scholarly journals THE EFFECTIVENESS OF READ-ALOUD LEARNING METHODS WITH PICTURE STORYBOOK MEDIA TO IMPROVE RECEPTIVE AND EXPRESSIVE LANGUAGE SKILLS IN EARLY CHILDREN

2022 ◽  
Vol 6 (1) ◽  
Author(s):  
Mudy Endahwati ◽  
Bachtiar S Bachri ◽  
Umi Anugerah Izzati
Keyword(s):  
Early Childhood ◽  
Language Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
Language Ability ◽  
Read Aloud ◽  
Control Group ◽  
Learning Method ◽  
Learning Methods ◽  
Picture Story

This study aims to conduct empirical research to determine the difference in effectiveness between the read-aloud learning method and serial image media with other methods usually used by teachers to improve receptive language skills in early childhood. This type of research uses a nonequivalent control group experimental design with a quantitative approach. The variables in this study consisted independent variable in this study is the read-aloud learning method with picture story media (X),  the dependent variable in this study is expressive language ability (Y1) and expressive language ability (Y2). The results showed that (1) the read-aloud learning method with picture series media was more effective than the learning methods commonly used by teachers to improve receptive language skills in early childhood, statistically, the F = 5.766 with a significant level of p = 0.022 smaller than 5%; (2) The read-aloud learning method with serial picture story media is more effective than the learning methods commonly used by teachers to improve expressive language skills in early childhood; statistically, the value of F = 1,028 significant level p = 0.012 less than 5%. The results of this study can provide new insights and innovations in the effectiveness of learning the read-aloud method in storytelling activities that are useful for developing children's receptive and expressive language skills

Incidental receptive language growth associated with expressive grammar intervention in SLI

2009 ◽  
Vol 29 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Stephen Camarata ◽  
Keith E. Nelson ◽  
Heather Gillum ◽  
Mary Camarata
Keyword(s):  
Cognitive Deficits ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
Language Intervention ◽  
Control Group ◽  
Language Deficits ◽  
Language Growth

Children with SLI (Specific Language Impairment) display language deficits in the absence of frank neurological lesions, global cognitive deficits or significant clinical hearing loss. Although these children can display disruptions in both receptive and expressive grammar, the intervention literature has been largely focused on expressive deficits. Thus, there are numerous reports in the literature suggesting that expressive language skills can be improved using focused presentation of grammatical targets (cf. conversational recast; Camarata, Nelson & Camarata, 1994), but there have been few investigations addressing the remediation of receptive language skills in SLI for those children with receptive language deficits. The purpose of this study was to examine whether focused grammatical intervention on expressive grammar is associated with growth in receptive language in 21 children with SLI who have receptive language deficits. These children displayed significant growth in receptive language scores as an incidental or secondary association with expressive language intervention and significantly higher gains than seen in a comparison-control group with SLI and receptive language deficits ( n = 6). The theoretical and clinical implications of these results are discussed.

scholarly journals The Influence of Literacy and Read Aloud Activities on the Early Childhood Education Students’ Receptive Language Skills

2020 ◽  
Vol 9 (3) ◽  
pp. 295-302
Author(s):  
Lely Diah Eko Priyantini ◽  
Amin Yusuf
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Skills ◽  
Receptive Language ◽  
Read Aloud ◽  
Education Students ◽  
Childhood Education ◽  
Research Population ◽  
Total Influence ◽  
Survey Approach

Stimulation on language development aspects is greatly needed since humans’ life may not be separated from language use and acquisition. This research aims at examining the influence of literacy and read aloud activities on the early childhood education students’ receptive language skills. This research is a correlational quantitative study conducted with a survey approach. The research population was the students of Early Childhood Education Institutions in South Purwokerto District, Banyumas Regency. There were 54 Early Childhood Education Institutions in South Purwokerto District divided into 7 groups/clusters. The sampling of this research was conducted by using the Slovin’s formula with the total samples of 115 students of Early Childhood Education Institutions. The data was collected through observation and then descriptively analyzed in percentages using multiple regression analysis supported with SPSS 23.0. The research results showed that literacy activities influenced the Early Childhood Education students’ receptive language skills with the t-count value of 6.620 at the significance of 0.000. Read aloud activities also influenced the Early Childhood Education students’ receptive language skills with the t-count value of 8.066 at the significance of 0.000. Literacy and read aloud activities significantly influenced the Early Childhood Education students’ receptive language skills with the f-count value of 70.386 at the significance of 0.000 and the total influence of 55.5%. Thus, it is suggested that literacy and read aloud activities should be continuously made to improve the Early Childhood Education students’ receptive language skills.

scholarly journals KONTRIBUSI PEMANFAATAN MEDIA AUDIO AKSI TERHADAP PENGEMBANGAN KEMAMPUAN BERBAHASA PADA ANAK USIA DINI

2017 ◽  
Vol 5 (1) ◽  
pp. 51
Author(s):  
Faiza Indriastuti
Keyword(s):  
Early Childhood ◽  
Experimental Method ◽  
School Environment ◽  
Language Skills ◽  
Language Ability ◽  
The Family ◽  
Development Of Language ◽  
User Friendly ◽  
Stimulation Of

AbstractDevelopment of early childhood language is very important in developingthe communication and interaction skills with others. Stimulation of the development of language skills can be done in the family and school environment. The purpose of this study is to determine the extent of contributionof media audio AKSI utilization in developing early childhood language ability. This study uses an experimental method to early childhood that using media audio AKSI as a learning treatment. The result of this study revealed that media audio AKSI has a signi cantly contribution for developing early childhood’s languange skills because enabling to improve the quality of children’s learning achievements, enabling to make teacher more productive, enabling to provide alternative learning media that more user friendly, and enabling to the ease of audio  les storage, retrieval, and utilization makes learning become more  exible. AbstrakPengembangan berbahasa anak usia dini sangat penting dilakukan untuk mengembangkan keterampilan berkomunikasi dan berinteraksi dengan orang lain. Stimulasi pengembangan kemampuan berbahasa tersebut dapat dilakukan, baik di lingkungan keluarga maupun lingkungan sekolah. Tujuan penelitian ini adalah mengetahui sejauhmana kontribusi pemanfaatan media audio AKSI terhadap pengembangan kemampuan berbahasa anak usia dini. Penelitian ini menggunakan metode eksperimen terhadap peserta didik usia dini melalui treatmen penggunaan media audio AKSI dalam pembelajaran. Hasil penelitian ini mengungkapkan bahwa media audio AKSI memberikan kontribusi yang cukup besar terhadap pengembangan kemampuan berbahasa anak usia dini karena mampu meningkatkan kualitas hasil belajar anak, mampu membuat pendidik lebih produktif, dan mampu memberikan alternatif media pembelajaran yang lebih user friendly, dan kemudahan penyimpanan, pengambilan, dan pemanfaatan  le audio menjadikan pembelajaran menjadi lebih  eksibel. 

scholarly journals Pendampingan Metode Menggambar, Mewarnai, dan Mengecat Pada Guru Dalam Meningkatkan Motorik Anak di PAUD Kemah Kasih Pademangan Barat, Jakarta Utara

Jurnal ABDI ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 140
Author(s):  
Pieter Anggiat Napitupulu ◽  
Bobby Kurnia Putrawan ◽  
Sutrisno Sutrisno
Keyword(s):  
Early Childhood ◽  
Community Service ◽  
Motor Skills ◽  
Early Childhood Teachers ◽  
Learning Method ◽  
Learning Methods ◽  
Creative Learning ◽  
Service Activity

Profesional dan kualitas guru PAUD berpengaruh pada kualitas siswa, termasuk didalamnya adalah motorik siswa. Dengan demikian, diperlukan peningkatan profesionalisme dan kualitas guru PAUD dalam mengajar dan dalam hal ini adalah metode pembelajaran. Berkenaan dengan peningkatan motorik siswa, maka guru PAUD perlu dibekali dan ditingkatkan metode pembelajaran yang tepat dan kreatif. Beberapa metode pembelajaran yang berkaitan dalam peningkatan motorik siswa adalah menggambar, mewarnai, dan mengecat. Metode yang dilakukan dalam kegiatan pengabdian kepada masyarakat ini adalah dengan pendampingan. Hasil dari kegiatan ini adalah meningkatnya motorik siswa di PAUD Kemah Kasih. Peningkatan motorik siswa berdampak pada meningkatknya fokus atau konsentrasi, kesabaran, keterampilan, emosi, ketaatan, ketepatan dalam mengisi obyek, disiplin, kreatifitas, pantang menyerah (menyelesaikan tugas sampai selesai) pada siswa PAUD Kemah Kasih. Professional and quality of early childhood teachers have an effect on the quality of students, including students' motor skills. Thus, it is necessary to increase the professionalism and quality of PAUD teachers in teaching and in this case is the learning method. With regard to improving student motor skills, PAUD teachers need to be equipped and enhanced with appropriate and creative learning methods. Several learning methods related to improving students' motor skills are drawing, coloring, and painting. The method used in this community service activity is assistance. The result of this activity was the improvement of the students' motor skills at the Kemah Kasih PAUD. The increase in student motoric has an impact on increasing focus or concentration, patience, skill, emotion, obedience, accuracy in filling objects, discipline, creativity, never giving up (completing assignments to completion) in Kemah Kasih PAUD students.

scholarly journals Development Of Animation Based Quiz Media Themes Of Animals To Improve Expressive Language Skills

2021 ◽  
Vol 1 (1) ◽  
pp. 20-30
Author(s):  
Rere Setianingsih ◽  
Ahmad Yani ◽  
Asep Mulyana ◽  
Alfiyanti Nurkhasyanah
Keyword(s):  
Early Childhood ◽  
Data Collection ◽  
Research And Development ◽  
Research Method ◽  
Language Skills ◽  
Expressive Language ◽  
Study Results ◽  
Graphic Language ◽  
Play Group ◽  
Development Methods

The use of media that is still low at the level of children's expressive language skills makes researchers create media that aims to improve graphic language skills of children 4-5 years old by making magazines as children's worksheets. The research method used is by using research and development methods with data collection techniques through data collection, product design, and produce results which are then processed into data which is then analyzed. Based on the study results, the expressive language skills of the students of Play Group PAUD Harapan Bangsa Cirebon Regency after the trial showed an increase of 22.50% with the outcome of 78.50%, namely in the very well developed category. Animated animal-themed quiz game contains animations (moving pictures), including sub-themes of animal types, animal characteristics, and animal food. Therefore, creating an animated quiz media based on animal themes can improve the expressive language skills of early childhood.

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 Mengoptimalkan Kemampuan Berbahasa Anak Usia Dini Melalui Metode Bercerita

2020 ◽  
Vol 6 (1) ◽  
pp. 109-118
Author(s):  
Firdausi Nuzula Apriliyana
Keyword(s):  
Early Childhood ◽  
Language Skills ◽  
Pearson Correlation ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Development Of Language ◽  
Listening And Speaking ◽  
Answering Questions

Children's language skills in listening and speaking activities are not optimal, children's vocabulary is still limited, so that children in conveying ideas, answering questions, repeating stories and telling stories about their experiences have not been achieved as expected. The purpose of this research is to analyze the effect of storytelling methods on the development of language skills in early childhood. This type of research is an experimental study with a nonequivalent control group design. The research was carried out in KB 'Aisyiyah Mentari Tuban with 32 children as subjects. The number of subjects was divided into 2 groups, namely the control and experimental groups as a comparison of the development of language skills. Collecting research data using observation and documentation techniques. The validity test with the Pearson correlation and the reliability test with Cronbach Alpha were carried out first then analyzed the data with the t test. The results of this study were proven by using the storytelling method to optimize early childhood language skills. Calculation using the t-test for all indicators> t critical 1.7530, it can be concluded that H0 is rejected, H1 is accepted. This means that there is an effect of storytelling methods for all indicators on children's language skills. Suggestions for educators and PAUD institutions to implement storytelling methods as a method that can stimulate children's language skills.   Keywords: Storytelling Method, Language Ability  

Bidirectional Relationship Between Language Skills and Behavior Problems in Preschool Children From Low-Income Families

2019 ◽  
Vol 28 (2) ◽  
pp. 114-128
Author(s):  
Krystal Bichay-Awadalla ◽  
Cathy Huaqing Qi ◽  
Rebecca J. Bulotsky-Shearer ◽  
Judith J. Carta
Keyword(s):  
Preschool Children ◽  
Behavior Problems ◽  
Language Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
Internalizing Behavior ◽  
Equation Modeling ◽  
Internalizing Behavior Problems ◽  
Bidirectional Relationship ◽  
And Behavior

The purpose of this study was to examine the longitudinal, bidirectional relationship between language skills and behavior problems in a sample of 194 preschool children enrolled in Head Start programs. Children were individually assessed using the Preschool Language Scale-5, and teachers completed the Child Behavior Checklist-Teacher Report 1½–5. Cross-lagged path models using a structural equation modeling approach tested the reciprocal associations between language skills and behavior problems over the preschool year. Findings supported a bidirectional relationship between internalizing behavior problems and expressive language skills. However, findings supported a unidirectional association between early receptive language skills and later internalizing behavior problems. Gender moderated the relationship between receptive and expressive language skills and internalizing behavior problems in such a way that the association was only significant for girls. Implications for early intervention and prevention efforts targeting language development and behavior problems were discussed.

Listening to Music Improves Language Skills in Children Prenatally Exposed to Cocaine

2018 ◽  
Vol 10 (3) ◽  
pp. 121
Author(s):  
Stephen W. Porges ◽  
Katherine E. Bono ◽  
Mary Anne Ullery ◽  
Olga Bazhenova ◽  
Andreina Castillo ◽  
...  
Keyword(s):  
Intervention Program ◽  
Language Skills ◽  
Vocal Music ◽  
Cost Effective ◽  
Receptive Language ◽  
Control Group ◽  
Music Listening ◽  
Cocaine Exposure ◽  
Prenatally Exposed ◽  
Polyvagal Theory

The effectiveness of listening to music, as an intervention to improve language skills, was tested with young children prenatally exposed to cocaine. In addition to the prenatal exposure to cocaine, these children often share family experiences such as substance abuse, poverty, and mental illness that are prevalent in chronically stressed families in which abuse and trauma are likely to occur. In the current study 62 children, between the ages of 17 and 30 months, who were receiving a center-based intervention program, participated in a 16-week music-based trial. The trial consisted of listening to music 5 days a week for 16 weeks.  During the first week music listening sessions were 50-minutes and during the subsequent 15 weeks the daily listening sessions were 10 minutes. Participants were randomly assigned to three groups: a filtered music group that listened to vocal music filtered to emphasize frequencies within the bandwidth of spontaneous human speech, an unfiltered music group that listened to the same vocal music in its original unaltered form, and a control group that only received the standard early intervention services provided by the preschool. Outcomes were evaluated with assessments for expressive and receptive language skills. Results document that children, who listened to either the filtered or unaltered music, showed greater gains on language skills than the control group.  The findings suggest that providing scheduled times to listen to vocal music similar to a mother singing a lullaby would provide a simple cost-effective language intervention.  Keywords: language skills; music therapy; prenatal cocaine exposure;  children;                     Polyvagal Theory.   

Preschool children's awareness of private speech

2006 ◽  
Vol 30 (6) ◽  
pp. 537-549 ◽  
Author(s):  
Louis Manfra ◽  
Adam Winsler
Keyword(s):  
Language Skills ◽  
Expressive Language ◽  
Language Assessment ◽  
Language Ability ◽  
Private Speech ◽  
The Self ◽  
Attention Task ◽  
Child Interview ◽  
Children's Beliefs ◽  
Beliefs And Attitudes

The present study explored: (a) preschool children's awareness of their own talking and private speech (speech directed to the self); (b) differences in age, speech use, language ability, and mentalizing abilities between children with awareness and those without; and (c) children's beliefs and attitudes about private speech. Fifty-one children between the ages of 3 and 5 completed a selective attention task from which a sample of private speech was video-recorded for use during a subsequent experimenter–child interview. Children also completed a standardized language assessment and a battery of mentalizing tasks. Roughly half of the children (54%) showed awareness of talking during the task, and 52% of the children who talked during the task stated that their speech was self-directed. Children who were aware of their private speech were significantly older, had greater expressive language skills, used more private speech, and had higher deceptive-box scores than children who were not aware of their private speech. Participants believed that private speech was positive and helpful. Implications of this work for researchers and early childhood educators are discussed.

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