The effects of loanword-based collocation teaching on vocabulary retention of kindergarten children

2021 ◽  
Vol 27 (4) ◽  
pp. 73-93
Author(s):  
Seongshik Kim ◽  
Suji Kim
Keyword(s):  
Kindergarten Children ◽  
Vocabulary Retention

scholarly journals Sustainability of Vocabulary Teaching after Explicit Instruction in Kindergarten Children

2018 ◽  
Author(s):  
İsmail Zeki Dikici ◽  
Naciye Kunt
Keyword(s):  
Word Recognition ◽  
Explicit Instruction ◽  
Vocabulary Learning ◽  
Kindergarten Children ◽  
The Other ◽  
Word Recall ◽  
Semantic Mapping ◽  
Vocabulary Retention ◽  
New Words ◽  
Semantic Associations

This study investigates five-year-old learners’ vocabulary retention through case studies, on a one week, one month, three months, and five months basis. It concerns the vocabulary learning of kindergarten children learning English as a second language (L2). This study attempts to seek answers to the questions of to what extent the presentation of the three different sets of words more effective than the other two is, both on recall and recognition and whether the recall and recognition levels showed differences in the three sets of words in course of time. In the literature, some studies have favoured semantic mapping in which new words are presented and organized in terms of associated lexical meanings. Some other studies have disfavoured semantic mapping. This study has administered three different sets of vocabulary: semantically related, cognates and semantically unrelated words. This study indicated that all participants were more successful with semantically related words on word recall and with cognates on word recognition. The results of this study do not support those which claim that making semantic associations may cause interference and hinder vocabulary learning. This study further suggests that semantically related words should be taught thematically to facilitate vocabulary teaching, particularly on word recall.

Auditory Perception of Rhyming in Kindergarten Children

1973 ◽  
Vol 16 (3) ◽  
pp. 482-487 ◽  
Author(s):  
June D. Knafle
Keyword(s):  
Sex Differences ◽  
Auditory Perception ◽  
Kindergarten Children ◽  
Different Types ◽  
Consonant Sounds

One hundred and eighty-nine kindergarten children were given a CVCC rhyming test which included four slightly different types of auditory differentiation. They obtained a greater number of correct scores on categories that provided maximum contrasts of final consonant sounds than they did on categories that provided less than maximum contrasts of final consonant sounds. For both sexes, significant differences were found between the categories; although the sex differences were not significant, girls made more correct rhyming responses than boys on the most difficult category.

Time-Based Measures of Monitoring in Association With Executive Functions in Kindergarten Children

2020 ◽  
Vol 228 (4) ◽  
pp. 244-253 ◽  
Author(s):  
Sonja Kälin ◽  
Claudia M. Roebers
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Processes ◽  
Higher Order ◽  
Kindergarten Children ◽  
Metacognitive Monitoring

Abstract. Repeatedly, the notion has been put forward that metacognition (MC) and executive functions (EF) share common grounds, as both describe higher order cognitive processes and involve monitoring. However, only few studies addressed this issue empirically and so far their findings are rather inconsistent. Addressing the question whether measurement differences may in part be responsible for the mixed results, the current study included explicitly reported as well as time-based measures of metacognitive monitoring and related them to EF. A total of 202 children aged 4–6 years were assessed in terms of EF (inhibition, working memory, shifting) and monitoring. While there was no significant link between explicitly reported confidence and EF, latencies of monitoring judgments were significantly related to time- and accuracy-based measures of EF. Our findings support the association between EF and MC and the assumption that better inhibition abilities help children to engage in more thorough monitoring.

A Study Of A Korean Kindergarten's Use Of Buddhist-Oriented 'Meditation Projects' to Increase Creative Art Expression In Painting

2011 ◽  
Vol 28 (1) ◽  
pp. 121-141
Author(s):  
Su-kyung Lee
Keyword(s):  
South Korea ◽  
Kindergarten Children ◽  
Creative Art

This article gives an overview of Buddhist-oriented meditation techniques that were integrated with art projects for four and five year old kindergarten children at Dong Guk Kindergarten, Gyeongju City, South Korea. The article assesses the effect of this program on the creatvitiy levels of the children.

Pemetaan Pengetahuan Guru TK tentang Keterampilan Gerak Dasar Anak TK

2019 ◽  
Vol 5 (2) ◽  
pp. 76
Author(s):  
Nila Fitria ◽  
Rohita Rohita
Keyword(s):  
Survey Research ◽  
Motor Skills ◽  
Motor Development ◽  
Quantitative Methods ◽  
Educational Background ◽  
Kindergarten Teachers ◽  
Teacher Assessment ◽  
Kindergarten Children ◽  
Basic Movement ◽  
Basic Motion

<p><em>Abstrak</em><strong> - Pertumbuhan perkembangan dan belajar melalui aktivitas jasmani akan mempengaruhi tiga ranah dalam pendidikan yang meliputi ranah kognitif (menyadari gerak), ranah psikomotor (pertumbuhan biologis, kesehatan, kebugaran jasmani), dan ranah afektif (rasa senang, aktualisasi diri, konsep diri) [1]. Permasalahan yang tampak di era digital ini, terbatasnya kemampuan motorik anak dikarenakan anak-anak usia dini sudah terpapar oleh <em>gadget </em>sejak dini. Sehingga kemampuan motorik anak era digital terbatas karena pengaruh <em>gadget. </em>Tujuan dari penelitian ini adalah mengetahui tingkat pengetahuan guru keterampilan gerak dasar anak TK. </strong><strong>Penelitian ini dilakukan dengan metode kuantitatif dengan jenis penelitian survei. Penelitian survei merupakan penelitian yang menggunakan kuesioner sebagai instrumen penelitian. </strong><strong>Penelitian yang dilakukan di Taman Kanak-Kanak yang berada pada Gugus Cut Nyak Dien. 32 guru TK yang berada di Gugus Cut Nyak Dien dengan latar belakang pendidikan dari sarjana pendidikan, 65% masa kerjanya 2 tahun. Terdapat 15 guru TK yang memiiki pengetahuan yang tinggi dalam pengetahuan keterampilan gerak dasar. Terdapat 6 guru TK yang memiliki pengetahuan dalam kategori sedang terhadap pengetahuan keterampilan gerak dasar pada motorik kasar. Serta terdapat 12 guru TK yang memiliki pengetahuan yang rendah terhadap pengetahuan keterampilan gerak dasar dalam motorik kasar anak TK. Sejumlah 18% dari jumlah guru memiliki pengetahuan mengenai gerak lokomotor dan 15% dari jumlah guru belum memiliki pengetahuan mengenai gerakan non-lokomotor. Guru dapat mengimplementasikan ketiga keterampilan gerak dasar dalam berbagai kegiatan motorik melalui menari, senam, dan bentuk permainan yang diciptakan oleh guru. Penilaian keterampilan gerak dasar dilakukan guru TK dan guru melalui pengamatan. Sejumlah 75% guru TK mengetahui tujuan stimulasi keterampilan gerak dasar anak yaitu untuk meningkatkan perkembangan motorik anak.</strong></p><p> </p><p><em>Abstract <strong>- </strong></em><strong>Developmental growth and learning through physical activity will affect the three domains in education which include cognitive domains (aware of motion), psychomotor domains (biological growth, health, physical fitness), and affective domain (pleasure, self-actualization, self-concept) </strong>[1]<strong>. Problems that appear in this digital era, limited motoric abilities of children because early childhood have been exposed to gadgets early. So that the digital motor skills of children are limited due to the influence of gadgets. The purpose of this study was to determine the level of teacher knowledge of basic movement skills of kindergarten children. This research was conducted with quantitative methods with the type of survey research. Survey research is a study that uses a questionnaire as a research instrument.</strong><strong><em> </em></strong><strong>Research carried out in kindergartens in Cut Nyak Dien's Cluster. 32 kindergarten teachers who are in Cut Nyak Dien Group with educational background from undergraduate education, 65% working period is 2 years. There are 15 kindergarten teachers who have high knowledge in basic motion skills knowledge. There are 6 kindergarten teachers who have knowledge in the moderate category of basic motion skills knowledge in gross motor skills. And there are 12 kindergarten teachers who have low knowledge of basic motion skills knowledge in rough motoric kindergarten children.A total of 18% of teachers have knowledge of locomotor motion and 15% of teachers have no knowledge of non-locomotor movements. TK teachers can implement all three basic motion skills in various motor activities through dancing, gymnastics, and forms of games created by the teacher. Assessment of basic motion skills is done by kindergarten teachers and teachers through observation. 75% of kindergarten teachers know the purpose of stimulating children's basic motion skills, namely to improve children's motor development.</strong></p><p><strong> </strong><strong><em>Keywords - </em></strong><em>Knowledge, Teacher, Skills, Basic movement</em></p>

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