Pendekatan yang inovatif dan menarik pada era digital diperlukan untuk membantu anak-anak memahami pentingnya toleransi, penghormatan terhadap perbedaan, dan kemampuan berinteraksi positif dalam ...masyarakat yang beragam. Penelitian ini menggabungkan teknologi digital dan pendidikan untuk menciptakan media yang dapat membantu guru dalam menyampaikan konten toleransi dengan cara yang menarik bagi anak-anak. Model pengembangannya memanfaatkan pendekatan ADDIE. Kepala sekolah dan guru menjadi subjek penelitian ini. Pengumpulan data dilakukan melalui angket kebutuhan guru dan uji validasi ahli. Temuan yang dihasilkan dari penelitian ini mengindikasikan bahwa pengembangan E-Story Book untuk mengenalkan toleransi pada anak usia dini dianggap sangat layak oleh ahli materi dan ahli media sehingga berpotensi untuk diimplementasikan pada anak usia dini.
English is currently introduced in several Kindergartens in West Sumatra, Indonesia. The focus of introducing English in Kindergartens is introducing simple instruction and vocabulary. The literature ...review and initial observations show that teaching materials and learning resources to introduce English are still limited. This study aims to explore kindergarten teachers' perspectives on storytelling and using Augmented reality books. This research used a mixing method. The participants in this subject were 57 Kindergarten teachers in West Sumatra, Indonesia. The data of this research was collected through questionnaires and interviews. First, the questionnaire was distributed to explore teachers' acceptance and readiness to use augmented reality storybooks in teaching English vocabulary in a classroom. To validate the data from the questionnaire and interview, they were triangulated. The result shows that most teachers do not have a background in English qualification. They believe that AR can be useful in teaching English vocabulary. Regarding readiness to implement the AR book, the teacher feels optimistic about using the AR stories in the classroom. The teachers believe that AR can motivate children to learn. The respondent teachers accept AR and believe that AR books can benefit children in learning English vocabulary. The ease of using AR and the benefits of AR for teaching vocabulary encourage teachers' readiness to utilize AR storybooks for teaching English vocabulary to Kindergartners. Based on the result of this research, the AR storybook is designed to teach English to Children in Indonesia Kindergarten.
Enhancing personal recovery in persons with personality disorders is an important but understudied topic. Guided by the framework for developing and evaluating complex interventions of the U.K. ...Medical Research Council, this study follows a qualitative approach with the first aim of using the best scientific, professional, and client expertise to design a narrative intervention aiming for personal recovery in persons with personality disorders. The second aim was to assess the feasibility of the intervention in a practice setting before an effectiveness study can be conducted. The prototype included a 12-week intervention "An Empowering Story" consisting of weekly group sessions with homework and a life story book as final product. Both studies show that the overall aim and structure of the intervention are highly appreciated by professionals as well as clients. The preliminary findings pave the way to examine the effectiveness of "An Empowering Story" in a controlled study.
Public Significance Statement
The present study suggests that a 12-week group narrative intervention may be helpful in enhancing personal recovery in individuals with personality disorders. Writing assignments support the exploration of new perspectives on their lives, which are shared within the group and documented in a digital application to print a unique life story book. Both patients and clinicians appreciate the intervention, which is especially appropriate during the last part of a psychotherapeutic treatment.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
As educators, we anticipated the social-emotional learning (SEL) of the children from the neighboring community would be greatly impacted due to the lack of social interaction necessary for human ...development during COVID. As literacy experts, we thought we could support these children through read-alouds focused on SEL. Our goal was to provide children the opportunity to participate in read-alouds of multicultural texts that incorporated SEL content and measured changes in their SEL development and vocabulary. We utilized the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, which categorizes SEL into five competencies or domains, and Culturally Sustaining Pedagogy to guide our research. We used a convergent parallel mixedmethod design in this pilot study in which 20 children from a community afterschool center and three adult volunteers participated. We found no statistical significance between administrations in children’s SEL as measured by the SEL web-based assessment, yet there was a statistically significant difference in SEL vocabulary scores between administrations. Supporting vocabulary scores, we identified four major themes: instructional practices, development of social-emotional learning, volunteers’ personal highlights, and challenges. This study has the potential to impact curriculum used in school and afterschool programs and could possibly make a positive impact on both socialemotional growth and vocabulary.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
The purpose of this study was to review overseas research on the emergent literacy of normal-hearing and hearing-impaired young children and to examine educational issues related to reading and ...writing for hearing-impaired young children in Japan. As a result, the study on the emergence of emergent literacy in hearing-impaired children showed the need for a longitudinal study across the entire early childhood period with a large number of hearing-impaired children, based on objective observational studies. In particular, it was necessary to observe the children's interest in letters, books, and to examine whether the emergence of emergent literacy and the process of literacy development were similar to those of children with normal hearing. The relationship between the development of working memory and narratives related to the development of emergent literacy is a topic for future study. In terms of the environment, the study focused on how picture books are read and shown to children, and there were few studies on the relationship between parents and children formed through discipline and the development of emergent literacy, indicating that this is an issue for future study. In addition, the relationship between the type of environment in which children are exposed to means of communication and the development of language skills is also an issue for future study. Finally, there are still no indicators to comprehensively evaluate the above issues, and it is necessary to create instructional plans and evaluate instruction based on these indicators.
ABSTRACTObjectives:There is an increasing evidence that reminiscence therapy is effective in improving cognitive functions and reducing depressive symptoms in people with dementia. Life story books ...(LSBs) are frequently used as a reminiscence tool to support recollecting autobiographical memories. As little is known about how LSBs are used and what type of studies have been employed to evaluate LSB interventions, we conducted a systematic review.
The electronic databases Scopus, PubMed, and PsychINFO as well as reference lists of existing studies were searched to select eligible articles. Out of the 55 studies found, 14 met the inclusion criterion of an original empirical study on LSBs in people with dementia.
The majority of the LSBs were tangible books, although some digital applications were also found. The LSBs were created mostly in individual sessions in nursing homes with a median of six sessions. Some studies only focused on the person with dementia, while others also examined (in)formal caregivers. Most studies used qualitative interviews, case studies, and/or (pilot) randomized controlled trial (RCTs) with small sample sizes. Qualitative findings showed the value of LSBs in triggering memories and in improving the relation with the person with dementia. Quantitative effects were found on, e.g. autobiographical memory and depression of persons with dementia, quality of relationship with informal caregivers, burden of informal caregivers, and on attitudes and knowledge of formal caregivers.
This systematic review confirms that the use of LSBs to support reminiscence and person-centered care is promising, but larger RCTs or implementation studies are needed to establish the effects of LSBs on people with dementia.
This research aimed to determine the effectiveness of picture in storybook reading to increase kindness in children. This research involved 31 children aged 5-6 years; they were taken from the ...kindergarten in Bandung as the participants. The intervention was done by reading eight picture books in eight days. The kindness was measured using a measurement instrument created by the researcher, in the form of nine coloured cards that described the behaviour of kindness. The measurement was also done by seeing through the kindness tree and observation sheets that filled out by the teacher. The data analysis using the Wilcoxon Signed-rank test shows a significant difference in the average score of kindness (p<0,05) before and after picture storybook reading. Two weeks after the intervention, the improvement on all kindness behaviours with the post-test score is greater than pre-test score that still can be found. Observation through kindness tree and observational sheets shows the same result.
There is increasing interest in using information and communication technology to help older adults with dementia to engage in reminiscence work. Now, the feasibility of such approaches is beginning ...to be established. The purpose of this study was to establish an evidence-base for the acceptability and efficacy of using multimedia digital life storybooks with people with dementia in care homes, in comparison with conventional life storybooks, taking into account the perspectives of people with dementia, their relatives, and care staff.
Participatory design was used to create a life story movie based on a previously completed conventional life storybook with six older adults with dementia (four females; mean age 82 years). Relatives were involved in helping the participant to provide additional information and materials for the digital life storybook. In this multiple case study design, both quantitative and qualitative approaches were used. For quantitative purposes, a set of questionnaires that had been completed three times before and after the conventional life storybook was developed were repeated 4 weeks after the life story movie was completed. Semistructured interview questions were designed to collect feedback from participants, relatives, and care staff.
The result indicated that five of the six participants showed additional improvement in measures of quality of life and autobiographical memory. All participants showed improvement or stability in depression scores. Thematic analysis showed that, participants, relatives, and care home staff viewed digital life storybooks as a very useful tool triggering memories and (largely) positive emotions. Participants' case vignettes were presented to document the impact of digital life storybook.
This study determined whether the individual intervention of using life story books (LSBs) improves apathy and verbal fluency in people with dementia (PWD).
The intervention group (n = 43) underwent ...3 interviews in the 10 weeks following an initial assessment. Based on the information obtained, LSBs were developed; participants received individual interventions weekly, five times for four weeks. They also received a final assessment 12 weeks after the end of the intervention. Primary outcome measures comprised the Categorical Verbal Fluency Test (CFT) and the Neuropsychiatric Inventory-Nursing Home Apathy sub-item. The control group (n = 32) underwent initial and final assessments at intervals of 28 weeks while receiving the best care services.
CFT scores for participants with mild to moderate dementia increased from 4.3 to 5.3 (P < .05) and the interaction effect of group and data collection timing was significant (p < .05). Apathy score for participants with severe dementia also improved from 4.5 to 2.5 (P < .05) immediately after the intervention period.
LSB is a comprehensive communication tool that encourages apathy and verbal fluency.
The use of LSB may allow caregivers to achieve intervention effects on apathy and verbal fluency in PWD.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK, VSZLJ
Children’s literature is a powerful influence on the social construction of perceptions and narratives, and it is critically important that all children see themselves represented in the books in ...their classrooms. However, strength-based views of characters with a disability are rare in children’s picture books, meaning that children with a disability may not see themselves reflected in the books on their classroom shelves. Even worse, books may reinforce limiting, ableist stereotypes and myths about people with disabilities and their lives. Representing characters with disabilities in strength-based ways in children’s literature, where “the person’s own abilities and strengths are explicitly considered and empowerment of the person has a high priority”, could educate able-bodied students about disability, promote attitudes of acceptance and strengthen perceptions of self-worth among students with disabilities as well as their typically-developing peers. We conducted a qualitative content analysis of 34 exemplar picture books featuring a main character with a disability. Low occurrence disabilities such as visual impairment were more frequently represented than high incidence disabilities such as a specific learning disability, but the main characters in our highest rated books modelled self-awareness, agency and acceptance. These books disrupted ableist myths about disability and provided the reader with tools to push back against both implicit and explicit stereotyping, teasing and bullying. By incorporating children’s picture books with strength-based representations of disability into research and teaching for primary classroom literacy instruction, we can reinforce valuable social emotional skills that foreground respect for the humanity and dignity of all students.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
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