In the competition held by the students of the Faculty of Nursing Universitas Padjadjaran (Unpad) that raised the theme of “Nutrismart: Fulfilling Children Nutritional Needs through Collaborative Intervention to Shape Smart Generation for Golden Indonesia 2045,” the team submitted a work titled “KURAJIN: Gluten and Casein Free Nutrition in Optimizing Nutritional Intake and the Development of Children with Autism Spectrum Disorder (ASD).” The team discussed the issues regarding the lack of community knowledge on fulfilling the nutritional needs of children with autism spectrum disorder (ASD) because they have exceptional metabolism that prohibits them from consuming foods with gluten and casein.

“In the poster, we shared innovation of KURAJIN (Rice Flour Biscuits and Tajin-Rice Water) as an appropriate solution for the issue. KURAJIN is an innovation on healthy nutrition in the form of complementary foods made from rice, accessible, and free from gluten and casein,” Dea explained to uns.ac.id on Wednesday (1/12/2021).

Further, Dea added that their innovation is a nutritious complementary food that is food for children’s development, especially children with autism that do not worsen the children’s condition. The main challenge for the team in achieving the title was in finding the idea for this innovation due to the difference between the topic and their main study major. Dea also explained that education on nutrition fulfillment for children with autism is still rare to be discussed in Indonesia.

Dea said that her team was delighted and grateful to be announced as the winner and thanked all her fellows in D-4 K3 UNS Program who have supported them. She also hoped that the innovation they shared through the poster could educate the community that rice can be processed into various types of food. She also hoped that the poster could create equality for children with autism by providing gluten-free and casein-free biscuits. Humas UNS

Reporter: Rangga Pangestu Adji
Editor: Dwi Hastuti

The post Won 1^st Prize in Public Poster TOC 2021, UNS Team Shared MPASI Idea on the Alternatives for Children with Autism appeared first on Universitas Sebelas Maret.

The team members consisted of faculty members and students of the Biology Education Program, Early Childhood Education Program (PG PAUD), and Fine Art Education Program. The involvement of diverse education backgrounds aims to provide an appropriate education for parents in teaching science to their children.

The webinar was implemented in four series; science education for early childhood, skills in science process and preparing simple science activities at home, arts and science, and sharing of science activities at-home experiences. This program was initiated due to the inappropriate perception of science for early childhood and aims to educate parents on how to deliver the concept of science and assist children in studying at home.

“Because the perception of science is a complicated knowledge and is not appropriate for early childhood,” Vera Sholeha, the first speaker in the webinar, explained the misperception of science for early childhood.

To counter the misperception, she provided examples of science that are close to children’s daily life, such as children playing with sands and filtering the grains of sand as an application of physics, seeing a rainbow, the sound of frog, making tea, and ball pitching play. “The concept of science could be understood by children when explained using simple language,” she added.

Kristiana Elok Mumpuni, S.Pd., M.Pd., shared material on preparing simple science activities at home. She stated that science comprehension could be achieved through observation and practice on science. Parents need to consider their children’s age, the theme of science program, learning method, tools and equipment, and parents’ ability.

“Science does not have to be learned in the laboratory with advanced tools, but could be learned at home with surrounding tools and materials,” she added.

The third speaker, Endri Sintiana Murni, S.Pd., M.Pd., shared the relationship between arts and science and how to use arts to introduce science to children. She explained that children could express themselves freely, connecting what is in their thoughts into artworks, and even science reports can be provided in the form of artworks and examples.

“For example, the sound created from taps on glass that could form musical arrangement. This is a combination of physics and arts,” she said.

The last series was concluded with sharing of experiences on science activities at home with children. Humas UNS

Reporter: Zalfaa Azalia Pursita
Editor: Dwi Hastuti

The post FKIP UNS Science Team Held Webinar on Science Education for Early Childhood appeared first on Universitas Sebelas Maret.

Group 224 held three events: Healthy and Clean Lifestyle (PHBS) education, English learning, and the importance of implementing 5M using canvas painting. The Team Leader, Akbar Ardya Putra, stated in the release that the education program started on Sunday (15/8/2021) with PHBS education program. The material delivered in this education program includes lifestyle amid the pandemic, such as wearing a mask, maintaining physical distance, washing hands using soap, eating nutritious foods, getting enough rest, and exercising.

“We held (the education) at 10.00 am Jakarta Time. In this event, children learned about the activities in the healthy lifestyle,” Akbar Ardya Putra stated.

After listening to the materials on PHBS, the participants were asked to write the information in a mind map on colorful papers. Children are free to create their mind maps using color markers and origami paper.

In the second week, the Group taught English to the children on Saturday (21/8/2021). The program includes learning new English words related to the name of fruits and vegetables, the name of jobs, animals, and adjectives. Group 224 KKN UNS adopted the flashcard method in this program.

“The learning process was implemented using interesting media to make children more enthusiastic and easier to understand the materials taught,” he added.

The third program is the education on the importance of 5M on canvas painting. This event was held on Sunday (29/8/2021), started with Group 224 KKN providing a comprehension for the children on the importance of implementing 5M during the Covid-19 pandemic. After the materials, they were asked to draw and paint on the canvas on a 5M theme. Children were free to draw and paint as they pleased.

“The 5M education based on children’s creative action through canvas painting art. The material was on self-expression through canvas painting,” Akbar Ardya Putra explained. Humas UNS

Reporter: Yefta Christopherus AS
Editor: Dwi Hastuti

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Alfia explains the aspects of general development that need to be considered, including the development of learning, development of movement, development of speech, development of self, and development of hand control. Development of learning refers to children’s development in terms of learning or study activities that focused on children’s learning skills. These skills include self-regulation during learning activities. This skill can only be observed during their kindergarten period. “For instance, when a kid is having fun during the break and they have to stop playing and continue the study if the kid can control their wish to keep playing, while quickly adapt to a classroom setting. The kid is ready,” Afia said.

Meanwhile, the development of movement is related to physical condition. Children are ready when they have balanced arms movement, jumps, and can control their physical movement while running. Development of speech defines receptive and expressive language proficiency. Afia explains that receptive language involves children’s comprehension of certain commands. While expressive language shows children’s response when given certain commands. Development of self deals with children’s self-confidence, management, and many other. Lastly, the development of hand control is related to hands-on activities.

Three Main Qualities Needed by School-Ready Children and Its Stimulus

Based on general developments, there are three main qualities needed by children to prepare them for school. These qualities are intellectual, motivational, and socio-emotional quality. Afia further explains the stimulus that can be provided by parents during the kindergarten and Early Childhood Education programs to prepare the kids for formal education. The first stimulus is intellectual stimulus, which is related to children’s readiness to learn how to read, writing, and counting. This, however, does not mean that children must be able to do all the skills, but at least they have the skill to learn the topic. For writing, for instance, children at least can create guided scribbles, drawing a circle, and color pictures within the border.

“We can also stimulate the children while teaching them life skills, such as wearing shoes from right foot first or preparing them to learn how to read from the left side. We can also teach them how to count, understanding much and less or bigger and smaller,” Afia explains.

One thing to consider is, learning activities for pre-school must be concrete or must involve materials that can be touched and manipulated. This is because pre-school children are multisensory learners. Especially during this virtual learning process, comprehensive “hands-on” material is important. The material can be used by the students at home to help their parents, while at the same time prepare them to learn virtually.

Secondly, the motivational aspect is related to the spirit to learn independently and curiosity about everything. Stimulus to learn something new will cultivate children’s curiosity. An Early Childhood Education, according to Afia, can be an alternative for stimulus. Early Childhood Education can give a new learning experience alongside their peers, which can increase their interest to study at school. Moreover, children’s interests can be enhanced through a physical introduction to school, such as through a physical introduction to school.

Thirdly Socio-emotional involves children’s social skills including emotional readiness and related to the child’s self-control in dealing with the situation at hand. Socio-emotionally ready children are willing to join and play with their peers. “Moreover, when they express their emotions (angry or sad for instance), it will subside when they were comforted by their peers or teachers. This shows that the children can control their emotions,” Afia says.

A socio-emotional stimulus can be established through a warm connection between children and parents. This can be extended to teacher-children relationships. Finally, playing sessions for children can be a medium for social and emotional development. Research shows that socio-drama play is the most suitable gameplay to develop school preparation.

“From the three aspects, the most challenging one is the motivational and socio-emotional stimulus.  Intellectual preparation tends to be easier because it can be conducted through training and remedies. When children are not motivated to learn to work together, their mood will fluctuate and it will be hard to get developed cognitively,” Afia explains. Humas UNS

Reporter: Kaffa Hidayati
Editor: Dwi Hastuti

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