25
%
33. This is an infographic
Mercury
Mercury is the
closest planet to the
Sun
Mars
Despite being red,
Mars is a cold
place
Venus
Venus has a
beautiful name,
but it’s hot
60
%
15
%
15
%
34. This is a map
Venus
Venus has a
beautiful name
Mercur
y
It’s the closest
planet to the
Sun
Mars
Despite being
red, Mars is a
cold place
35. A timeline always works well
Venus is terribly hot
and has high
temperatures
Jupiter is the biggest
planet of them all
Saturn is composed of
hydrogen and helium
Mercury is the
smallest planet of
them all
day 1
day 2
day 3
day 4
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Vectors:
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kids
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● Hand drawn happy children's day
illustration
● Background of sketches of children
playing in the park
● Several hand-drawn kids playing
● Pack of sketches gadgets
Photos:
● Female teacher leaning upon table
looking away
● Girl sitting at desk holding pencil
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50. JANUARY FEBRUARY MARCH APRIL
PHASE 1
Task 1
Task 2
JANUARY FEBRUARY MARCH APRIL MAY JUNE
PHASE 1
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Task 1
Task 2
Task 1
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51.
52.
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