scholarly journals The Literacy Habituation To Grow Early Childhood Language Skills Through Picture Story Books in Early Childhood Education

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Linda Fasha Hidayat
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Skills ◽  
Childhood Education ◽  
Picture Story

scholarly journals IMPROVEMENT STRATEGY OF EARLY CHILDHOOD LANGUAGE DEVELOPMENT THROUGH THE ROLE PLAYING METHODS IN MACRO PLAY CENTER AT RA. BAITUSSALAM CIMAHI

Empowerment ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 142
Author(s):  
Erika Rufaidah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Development ◽  
Language Skills ◽  
Role Playing ◽  
Social Emotional ◽  
Improvement Strategy ◽  
Learning Methods ◽  
Planning Strategy ◽  
Childhood Education

Abstract Development of Early Childhood Education (PAUD) learning includes the field of developing behavioral formation and the field of developing basic skills. The field of developing behavioral formation includes religious and moral and social emotional values. While the development of basic abilities includes language, cognitive, and physical or motoric abilities. One area of basic development that needs to be developed  is language development. Language skills are important because speaking with children will express their desires and can communicate with others around them. Language is an expression of mind and knowledge when children will interact with others. Children who are growing and developing communicate the needs of their thoughts and feelings through language, The objectives of this research are: (1) Describe the planning strategy to improve the development of early childhood language through the role playing method in the macro play center. (2) Describe the implementation of strategies to improve the development of early childhood language through the role playing method in the macro play center. (3) Describe the evaluation of strategies to improve the development of early childhood language through the role playing method in the macro play center. (4) Describe the results of strategies to improve the development of early childhood language through role playing methods in the macro play center. Learning methods that can be used to help improve children's language development are through the role playing method in the macro play center. With the role playing method in the macro play center, it is hoped that the development of children's language will be improved.Keywords: Language Development, Early Childhood, Macro Play Center

scholarly journals Kształcenie sprawności językowej w edukacji wczesnoszkolnej

2021 ◽  
pp. 21-29
Author(s):  
Jovita Vaškevič-Buś ◽  
Anna Zadęcka-Cekiera
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Skills ◽  
Skills Training ◽  
Childhood Education ◽  
Linguistic Proficiency

Language skills training in early childhood education The article presents various views on linguistic proficiency and the methods of its education.

Audio visual Sebagai Layanan Bimbingan Belajar Terhadap Perkembangan Bahasa Anak Usia Dini

2018 ◽  
Vol 5 (2) ◽  
pp. 157
Author(s):  
Romlah Romlah ◽  
Defriyanto Defriyanto
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Development ◽  
Language Skills ◽  
Visual Media ◽  
The Sun ◽  
Childhood Education ◽  
The Right

Language development must be given since children are early, because language is one aspect that must be developed in early childhood education. Children are directed to be able to use and express their thoughts by using the right words so that children's language skills can develop optimally. The purpose of this study is to find out the language skills of early childhood through tutoring services with audio visual media. The population of this study was the sun class students at Al Rizky Bandar Lampung PAUD with a sample of n = 20 students taken randomly. There is language development in early childhood after conducting tutoring services with audio visual media. Tutoring services with audio visual media can develop early childhood language.

scholarly journals Los precursores cognitivos tempranos de la lectura inicial: un modelo de aprendizaje en niños de 6 a 8 años

2019 ◽  
Vol 37 (2) ◽  
pp. 345-361
Author(s):  
Ana María De la Calle Cabrera ◽  
Fernando Guzmán-Simón ◽  
Eduardo García-Jiménez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Literacy ◽  
Primary Education ◽  
Language Skills ◽  
Rapid Automatized Naming ◽  
Childhood Education ◽  
Initial Reading ◽  
Educación Primaria ◽  
Naming Test

Los estudios en alfabetización temprana han analizado las relaciones antecedentes entre las habilidades cognitivas en la Educación Infantil y el logro de la lectura durante el proceso de aprendizaje instructivo. Esta investigación describe la capacidad de predicción de ciertas habilidades cognitivas en las primeras etapas instruccionales del aprendizaje lector en español.Los participantes de este estudio fueron 362 niños españoles evaluados por primera vez en 2º y 3º de Educación Infantil. Los instrumentos empleados en las evaluaciones de las competencias lingüísticas han sido la Batería de Inicio a la Lectura, la Batería de Evaluación de los Procesos Lectores, The Rapid Automatized Naming Test y el Test de Lectura y Escritura en Español. Los resultados delimitaron un modelo de ecuaciones estructurales para la predicción del rendimiento lector inicial en 1º y 2º de Educación Primaria. El modelo alcanzado, Modelo de Aprendizaje en la Lectura Inicial, delimitó las relaciones entre las habilidades del lenguaje oral y las habilidades relacionadas con el código escrito que actuaron como precursores del rendimiento lector inicial. El desempeño en la tarea de velocidad de denominación de letras en Educación Infantil se presentó como el mejor precursor de la eficiencia lectora en 1º y 2º de Educación Primaria. Los hallazgos del estudio realizan una contribución significativa a la investigación en alfabetización temprana en español como referente para el desarrollo de actuaciones pedagógicas y el logro de éxito lector. Early literacy studies analyzes the antecedent relationships between cognitive skills in preschool education and achievement of reading during the instructional learning process. This study describes the predictive capacity of certain cognitive abilities in the early instructional stages of Spanish learning. The participants of this study was 362 Spanish children evaluated in 2nd and 3rd year of Early Childhood Education (children aged 4 to 6 years) at the first time.The instruments used in the assessments of language skills have been the Beginning Reading Battery, the Reading Process Assessment Battery, The Rapid Automatized Naming Test and the Reading and Writing Test in Spanish. The results delimited a model of structural equations for the prediction of initial reading performance in 1st and 2nd year of Primary Education (6 to 8 years). The model reached, Learning Model in the Initial Reading, delimited the relations between the oral language skills and the skills related to the code that acts as precursors of the initial reader performance. The performance in the task of letters-naming speed at 2nd and 3rd of Early Childhood Education was presented as the best precursor of reading efficiency at 1st and 2nd year of Primary Education. The findings of study make a significant contribution to early literacy research in Spanish as a reference to develop of pedagogical actions for the achievement of reader success.

scholarly journals Music and the Development of Language Skills of Pupils in Early Childhood Education in Tubah Municipality

2019 ◽  
pp. 1-14
Author(s):  
Valentine Banfegha Ngalim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Nursery School ◽  
Language Skills ◽  
Sampling Technique ◽  
Alternative Methods ◽  
Sample Population ◽  
Childhood Education ◽  
Quasi Experimental ◽  
Development Of Language

This paper set out to investigate the role of music in the acquisition of language skills in early childhood education in Tubah Municipality. In order to achieve this objective, the main objective was articulated into two components inquiring the place of songs and creative dance in enhancing the growth of macro-language skills like listening, speaking, reading and writing. This study was prompted by the absence of interesting alternative strategies in language didactics. To inquire about the problem and propose alternative methods through music, a quasi-experimental research design was adopted in the study. From the population, four schools were selected using the non-probability sampling technique that is, the convenient. These four schools constituted the accessible population. The purposive sampling technique was used in deciding which part of the accessible population constitutes the sample population which in this case was made up of nursery school children, level two primary pupils and teachers. The Krejcie and Morgan table was used to decide on how many teachers and pupils make up the sample. Four instruments were used to collect data; a structured questionnaire designed using the Likert scale, an interview guide for teachers, working memory test and participant's observation guide. Descriptive statistics (in the form of frequencies, percentages, charts and tables) and inferential statistics were used for data analyses. Specifically, the two- way ANOVA and Regression analysis tests were used to test the hypothesis at a 0.05 level of significance. The findings revealed that there is a significant relationship between the use of music and the development of language skills in pupils. That is, when music is used, the pupils acquire vocabulary by identifying objects related to the words, speak better, read better and are able to spell the words correctly. The ability of pupils to reproduce the songs they listened to and to recognize words in the song, where all of them scored above average indicate the pertinence of the song and dance didactics recommended for policy makers and teachers in this study.

MENINGKATKAN KREATIVITAS ANAK USIA DINI MELALUI BUKU CERITA BERGAMBAR DI TAMAN KANAK-KANAK PEMBINA INDRALAYA

2021 ◽  
Vol 5 (1) ◽  
pp. 15-28
Author(s):  
Dian Cita Sari ◽  
Miftahul Jannah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Flow Model ◽  
Basic Education ◽  
Childhood Education ◽  
Picture Story ◽  
Children's Attention ◽  
Group B ◽  
Children Development ◽  
Picture Stories

Early childhood education is held for children from birth to six years and is not a requirement to attend basic education. This study aims to determine whether children's creativity can be increased by using the picture story method. This study uses the type of CAR. Techniques to obtain data in this study are through observation, interviews and documentation. The data in this study were analyzed by descriptive qualitative flow model. This study shows that there is an increase in children's creativity using the picture story method, namely in Group B Kindergarten Pembina in pre-cycle showing 40%, creativity in the first cycle by 66.6% and increasing creativity in the second cycle reaching 86.6%. Supporting factors in increasing children's creativity using the picture story method have several indicators, namely creative reactions, children's attention, confidence in children, development of children's imagination, and increasing new vocabulary. The conclusion of this research is that students' creativity can be increased by using the storytelling method with visuals. This method can increase the creativity of students and is highly recommended to Kindergarten so that this method should be used once a week, once every 2 weeks or even once a month, because this method stimulates children to listen and respond spontaneously to what the teacher is telling.Keywords: Creativity, Early Childhood, Picture Stories.

scholarly journals Optimalisasi Keterampilan Menulis Pada Guru

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Khodijah Hayati ◽  
Fitri Amilia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Service ◽  
Reading Ability ◽  
Language Skills ◽  
Writing Skills ◽  
Teacher Competencies ◽  
Reading And Writing ◽  
Childhood Education ◽  
Writing Competency

Kemampuan dan keterampilan membaca menulis mutlak menjadi kompetensi yang harus dimiliki setiap guru. Kemampuan membaca dapat diukur dalam kegiatan berbicara dan menulis. Kemampuan menulis mencerminkan keterampilan berbahasa secara keseluruhan. Berdasarkan observasi, dibutuhkan kegiatan pelatihan dan pendampingan untuk meningkatkan keterampilan menulis pada guru di desa Pakusari meliputi keterampilan menulis teks buku ajar dan artikel ilmiah.  Kegiatan pelatihan dan pendampingan ini merupakan rangkaian kegiatan pengabdian Masyarakat (Abdimas) bertema literasi di Desa Pakusari mulai tahun 2017 hingga 2019. Hasil pelaksanaan Abdimas pada guru Sekolah Dasar dan Guru Pendidikan Anak Usia Dini di Desa Pakusari menunjukkan bahwa keterampilan menulis guru sudah baik. Luaran dalam kegiatan ini berupa buku cerita, buku bergambar, dan lembar kerja siswa menjadi bukti konkret keterampilan mereka. Namun, kurangnya motivasi, sarana, dan pembiasaan menulis menjadi hambatan dalam kegiatan menulis. Untuk itu, diperlukan kerja sama semua pihak agar kompetensi guru bisa terus menerus ditingkatkan. Kompetensi guru yang baik akan menjadi dasar dalam pengembangan pendidikan dan pembelajaran.Kata Kunci: menulis; kompetensi guru. Optimization of Teacher's Writing SkillsABSTRACTThe reading and writing skills have absolutely become competency that must be possessed by teachers. Reading ability can be measured through speaking and writing activities. Writing skills reflect overall language skills. Based on observations, training and mentoring activities are needed to improve writing skills of textbook and scientific articles for teachers in Pakusari . This training and mentoring activity is the series of Community Service (Abdimas) on literacy-based theme activities in Pakusari from 2017 to 2019.  This activity was implemented for teachers of Elementary school and Early Childhood Education in Pakusari.  The results of the implementation show that the teacher's writing competency is good. The teachers have been able to create story books, picture books, and student worksheets as the concrete evidence of their ability in writing skills. However, lack of motivation, tools, and habit of writing, have become obstacles in writing activities. For this reason, collaboration between all parties is needed so that teacher’s competencies can continuously be improved. Competent teacher is the basis in the development of education and learning.Key Words: teacher competencies; writing.

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