Lessons for early childhood plays a very important for the formation of skills and attitudes learned at a more advanced stage. In a lesson the teacher’s role is not merely provide information, but also directing and facilitating learning (the directing and facilitating learning) is more appropriate for the learning process. As stated by Mohammad Ali (2007) that learning is an effort by teachers to manipulate the environment for learning occurs at the individual student.

The concept of learning according to Corey (Sagala, 2003) is a process whereby one’s environment is intentionally organized to enable him to participate in a particular behavior in specific conditions or responses to certain situations, learning is a special subset of education. Meanwhile, according to Dimyati and Mudjiono “learning is the teacher in programmed activities in the instructional design, to make the students learn actively, which emphasizes the provision of learning resources’ (Sagala, 2003).

In Act No. 20 of 2003 on National Education System article 1 states that, “learning is a process of interaction with educators and learners learning resources in a learning environment.” Learning by Sudjana (2000) is an effort to educators to help learners perform learning activities. Surya (2004) states that, learning is a process conducted by an individual to acquire a new behavior changes as a whole, as a result of the individual’s own experience in the interaction with the environment. The definition shows that learning in an effort to obtain a change of behavior within the individual.

Next Sudjana explains that learning is a function of educators to learners membelajarkan of subject matter to achieve the learning outcomes that lead to learning effects. Read the rest of this entry »

Unfortunately, many parents satisfied only on the stage of “Making Children ABLE TO READ.” After all the efforts made, from start introducing letters, combine them into syllables and then words, the impetus for children to read voluntarily not rare even evaporated. They seem not interested in reading material that may be abundant at home.

Very reasonable if later we are a little bit disappointed. But no need to break the charcoal. We can still evoke a sense of pushing or rather like a child on reading activities at any time. Here are the tricks.

1. From now give a positive example of us. Do the activities of reading, although probably only one page a day book.

2. Although children can already read, there’s no harm in occasionally to read their books to provide a sense of value in reading material. Contributed the rhythm of reading which are interesting and full of motivation, so that the boys catch the pleasure in reading books.

3. Provide feedback or case study to read any children, so they feel that it is worth reading for them. The trick is to connect each of the content of reading with our daily activities or anything that we encounter in everyday life.