Institutional Repository UIN Sunan Kalijaga Yogyakarta: No conditions. Results ordered -Date Deposited. 2024-03-29T15:55:37ZEPrintshttp://digilib.uin-suka.ac.id/images/sitelogo.pnghttps://digilib.uin-suka.ac.id/2022-03-16T07:19:41Z2022-03-16T07:19:41Zhttp://digilib.uin-suka.ac.id/id/eprint/50060This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/500602022-03-16T07:19:41ZParenting Patterns and Their Implications for the Development of
Early Childhood Social AttitudesThis study aims to analyze parenting patterns and their impact on the development of early childhood
social attitudes. This research is qualitative research using a case study design in class B Raudhatul
Athfal (RA) Al-Is Syah Hakim Medan, on Jl. Karya Jaya, North Sumatra. This study's primary informants
are the parents of students who carry out their family environment care. Data collection techniques
were using observation, interviews, and documentation. Data analysis was through stages developed
by Miles and Huberman. Checking the validity of the user data was through the triangulation of sources
and techniques. This study indicated that the parenting patterns of early childhood parents of Class B
RA Al-Is Syah Hakim Medan consist of three styles, i.e., permissive, authoritarian, and democratic
parenting. The most dominant style of parenting parents as permissive parenting. Permissive
parenting pattern has implications for the tendency of children to have poor social attitudes.
Authoritarian parenting pattern has consequences for the tendency of children to have anti-social
attitudes. The style of democratic parenting has implications for the tendency of children to have
prosocial attitudes.Sukiman Rahimah2022-03-16T07:16:24Z2022-03-16T07:16:24Zhttp://digilib.uin-suka.ac.id/id/eprint/50059This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/500592022-03-16T07:16:24ZEarly Childhood Education according to Abdurrahman An-
Nahlawi and Maria MontessoriThis research is motivated by the concept of Early Childhood Education offered by various
educational figures to impact the emergence of increasingly dynamic educational theories. Issues on
this concept did not escape the attention of Abdurrahman An-Nahlawi and Maria Montessori. The
two figures have similarities and differences in their underlying points of view and approaches, and
these cannot be separated from the philosophical study behind them. Based on the above, this study
explores the two figures’ thoughts to give birth to a new paradigm of education for early childhood.
The research method used was a literature study by collecting various references that can support
research. From the research results, it can be found that, philosophically, the concept of Early
Childhood Education, according to Abdurrahman An-Nahlawi, is attached to the perennial normative
approach, while Maria Montessori’s notion is more towards a constructivism approach. The two
approaches have different points of view in highlighting the educational side. The similarity in the
points of view of these two figures is an understanding of the concept of education, which should be
integrated and contextual, and position the child as the main subject in education.Maemonah Aghnaita2022-03-16T07:13:08Z2022-03-16T07:13:08Zhttp://digilib.uin-suka.ac.id/id/eprint/50058This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/500582022-03-16T07:13:08ZIntervensi Guru dalam Mengajarkan Daily Living Skills pada Anak Down SyndromeDaily living skills are an ability in someone in the field of independence in the form of daily activities. Daily living skills must be instilled early on. However, children with down syndrome must have specialized interventions so that children's living skills develop well. The purpose of this study is to describe teachers' intervention in teaching daily living skills in Ceria Demangan Kindergarten. The research method used is a case study. Data collection techniques used were observation and interviews. The subjects of this study were two students who have Down syndrome. The results of this study are individual interventions conducted in the form of habituation with routine activities, spontaneous activities, and modeling techniques, homogeneous group interventions in the form of leadership and daily pickets, and heterogeneous group interventions in the form of life skills-based learning. Individual interventions and group interventions were successfully applied to improve the living skills of children with Down syndrome in Ceria Demangan Kindergarten. Effective interventions used are individual interventions in the form of habituation and heterogeneous group interventions in the form of learning daily living skills.Faizatul Fitriyah Qonitah