Pentingnya Pendidikan Sains Bagi Perkembangan Kognitif Dan Kreatifitas Anak Usia Dini
DOI:
https://doi.org/10.62383/hardik.v1i3.406Keywords:
Science Education, Cognitive, CreativityAbstract
Science education in early childhood plays a crucial role in their cognitive and creative development. Science education in early childhood also has a vital role in supporting cognitive and creative development. This research aims to explore the benefits provided by science education in stimulating critical thinking, problem solving and innovation skills in children. Through qualitative and quantitative approaches, data is collected from various sources, including classroom observations, interviews with educators, and analysis of children's learning outcomes. The results showed that children who were involved in science activities from an early age showed significant improvements in cognitive skills such as memory, concentration and analytical abilities. Apart from that, science education has also been proven to encourage children's creativity by enriching their imagination and ability to think outside the box. This article concludes that the integration of science education in the PAUD curriculum not only supports children's intellectual development but also forms a strong foundation for creativity and innovation in the future. Therefore, it is important for educators and policy makers to recognize and prioritize science education as an essential component in early childhood education, science education must be a top priority in early childhood education strategies by educators and policy makers.
References
Almon, J. (2003). The vital role of play in early childhood education. The Phi Delta Kappan, 85(1), 22-26.
Clements, D. H., & Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach. Routledge.
Dejonckheere, P. J. N., Van De Keere, K., & Tallir, I. (2011). The effects of science activities on young children's thinking skills. Research in Science Education, 41(2), 229-237.
Harlan, J. D., & Rivkin, M. S. (2008). Science experiences for the early childhood years: An integrated affective approach. Pearson Education.
Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development, 15(1), 1-12.
Robinson, K. (2011). Out of our minds: Learning to be creative. Capstone Publishing.
Siraj-Blatchford, J. (2001). Emergent science and technology in the early years. Scientific Learning in Early Childhood Education, 1-12.
Worth, K. (2010). Science in early childhood classrooms: Content and process. Early Childhood Research & Practice, 12(2).
Zembylas, M. (2004). The emotion work of science teaching. Journal of Research in Science Teaching, 41(9), 944-969.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Harmoni Pendidikan : Jurnal Ilmu Pendidikan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
