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"ABSTRAKObesity has become a significant public health problem of the twenty first century. An increasing number of preschoolchildren are becoming overweight. Although many risk factors have been identified for school-age children, less isknown about this young age group. This study was aimed to determine factors associated with overweight amongpreschool children. Study design was a cross sectional survey. Sample in this study was 90 children aged 3?6 years oldin Bina Putik Kindergarten School in Cempaka Putih District (total sampling). The prevalence of overweight andobesity in this sample were 24.4% and 13.3% respectively. There were significant relationships between overweightand some variables using chi-square test such as: age of the children, having overweight parents, nutritional knowledgeof the mother, duration of breast feeding, frequency of fast food consumption (p < 0.05). In Cox Regression analysis,only the age of children and nutritional knowledge of mothers were found as determinant factors influencing childhoodoverweight after adjusting other variables. Younger aged children (<5 years) had a greater risk of being overweight thanolder children (>5 years old). It could be concluded that mother?s knowledge on nutrition played an important role inpreventing overweight children. Suggested recommendation in order to prevent overweight since childhood was byincreasing mother?s knowledge through optimizing relevant programs in the Puskesmas.Faktor-faktor yang Berhubungan dengan Kelebihan Berat Badan pada Anak Usia Taman Kanak Kanak.Obesitas menjadi masalah kesehatan umum yang signifikan dari abad kedua puluh. Nampak terjadi peningkatan jumlahanak-anak prasekolah yang memilki kelebihan berat badan. Walaupun telah banyak diidentifikasi faktor risiko yang adauntuk anak-anak usia sekolah, masih sedikit yang diketahui tentang kelompok usia muda ini. Penelitian ini bertujuanuntuk menentukan faktor-faktor yang terkait dengan kelebihan berat badan di kalangan anak-anak prasekolah. Modelpenelitian ini adalah melalui survei penampang silang. Sampel dalam studi ini adalah 90 anak berusia 3 sampai 6 tahundi Taman Kanak Kanak Bina Putik di daerah Cempaka Putih (total sampel). Prevalensi kegemukan dan obesitas dalamcontoh ini masing-masing adalah 24,4% dan 13,3%. Ada hubungan yang signifikan antara kelebihan berat badan danbeberapa variabel yang menggunakan tes Chi-kuadrat seperti: usia anak-anak, memiliki orangtua yang kelebihan beratbadan, pengetahuan ibu tentang gizi, durasi menyusui, frekuensi konsumsi makanan cepat saji (p < 0,05). Dalamanalisis regresi Cox, hanya usia anak dan pengetahuan gizi ibu ditemukan sebagai faktor-faktor penentu yangmempengaruhi anak-anak yang kelebihan berat badan setelah menyesuaikan variabel-variabel lainnya. Anak-anak usiamuda (<5 tahun) memiliki risiko yang lebih besar daripada anak-anak lebih tua (>5 tahun). Dapat disimpulkan bahwapengetahuan ibu tentang gizi memainkan peranan penting dalam mencegah anak-anak kelebihan berat badan.Rekomendasi yang disarankan untuk mencegah kelebihan berat badan sejak masa kanak-kanak adalah denganmeningkatkan pengetahuan ibu melalui optimalisasi program-program yang terkait di Puskesmas."

"An Organization which have a strong and deep of corporate culture, surely consist of highly motivated and committed individuals. Those individuals will sacrifice themselves for organization purpose. This is exactly what an ideal condition that were hoped for by all leaders, so that no extra effort needed to drive their worker and no need for a monetary instrument to boost their pace. That?s why strong organizational culture is an effective yet efficient to control human behavior. Kinderfield is one of educational organization that emphasize on their teacher?s quality. That?s why Kinderfield?s cultural socialization became important unseparated point from development of it?s teaching forces. Cultural socialization flow from a lower on group or organization to a lower level. Sometimes there were several hindrances and obstacles. Fue to that imperfection in cultural socialization cause bad effect to Kinderfield, such as lack of proper understanding of cultural values by the teachers and could disturb teaching- learning activities.

In this research, the researcher use qualitative approach. To get all the data and information, researcher use deep interview on multiple sources, field observation and librarial study. Reseaercher interviewed several sources, among them are two representative from Top Management, two from Managerial Class and Three teachers. They cover the whole Kinderfield population.

Based on result of the research on socialization process in KInderfield we can conclude that socialization in Kinderfield runs well done, despite all of hindrances and abstacles on the process which is slow understanding of several teacher. From interviews, teachers learn cultural values in story and ritual forms. Top Management?s sensitivity is needed in socialization process to ensure it still walk within allowable borders so that organizational target can be achieved which is good work productivity, high commitment and low rate of resigning workers."

"The kindergarten as institution, as educational philosophy, and as social reform movement is among the most important contributions of Germany to the world. At first, however, Germany proved an inhospitable environment for this new institution, founded by the educator and philosopher Friedrich Frobel around 1840. After the failure of the 1848 Revolutions several German governments banned the kindergarten, alleging that it was a hotbed of subversion, largely because of its links to the eras movements for womens rights. German revolutionaries who were forced into exile introduced the kindergarten to America. In an era when convention limited middle class women to the domestic sphere, the kindergarten provided them with a rare opportunity, not only for professional work, but also for involvement in the social issues of education, child welfare, and urban reform. Through three generations, American and German women established personal friendships, institutional affiliations, and international organizations, many of which are still little known. This is a transnational history of the kindergarten as it developed in both Germany and America between 1840 and 1919. It shows how transnational contacts shaped national cultures. This is also a comparative history in which a common body of ideas and practices is shown adapting over time to two very different national environments. The issues raised in the nineteenth century are still important today. The provision of public preschool education an aim first developed by nineteenth-century kindergartners is still an unfinished and much discussed project in both the United States and Germany."

"Penelitian mengenai shudan shiko dalam sosialisasi anak Jepang di Jakarta Japanese Kindergarten telah dilakukan pada bulan September 2005 sampai dengan Desember 2005. Tujuan penelitian ini adalah untuk mengetahui dan memahami bahwa sosialisasi anak Jepang di tingkat taman kanak-kanak merupakan sosialisasi terhadap pembentukan sikap dan perilaku anak dalam kelompok. Dasar teori yang digunakan dalam skripsi ini adalah teori sosiologi tentang sosialisasi, yaitu sosialisasi sebagai proses pembelajaran keseluruhan kebiasaan, kemampuan dan perilaku yang dimiliki oleh tiap individu serta pendidikan sebagai wadah sosialisasi. Data dalam skripsi ini diperoleh melalui penelaahan kepustakaan dan observasi singkat di Jakarta Japanese Kindergarten. Data hasil observasi didokumentasikan dalam bentuk video dan foto. Kegiatan sehari-hari di Jakarta Japanese Kindergarten dipaparkan sedetil mungkin dan dianalisa hubungannya dengan shudan shiko dan penerapan shudan shugi sebagai norma dalam masyarakat Jepang. Peneliti berusaha menganalisa usaha-_usaha yang dilakukan dalam rangka pembentukkan sikap dan perilaku anak dalam kelompok melalui sosialisasi di tingkal taman kanak-kanak. Hasil penelitian menunjukkan adanya usaha untuk membentuk sikap dan perilaku anak dalam kelompok. Guru berperan dalam membentuk kelompok sebagai dimensi instrumental sekaligus afektif bagi anak. Hampir semua kegiatan sehari-hari dibuat dalam konteks kelompok. Melalui cara ini guru membentuk identitas kolektif pada anak yang pada tahap selanjutnya akan memampukan anak untuk mengadopsi aspek-aspek yang ada di dalam kelompok menjadi aspek pribadinya, termasuk tujuan kelompok. Ketika anak menjadi satu kesatuan identitas dengan kelompoknya, ia akan mengetahui bahwa apapun yang terjadi dengan kelompoknya akan berakibat langsung pada dirinya. Dengan kesadaran seperti ini anak akan memberikan kontribusinya dan bekerjasama dengan anggota kelompok demi kepentingan kelompok. Hal ini menunjukan adanya usaha untuk menanamkan orientasi kelompok dengan shudan shugi sebagai normanya pada anak sejak dini melalui sosialisasi di tingkat taman kanak-kanak."