The document discusses strategies for stimulating language development in early childhood during the COVID-19 pandemic. It describes strategies for children ages 1-2 years, such as motherese, recasting, echoing, expanding, and labeling. For children ages 3-6 years, it recommends increasing interaction and communication, reading aloud, involving children in storytelling, and providing literacy activities. The strategies aim to develop language skills through play-based learning that is appropriate for children's ages and can be done at home during pandemic restrictions.
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
A presentation of local EFA priorities with a particular focus on teaching reading as seen by the Stones2Milestones Edu Services Pvt. given at the IAU Workshop on higher education for EFA held in New Delhi, India, on 20-21 February 2014. Presented by Ms. Jagruti Gala, Creative Director, Stones2Milestones Edu Services Pvt.
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
A presentation of local EFA priorities with a particular focus on teaching reading as seen by the Stones2Milestones Edu Services Pvt. given at the IAU Workshop on higher education for EFA held in New Delhi, India, on 20-21 February 2014. Presented by Ms. Jagruti Gala, Creative Director, Stones2Milestones Edu Services Pvt.
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...paperpublications3
Abstract: Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
This study examined the effects of language teaching strategies in Amhara region, Ethiopia on children’s phonemic awareness reading performance. To this end, one hundred and two grade one children of two intact sections (n=50) and (n=52) were selected and participated as experimental and control groups, respectively. The research employed quasi-experimental pre- and post-test research design that aimed at examining the effects of reading strategies in children’s phonemic awareness performance. Besides, the researchers collected data through non-participant observation and teacher self-reflection reports. To analyze children’s phonemic awareness, paired samples t-test was computed using pre- and post-test scores of the children. To analyze the qualitative data, researchers employed narratives based on categories formed considering the basic themes of the research questions of this paper. Findings indicated that phonemic awareness reading strategies used in Amhara region could improve children’s phonemic awareness performance. Furthermore, observation and teachers’ reflections showed that there were positive results on the application of the strategies in improving children’s phonemic awareness. Eventually, recommendations and implications for further research were suggested.
Cascading Towards Implementing Learning Strategies- A Recipe for SuccessNettie Boivin
TEFL students face socio-cultural and cognitive development constraints effecting second language acquisition. The basis for the workshop is an eight-week project conducted in a TEFL setting (small Japanese Embassy school) in the Middle East. Findings from the research identified a link between the factors of performance in front of the ethnic community, ownership and co-construction of the task, relevance age appropriateness of the task in increasing language learning motivation. The content of the workshop dealt with differences between lower and upper primary, implementation of learning strategies, learning styles, cultural identity, deconstruction of games and activities based on cognitive variance and multimodal lesson design. Moreover, consciousness was raised regarding issues such as; difference between proficiency level and developmental level, types of language skills and when to implement them in the lesson and group dynamics.
We all know, children’s vocabulary acquisition is a key predictor of later school success and the amount of adult verbal input is a strong predictor of the rate of vocabulary growth in children. This infographic by Dr. Teresa Brown, describes the language behaviors of inclusive preschool teachers. Knowing the frequency and context of vocabulary instruction in classrooms serving children at risk for delays will lead to improved professional development and success for all children. Learn more on how you can help address the #wordgap at http://b2kcoach.com.
A Call for Excellence in Early Childhood EducationQUESTJOURNAL
ABSTRACT: There has been much concern in various sectors on how to make the 21st century usher in improved offerings over the past one. “This is why as early as early 19902 slogans such as education, health, housing etc for all by the 2000 began to emerge. Today we are in the middle of 2016 amidst so called 21 century; most of the expectations have not been met. This is why this paper has been put up to seek ways of improving one of the foundations of education so that the broad aims of education can be met in no distant future from today.
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...paperpublications3
Abstract: Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
This study examined the effects of language teaching strategies in Amhara region, Ethiopia on children’s phonemic awareness reading performance. To this end, one hundred and two grade one children of two intact sections (n=50) and (n=52) were selected and participated as experimental and control groups, respectively. The research employed quasi-experimental pre- and post-test research design that aimed at examining the effects of reading strategies in children’s phonemic awareness performance. Besides, the researchers collected data through non-participant observation and teacher self-reflection reports. To analyze children’s phonemic awareness, paired samples t-test was computed using pre- and post-test scores of the children. To analyze the qualitative data, researchers employed narratives based on categories formed considering the basic themes of the research questions of this paper. Findings indicated that phonemic awareness reading strategies used in Amhara region could improve children’s phonemic awareness performance. Furthermore, observation and teachers’ reflections showed that there were positive results on the application of the strategies in improving children’s phonemic awareness. Eventually, recommendations and implications for further research were suggested.
Cascading Towards Implementing Learning Strategies- A Recipe for SuccessNettie Boivin
TEFL students face socio-cultural and cognitive development constraints effecting second language acquisition. The basis for the workshop is an eight-week project conducted in a TEFL setting (small Japanese Embassy school) in the Middle East. Findings from the research identified a link between the factors of performance in front of the ethnic community, ownership and co-construction of the task, relevance age appropriateness of the task in increasing language learning motivation. The content of the workshop dealt with differences between lower and upper primary, implementation of learning strategies, learning styles, cultural identity, deconstruction of games and activities based on cognitive variance and multimodal lesson design. Moreover, consciousness was raised regarding issues such as; difference between proficiency level and developmental level, types of language skills and when to implement them in the lesson and group dynamics.
We all know, children’s vocabulary acquisition is a key predictor of later school success and the amount of adult verbal input is a strong predictor of the rate of vocabulary growth in children. This infographic by Dr. Teresa Brown, describes the language behaviors of inclusive preschool teachers. Knowing the frequency and context of vocabulary instruction in classrooms serving children at risk for delays will lead to improved professional development and success for all children. Learn more on how you can help address the #wordgap at http://b2kcoach.com.
A Call for Excellence in Early Childhood EducationQUESTJOURNAL
ABSTRACT: There has been much concern in various sectors on how to make the 21st century usher in improved offerings over the past one. “This is why as early as early 19902 slogans such as education, health, housing etc for all by the 2000 began to emerge. Today we are in the middle of 2016 amidst so called 21 century; most of the expectations have not been met. This is why this paper has been put up to seek ways of improving one of the foundations of education so that the broad aims of education can be met in no distant future from today.
A presentation by Jan Townend, a member of our online e-Consultancy Team and a speech and language therapist, and specialist teacher in dyslexia and literacy, currently working on a project Talk to your Baby in Tanzania.
Dyslexia International May 2012 Newsletter.
www.dyslexia-international.org
12 BRIDGING RESEARCH AND PRACTICE www.ChildCareExchange.com.docxdurantheseldine
12 BRIDGING RESEARCH AND PRACTICE www.ChildCareExchange.com
EXCHANGE JULY/AUGUST 2018
create a cohesive story, or idea, in the case of expository text
(Hogan, Adlof, & Alonzo, 2014). Early elementary school
reading curricula focus primarily on teaching word reading.
To prepare children for this curricular focus, preschool
teachers are spending more time on pre-reading skills such
as print awareness, letter recognition, and letter-sound
correspondences, thereby leaving less time for activities that
increase language skills foundational for comprehension.
As a result, some children are becoming good word readers
who cannot comprehend the texts they read (Catts, Hogan, &
Adlof, 2005).
Noting this trend, the U.S. Department of Education funded
the Reading for Understanding initiative in 2010. This was the
largest federal research initiative ($120 million) since sending
a man to the moon in the 1960s. RFU provided funding to six
teams, or consortiums, of researchers to determine the devel-
opmental processes underpinning reading comprehension
and to create and test evidence-based interventions to
improve reading comprehension in children preschool
through 12th grade (Douglas & Albro, 2014).
Language development begins in utero and continues to
expand across the lifespan. Early childhood in particular is a
time of extraordinary gains in language that set the stage for
academic achievement. In a recent study, my colleagues and I
found that language skills measured at as early as 15 months
predicted reading comprehension in fifth grade (Petscher,
Justice, & Hogan, 2017). One pillar of most, if not all, preschool
curricula is shared book reading, in which children listen to
a text read aloud. In this article, I describe work by a feder-
ally funded consortium that provides an evidence-base on
how best to leverage shared book reading to stimulate early
comprehension, which in turn builds a strong foundation for
future academic achievement.
What Does the Research Say?
Reading comprehension is comprised of both word reading—
turning printed text into spoken words either read aloud
or kept in one’s head—and language comprehension—under-
standing these spoken words as connected language that
Tiffany P. Hogan, Ph.D., CCC-SLP, is director of the
speech and language (SAiL) literacy lab, and
professor in the department of communication
sciences and disorders at MGH Institute of
Health Professions in Boston, Massachusetts.
Hogan studies the genetic, neurologic, and
behavioral links between oral and written
language development, with a focus on improving assessment
and intervention for young children with speech, language
and/or literacy impairments. Her research is funded by the
National Institutes of Health’s National Institute on Deafness
and Other Communication Disorders and the Department of
Education’s Institute of Education Sciences. Hogan teaches
graduate courses in literacy assessment and intervent.
Head Start Pedagogy in an Era of Accountability .............................................................................................................. 1
Reva M. Fish, Ph.D., Laura Klenk, Ph.D., Julie Mazur, B.S. and Adena Sexton, Ph.D.
A Grounded Theory Study of Learning Patterns of Asian Students in Higher Education......................................... 20
Abu Bakar
Caring for Persons with Spinal Cord Injury: A Mixed Study Evaluation of eLearning Modules Designed for
Family Physicians ................................................................................................................................................................ 39
Dr. Colla J. MacDonald, Dr. Jamie Milligan, Dr. Tara Jeji, Kaitlin Mathias, Dr. Hugh Kellam and Jane Gaffney
Saxon Math in the Middle Grades: A Content Analysis ................................................................................................. 63
Emma P. Bullock and M. Jill Ashby, Britney Spencer, Kaylee Manderino and Katy Myers
The Admiralty Code: A Cognitive Tool for Self-Directed Learning ............................................................................. 97
James M. Hanson
Investigating the way 5-years old children distinguish the concepts „object‟ and „material‟ Is the „material‟
overshadowed by the „object‟?......................................................................................................................................... 116
Evmorfia Malkopoulou, George Papageorgiou and Anastasia Dimitriou
Response 1Discussion 1 Week 9 Main PostQuestion 1 Descrmickietanger
Response 1
Discussion 1 Week 9 Main Post
Question 1: Describe one advantage for child and adolescent development in a multilingual environment?
There are a lot of misconceptions and stereotypes about multilingual environments. One of the biggest stereotypes is that when children and adolescents are raised in multilingual environments, their cognitive development will be hindered because two or more languages will confuse their brains (Souto-Manning, 2006). Despite these popular beliefs, empirical research shows that this is not the case. According to Souto-Manning (2006), humans have the ability to learn infinite languages, and knowing one language is advantageous for learning another one with more ease. Very early in their development, infants and toddlers are like sponges and are able to be receptive to and absorb language easily. However, as we age, language acquisition is more difficult and takes more time and energy to learn. From personal experience, I was in multilingual Spanish classes in Jr. High and High School. I took four years of Spanish and only know the basics and I am not fluent. However, some of the students were raised in multilingual families growing up and were able to speak both languages with little effort. This example illustrates that from early development, children can become very efficient in multiple languages and have an advantage at language acquisition and comprehension. Parents and teachers can create positive atmospheres where children and adolescents naturally can interact with one another and enrich their vocabulary and better appreciate the cultural context of other languages (Souto-Manning, 2006). Research shows that bilingual children and adolescents have an advantage with thinking about more than one way about a concept and can be better problem solvers (Souto-Manning, 2006). Personally, if I ever have children, I would love to have them raised in a multilingual environment if possible.
Question 2: What is one challenge for a child or adolescent growing up in a multilingual environment?
One challenge in particular for children and adolescents who are socialized in a multilingual environment is their perceptions of others in the classroom. English language learners (ELL) perceive that their non-English language learners (non-ELL) have higher academic success (Leclair, Doll, Osborn, & Jones, 2009). ELL students become frustrated when they are not able to learn English as well as their non-ELL peers and prefer classrooms of their origin (Leclair et. al., 200). Children and adolescents constantly compare themselves to their classmates and when they see their peers are doing better than them, it increases their frustrations. Just imagine being a child that moves to a new school in the United States from a South American country and being in a class where all your peers speak English better than you. These frustrations are real and can have negative implications on positive development.
Question 3: What ...
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Running Head BUILDING BLOCKS LEARNING CENTER IN HANSVALE COUNTY .docxhealdkathaleen
Running Head: BUILDING BLOCKS LEARNING CENTER IN HANSVALE COUNTY 1
BUILDING BLOCKS LEARNING CENTER IN HANSVALE COUNTY 7
Building Blocks Learning Center in Hansvale County
Angel Winslow
Walden University
Date: November 20, 2019 (Revised )
PV004: Impact of Current Issues and Trends on the Field
Performance Task
Changing demographics
The changing aspects of the demographics of Hansvale County have a significant impact on the center as well as its progress in the center. The critical differences experienced include ethnicity change, cultural, and social changes.
Study shows that whites' mothers are comparatively stable economically compared to the blacks, and hence, the black are employed more than whites and high salary differences between the races (Johnson, 2013); this affect the center when children join their early childhood development. Parents who earn low income may sometimes face difficulties while paying for the services in the centers affecting the center progress and operation. It may lead sometimes to slow offering of the necessary services in the centers. Additionally, regarding the population depiction in any of the government schools in Hansvale County, it illustrates that the white children in schools who come from less fortunate families with low incomes are about 40%. (McLoyd, 1998).
However, cultural variations have adverse effects on the work procedures at the center. Guardians take their children to a center which favors their social belief and feel their children are safe in the centers. For example, the elementary public schools in the County of Hansvale, do not have an Indian student in the school due to culture differences (Uskov, 2016). These have harmfully jammed on the center's motive to enforce the learning equity plans. According to the population basis of this County, higher figures of children who talk other languages other than English in their homesteads upsurges from around 9.20% in the year 2005 to 10.20% in the year 2015. Therefore, linguistics problem has a significant effect on young children performance with regards to their family backgrounds (Johnson, 2013). Hence, such types of students tend towards being in school for a more extended period than the others.
Poverty and its impact on child development
Poverty is an enduring condition for families that may inhibit effective modification to development tasks apart from schoolwork. Children who are raised in a low income earning backgrounds become an exposure to social and academic challenges in conjunction with poor health services offered to them and their well-being (Buss, 2014). These destabilize their living systems, therefore, affect them in their day to day development and their adaptation to the environment surrounding them. Children are crucial beings and need to be raised in a manner affecting them positively.
Moreover, building block centers can always fine-tune to achieve the needs of families living in poverty throug ...
PELATIHAN PENANGANAN ANAK USIA DINI YANG MENGALAMI DISLEXIA BAGI GURU-GURU TKEvaniaYafie
Based on the results of field visits and interviews with some kindergarten teachers in
the VIII cluster in Lowokwaru District, Malang, the following conditions and findings were
obtained. Most kindergarten teachers have never received information and training on handling
early childhood who experience language development barriers (dyslexia). The objectives of
this training are: (1) teachers can get to know in advance about the condition of their students
who are suspected of experiencing developmental barriers (2) teachers will gain theoretical and
practical scientific insights about handling early childhood who are suspected of experiencing
speech development barriers (3 ) teachers can make early detection of the condition of their
students who experience language development obstacles. This training took place at TK Lab
State University of Malang in April 2018. Participants were followed by 20 teachers from
several institutions in the Group 8 cluster Lowokwaru, Malang City. The training is conducted
using discussion, brainstorming, drill, and assignment methods. The result of dedication is an
increase in the knowledge and skills of teachers in dealing with early childhood children who
experience dyslexia. It can be concluded that community service in the form of training on how
to handle children who suffer from dyslexia for group 8 Kindergarten teachers in Lowokwaru
District, Malang City has been well and successful. It is recommended, for Kindergarten 8
Kindergarten teachers in Malang Lowokwaru District who have participated in the training can
apply it in learning, disseminating the knowledge and skills they have to other teachers around
their assignments.
Development of a Video on Three-Dimensional Origami Creation Techniques to Im...EvaniaYafie
The aim of this research and development is to create a video on the creation techniques of threedimensional origami that is proper and effective as learning media for the handicrafts course for students of
Teacher Education for Early Education at the State University of Malang. The utilized research method was
Research and Development (R&D). The stages of the research involved analysis of needs through instructional
analysis, scenario development, video script development, footage recording, editing, and validation. The
research results indicated that the developed video was declared valid and proper for usage as learning media
based on evaluations from a media expert, material experts, and candidate users. Therefore, the developed
media can be utilized to support the improvement of skills of candidate teachers for early education in the
development of three-dimensional origami media products.
WORKSHOP PEMBUATAN MEDIA EDUCATION BERBASIS PPT ANAK USIA DINIEvaniaYafie
Tujuan dari kegiatan pengabdian ini, yaitu: memberikan wawasan skill baru terkait pembuatan Media
Education for Early Childhood berbasis PPT untuk alumni PGPAUD dan guru TK se-Kota Malang. Metode
pengabdian yang digunakan berupa sosialisasi dan latihan kerja (workshop) pembuatan media edukatif berbasis
PPT. Hasil yang dicapai pada pelaksanaan pengabdian masyarakat workshop pembuatan media education
berbasis PPT AUD untuk guru Se-kota Malang adalah guru dan alumni dapat memahami berbagai macam media
IT salah PPT, mengetahui langkahp-langkah pembuatan media berbasis PPT, mengetahui jenis dan ciri media
yang sesuai untuk anak, mengetahui kompoen-komponen di PPT dan cara memfungsikannya atau
mengaplikasikannya, serta menghasilkan produk media.
Comparison of Early Childhood Education Curriculum Policies between Russia an...EvaniaYafie
education for people. This is done to achieve the expected
goals of a country. Furthermore, the aims of the education
process are to develop and build quality people that resemble
their nation. One of the determinants of the quality of learning
is the curriculum applied. The study used in this paper is a
study of literature. The authors make a deep analysis of the
curriculum by identifying the curriculum sources directly from
Russia and Indonesia. The analysis technique used in this
paper is descriptive qualitative. The result of this study
indicated that the difference between the education curriculum
for children in Russia and Indonesia is certainly obvious
according to some adjustments which are based on the needs
and characteristics of each country.
Comparison of Early Childhood Education Curriculum Policies between Russia an...EvaniaYafie
Abstract— A country has policies in determining the right
of education for people. This is done to achieve the expected
goals of a country. Furthermore, the aims of the education
process are to develop and build quality people that resemble
their nation. One of the determinants of the quality of learning
is the curriculum applied. The study used in this paper is a
study of literature. The authors make a deep analysis of the
curriculum by identifying the curriculum sources directly from
Russia and Indonesia. The analysis technique used in this
paper is descriptive qualitative. The result of this study
indicated that the difference between the education curriculum
for children in Russia and Indonesia is certainly obvious
according to some adjustments which are based on the needs
and characteristics of each country.
Development Game Edutainment Combined with Multimedia Learning to Improve Cog...EvaniaYafie
There is a growing body of evidence supporting the many connections between cognitive competence and game
edutainment. This article defines the cluster of concepts related to pretend game and cognition and briefly synthesizes the
latest research on the role of such play in children's cognitive and naturalistic intelligence. Edutainment games are a game
that includes rules, student guides in practice, awards as a form of appreciation. The combination of interactive multimedia
with edutainment games to reduce the weaknesses of each method and media. Multimedia learning can be used to explain
games in edutainment games so childreneasy to understanding the command, as well as can be used as media to increase
motivation and enthusiasm of children. Game edutainment game utilizes classroom and outdoor especially in the park so it
is expected to increase naturalistic intelligence. The purpose of this research is for the development of Edutainment Game
Combined with Multimedia Learning which has the level of validity, 2) to overcome the effects of Edutainment Game
Combined with Multimedia to Increase Cognitive and Naturalistic Intelligence At 5-6 Year Kindergarten. The research
method is research and development (R&D. The development model adopts the Borg and bile model. This research takes
place in TKNBI Tlogowaru Malang. Data analysis used is descriptive model for model validity test and t test to analyze
model affectivity. The results showed media and method with the level of expert media expertise of 89%, material experts
by 91%. The effectiveness test also shows a model of Combined Edutainment With Effective Multimedia Learning In To Improve Cognitive And Naturalistic Intelligence In 5-6 Year TK
The Influence of Motoric Ability Development on Child Aggressive Behavior is ...EvaniaYafie
This study aims to analyze and improve the relationship of motor development of children on aggressive behavior,
either directly or indirectly through the social class of parents as intervening variables. The research method used is
descriptive quantitative with explanatory method. The sample in this study was taken by random sampling technique with
100 children from kindergarten in Malang. Data completion technique using questionnaires, while the data analysis
techniques used are descriptive and inferential statistics with path analysis. The results showed that there was a positive and
significant influence of children’s gross motor development against aggression. There is no indirect influence of gross motor
development of children against aggression through social class of parents as intervening variable.
KOGNITIF SAINS (PART 1) (SAINS MERUPAKAN ISI PRODUK, SAINS SEBAGAI PROSES, SA...EvaniaYafie
Bagaimana Anda mendefinisikan atau menggambarkan sains? Apa sains?
Apa yang akan Anda ajarkan jika Anda bertanggung jawab untuk pelajaran sains
besok? Apa yang akan dilakukan siswa Anda selama pelajaran sains? Pertanyaanpertanyaan ini dirancang untuk membantu Anda mulai memikirkan tentang sifat
sains. Dulu, sains telah didekati sebagai kumpulan pengetahuan, atau fakta, untuk
diingat dan diulang di kemudian hari.
Menurut Tadkiron Musfiroh(2008: 13), kemampuan kognisi dalam hal ini
diartikan sebagai pengetahuan yang luas daya nalar, kreativitas (daya cipta) serta
daya ingat. Kognisi merupakan konsep yang luas dan inklusif yang berhubungan
dengan kegiatan mental dalam memperoleh, mengolah, mengorganisasi dan
menggunakan pengetahuan. Proses utama kognisi meliputi mendeteksi,
mengevaluasi gagasan, menyaring prinsip, membayangkan kemungkinan,
mengatur strategi, berfantasi, bermimpi dan menarik kesimpulan.
Berdasarkan Peraturan Menteri Pendidikan Nasional No. 58 Tahun 2009
tentang Standar Pendidikan Anak Usia Dini, pengembangan kognitif pada usia 4-
<6 tahun mencakup tiga hal pokok, yaitu pengembangan kognitif yang berkaitan
dengan pengetahuan umum dan sains, pengembangan kognitif yang berkaitan
dengan konsep bentuk, warna, ukuran dan pola serta pengembangan kognitif yang
berkaitan dengan konsep lambang bilangan dan huruf.
KOGNITIF MATEMATIKA (PART 5) (WAKTU, MENGGAMBAR GRAFIK, DAN SIMBOL)EvaniaYafie
Masa TK adalah masa yang peka untuk menerima berbagai macam
rangsangan dari lingkungan guna menunjang perkembangan jasmani dan
rohani yang ikut menentukan keberhasilan anak didik mengikuti
pendidikannya di kemudian hari. Oleh karena itu. kegiatan pembelajaran di
TK dilakukan melalui bermain dan harus memperhatikan tahap pertumbuhan
dan perkembangan anak.
TK merupakan tempat bermain sambil belajar dan belajar sambil bermain.
Pembelajaran kognisi berupa materi metematika di TK dibatasi pada usaha
meletakkan dasar-dasar kesanggupan belajar berhitung. Setelah mengikuti
kegiatan pembelajaran di TK, anak diharapkan dapat memiliki kemampuan
dan pengetahuan tertentu yang memungkinkan anak dapat mengikuti pelajaran
matematika di SD.
Peraturan Menteri Pendidikan Nasional No. 58 Tahun 2009 tentang
Standar Pendidikan Anak Usia Dini, menjabarkan bahwa pengembangan
kognitif pada anak usia dini mencakup tiga hal pokok, yaitu pengembangan
kognitif yang berkaitan dengan pengetahuan umum dan sains, pengembangan
kognitif yang berkaitan dengan konsep bentuk, warna, ukuran dan pola serta
pengembangan kognitif yang berkaitan dengan konsep lambang bilangan dan
huruf.
PENGEMBANGAN ALAT PERMAINAN RITATOON TENTANG BINATANG PELIHARAAN SEBAGAI MEDI...EvaniaYafie
Proses belajar mengajar anak usia dini yang mengacu pada proses dasar “Belajar sambil Bermain dan Bermain sambil Belajar”, sehingga diperlukan pembelajaran yang atraktif dan memberikan kesempatan pada anak untuk aktif, kreatif, dan menyenangkan. Tujuan dari penelitian
pengembangan ini adalah untuk menghasilkan alat permainan ritatoon yang
dapat meningkatkan kemampuan kognitif anak usia dini. Metode penelitian yang digunakan melalui prosedur Borg and Gall yang dipilih dan disesuaikan dengan kondisi di lapangan melalui 7 langkah yang dilaksanakan di TK LAB UM kota Malang di kelas A1 dan A2. Hasil dari penelitian pengembangan ini berupa produk alat permainan ritatoon tentang binatang peliharaan sebagai media stimulasi kemampuan kognitif anak usia dini. Berdasarkan data hasil uji coba, disimpulkan bahwa alat
permainan ritatoon dapat digunakan dalam mengembangkan kemampuan
kognitif anak kelompok A di TK LAB UM Kecamatan Lowokwaru Kota Malang.
PENINGKATAN KECAKAPAN PENGURUTAN (SERIASI) UKURAN MELALUI PERMAINAN SMILE CIR...EvaniaYafie
The ability to determine the measurement (seriation) of size is the accuracy that is
owned by the child in determining an order of size from various existing sizes. Seriation
competence in children aged 4-5 years is to sort objects from large to smallest or vice versa as
much as 5 seriations. In fact 10 out of 18 children still have shortcomings in order of size. This
study aims to improve children's learning outcomes in determining the order of size and to
improve the quality of learning so that activities can run effectively, efficiently, and fun. The
results showed that there was an increase in sequencing skills (seriation) measures based on the
results of children's learning outcomes during pre-action up to the second cycle by 42%. The
application of smile circuit games can improve the quality of learning to become more
interesting and efficient.
Pengembangan Materi Kognitif Math (Mengelompokkan Membandingkan)EvaniaYafie
Anak usia dini merupakan anak pada tahapan usia 0-6 tahun, pada masa ini dapat disebut juga masa keemasan (golden age), pada masa keemasan ini diperlukan perhatian khusus, karena stimulus dapat mempengaruhi perkembangan otak anak dan kemampuan akademiknya pada
masa yang akan datang. Pada tahapan ini, anak berada pada fase yang sangat fundamental, dan pembelajaran yang diterima anak pada fase ini akan tersimpan untuk jangka waktu yang lama, serta akan berpengaruh pada kehidupan yang mendatang. Begitu juga pembelajaran matematika.
Kegiatan pembelajaran matematika terpadu untuk anak usia dini
memiliki peranan penting dalam mengembangkan seluruh potensi anak.
Setiap anak memiliki potensi untuk masing-masing apek perkembangan. Salah satunya potensi matematika, oleh karena itu penting untuk mengembangkan potensi matematika anak sejak usia dini agar berkembang secara optimal. Pembelajaran matematika dasar mampu meningkatkan kemampuan anak dalam memecahkan masalah, memisahkan, mengenal
konsep angka, serta kemampuan mengukur atau memperkirakan. Pembelajaran matematika ini juga sangat dibutuhkan untuk mempersiapkan anak melanjutkan pendidikan dasar. Berdasarkan hal tersebut dalam modul ini akan dijelaskan mengenai kognitif math mengelompokkan dan membandingkan untuk anak usia dini
Pengembangan Materi Kognitif Math (Mencocokkan-Mengurutkan-Menghitung)EvaniaYafie
Anak usia dini merupakan anak pada tahapan usia 0-6 tahun, pada
masa ini dapat disebut juga masa keemasan (golden age), pada masa
keemasan ini diperlukan perhatian khusus, karena stimulus dapat
mempengaruhi perkembangan otak anak dan kemampuan akademiknya pada
masa yang akan datang. Pada tahapan ini, anak berada pada fase yang sangat
fundamental, dan pembelajaran yang diterima anak pada fase ini akan
tersimpan untuk jangka waktu yang lama, serta akan berpengaruh pada
kehidupan yang mendatang. Begitu juga pembelajaran matematika.
Kegiatan pembelajaran matematika terpadu untuk anak usia dini
memiliki peranan penting dalam mengembangkan seluruh potensi anak.
Setiap anak memiliki potensi untuk masing-masing apek perkembangan.
Salah satunya potensi matematika, oleh karena itu penting untuk
mengembangkan potensi matematika anak sejak usia dini agar berkembang
secara optimal. Pembelajaran matematika dasar mampu meningkatkan
kemampuan anak dalam memecahkan masalah, memisahkan, mengenal
konsep angka, serta kemampuan mengukur atau memperkirakan.
Pembelajaran matematika ini juga sangat dibutuhkan untuk mempersiapkan
anak melanjutkan pendidikan dasar. Berdasarkan hal tersebut dalam modul
ini akan dijelaskan mengenai kognitif math mencocokkan, mengurutkan dan
membilang untuk anak usia dini.
The Effect of Teacher Competency Training on High Order Thinking-Based LearningEvaniaYafie
Pembelajaran berbasis High Order Thinking (HOT) di lembaga PAUD mampu
meningkatkan keenam aspek perkembangan pada anak usia dini.
Berdasarkan observasi awal, fenomena yang terjadi di lingkungan pendidikan
anak usia dini (PAUD) banyak ditemukan bahwa rendahnya kemampuan guru
dalam melaksanakan pembelajaran berbasis HOT pada anak usia dini. Hal ini
disebabkan kurangnya pengetahuan guru dan minimnya pelatihan dalam
meningkatkan kompetensi guru. Maka dari itu peneliti melakukan perlakuan
dengan memberikan pelatihan peningkatan kompetensi guru dalam
pembelajaran HOT. Sasaran dari kegiatan ini yaitu guru TK dan SD awal di
Kota Selong Provinsi Nusa Tenggara Barat yang berjumlah 50 orang. Tujuan
dari penelitian ini adalah untuk mengukur pengaruh pelatihan
pengembangan kompetensi guru terhadap peningkatan pembelajaran
berbasis high order thinking di Kota Selong Lombok Timur. Hasil
menunjukkan bahwa nilai t-hitung (8,257) > t-tabel (7,745), artinya pelatihan
peningkatan kompetensi guru berpengaruh signifikan terhadap peningkatan
HOTS baik pengetahuan maupun implementasi guru TK Se Kota Selong.
Peran Orang Tua dalam Memberikan Pendidikan Seksual Anak Usia DiniEvaniaYafie
Maraknya kasus kekerasan seksual pada (pelecehan anak) anak
yang dilakukan oleh orang-orang terdekat termasuk keluarga. Salah satu
penyebabnya karena anak tidak memiliki bekal pengetahuan yang bisa
membuat anak-anak mengantisipasi kemungkinan perlakuan buruk dari
masalah seks. Untuk alasan ini, sangat diperlukan pendidikan seks yang tepat
untuk anak-anak mereka untuk menghadapi berbagai kemungkinan yang
terjadi. Tujuan dari penelitian ini adalah untuk mengetahui: 1. Fungsi dan peran
pendidikan seks untuk anak-anak dalam keluarga, 2. masalah pengembangan
anak terhadap pendidikan seks dan 3. Peran orang tua dalam panduan
pendidikan seks.
Penelitian ini berangkat dari gagasan bahwa anak-anak adalah orang
yang masih dalam pengembangan dan belum dewasa, yang meliputi bayi, TK,
usia SD dan remaja kemudian setelah individu yang tidak lagi disebut sebagai
anak tapi seorang individu yang memiliki dewasa, di sini pendidikan seks perlu
ditanamkan oleh orang tua, tetapi harus didasarkan pada nilai-nilai agama dan
moral serta membahas masalah secara komprehensif. Tapi ironisnya, banyak
orang tua yang acuh tak acuh dan membahas tabu atau memberikan
bimbingan pada perubahan pendidikan seks yang terjadi pada anak-anak
mereka.
Hal ini akan menunjukkan pentingnya memahami pendidikan seks
pada anak usia dini. Pendidikan seks memiliki kurang masalah perhatian orang
tua hari ini sehingga mereka menyerahkan semua pendidikan, termasuk
pendidikan seks di sekolah. Meskipun bertanggung jawab untuk mengajar
pendidikan seks pada anak usia dini adalah orang tua, sedangkan sekolah
hanya sebagai pelengkap dalam memberikan informasi kepada anak. Hal ini
menunjukkan bahwa peran orang tua, terutama ibu-ibu yang sangat strategis
dalam memperkenalkan pendidikan seks dini untuk anak-anak mereka.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Role and Strategy to Stimulate Language Development in Early Childhood During Covid 19
1. Proceeding International Webinar Series – Educational Revolution in Post Covid Era
"Teaching and Evaluation for Children in Covid Era"
Faculty of Education, Universitas Negeri Malang
ISBN: 978-602-5445-13-2
73
THE ROLE AND STRATEGY
TO STIMULATE LANGUAGE DEVELOPMENT
IN EARLY CHILDHOOD DURING COVID-19
Evania Yafie1
, Ilaria Giavarini2
, Muhammed Z.M. Qaddoura3
1
Department of Early Childhood and Primary Education, Universitas Negeri Malang
1
Department of Educational Technology, Universiti Teknologi Malaysia
2
Faculty of Medicine, University of Milan
3
Department of English and Technology at TESL, Universiti Teknologi Malaysia
E-mail: evania.yafie.fip@um.ac.id1
, ilaria.giavarini@gmail.com2
, m90.qaddaoura@gmail.com3
Abstract: The development of aspects of language in human life is very important. A
language is a tool of education and interaction between individuals. Language development
problems in early childhood that often arise are late language emergence (LLE). From some
previous studies, stimulation and education factors become guidelines for teachers and
parents in providing appropriate stimulation through the principle of play while learning and
adapted to the development and age of the child. The purpose of this study is to describe the
role and strategy of stimulating children's language development during the COVID
pandemic. The design of this study uses the method of literature study or literature review.
The results and discussion of strategies for developing children's language for 1-2 years old
can be done by 1) Mothering, 2) Recasting, 3) Echoing 4) Expanding 5) Labeling. While
strategies for developing children's language for ages 3-6 years 1) Increasing Interaction and
Communication with Children 2) Reading aloud, 3) Involving Children in Storytelling, 4)
Providing literacy activities.
Keywords: strategy, language development, early childhood, covid-19.
INTRODUCTION
The development of aspects of language in human life is very important. A language is a
tool of education and interaction between individuals. Language is a tool to convey ideas or ideas
that can be understood by those around them. Aitchison (2008) Language is a patterned system of
arbitrary sound signals, characterized by structure dependence, creativity, displacement, duality, and
cultural transmission Bornstein, Hahn, & Suwalsky (2013). According to Stanley, there are 10 key
factors for a person's success from the results of his research, and 3 of them have links with language.
These three factors are getting along with people, having strong leadership qualities, and having an
ability to sell my ideas/products. Someone will be successful if it is easy to get along with people
around him, have a quality leadership spirit, of course, must be supported by appropriate
communication, and can sell ideas or products from the results of his thinking which is also a
language skill in pouring ideas from the results of thinking to be accepted others (Lennox, 2013).
This shows that language has an important role as a means of survival. Katrena by the development
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of language in children aged early must develop optimally to ensure the future of children (Ogrady
& Cho, 2011). Teachers and educators working in the world of early education must understand that
language is an important component that supports other aspects of development and language
development reflects how intellectual levels, and psychological levels (Undiyaundeye, 2013).
Language development issues in children aged early that often arise are late language
emergence (LLE). LLE is a delay in language onset with no other diagnosed disabilities or
developmental delays in other cognitive or motor domains (Yew, O'Kearney, & Early, 2015). LLE
is caused by several factors, both internal factors, and external factors. Internal factors are factors
that originate from the children themselves or biological factors such as perception, cognition, and
prematurity factors are considered factors causing speech delay in children. While external factors
are factors that originate from the surrounding environment such as family history, parenting, verbal
environment, and education or providing stimulus (Yarrow, 2014).
Efforts to maximize child development can be done by conditioning factors that originate
from outside to be factors that stimulate child development (Kennison, 2013). Some studies show
that good parenting will encourage children to receive good examples of language from the family
because they have sufficient communication partners and also have the opportunity to interact will
have high language skills (Duff, Tomblin, Catts, 2015). Furthermore, a good verbal environment
will affect the language learning process of children. Furthermore, family environment factors also
show an influence on children's language development where the professional family environment
will learn three times more words a week than children who are raised in an ordinary family. The
most important factor that determines a child's language development is education where the child's
language development can be maximal if it gets proper stimulation and education according to the
child's age characteristics. Another study reported that mothers with low levels of education were
risk factors for language delays in their children (Mashburn, 2011).
From some previous studies, stimulation and education factors become guidelines for
teachers and parents in providing appropriate stimulation through the principle of play while
learning and adapted to the development and age of the child. The teacher plays a role in designing
children's learning activities at home which are conveyed through parents. Children's learning
activities at home must be fun for the child, improve the vocabulary of the child, improve the child's
ability to listen, understand, and retell stories read ( Janus, Labonté, Kirkpatrick, Davies,
Duku, 2017). Person parents act as facilitators and accompany children to play at home by providing
various literacy play activities for children to play, encouraging children to play and giving praise
when children do positive things that have never been / rarely done, and also being involved as
friends playing children who a lot of fun. In developing a strategy, one must pay attention to several
aspects including indicators of developmental achievements, children's characteristics, the ability of
teachers and parents to implement facilities and infrastructure, especially in the COVID era where
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general strategies that are usually implemented in schools are difficult to implement (Mayberry,
2007).
METHOD
The design of this study uses the method of literature study or literature review. The reviewed
literature is a comprehensive overview of the research that has been done on a specific topic to show
the reader what is already known about the topic and what is not yet known, to look rationally from
the research that has been done or for further research ideas (Denney & Tewksbury, 2013). Literature
studies can be obtained from various sources, both journals, books, documentation, the internet, and
literature. The type of writing used is a literature review study that focuses on writing results related
to the topic or variable of writing.
RESULT AND DISCUSSION
Developing children's early literacy skills requires appropriate support from teachers and
parents. During the COVID pandemic period 19, some of the teacher work done in PAUD was done
by parents at home. Therefore, teachers need to convey to parents about how to support children in
developing children's early literacy.
Strategies for Developing Children's Languages for Ages 1-2 Years
According to Yoder, Woynaroski, Fey & Warren, 2014), suggests that children aged early
can use the past mapping is a process by which a child can absorb the meaning of a new word after
listening once or twice in a conversation / a sentence to form a sentence questions, negative and
command. There are several ways to develop children's language, including:
Motherese
Motherese is a method used by a mother, or other adults, to communicate with babies as
often as possible using simple sentences (Loeb, & Armstrong, 2001). In medical science, babies in
the womb can begin to feel the expression of a mother when the mother emphasizes a word. From
there the first baby learns to understand language. Simple sentences that are often repeated can
stimulate children's language development. This method is believed to strengthen the relationship
between a mother or an adult other with a baby. The way that can be done as we pet the child (baby)
by saying the words "mama", "papa", "mother", "sister" or something else. Even though there will
be no response back from the baby, it can improve children's language development (Bryant &
Barrett, 2007).
Recasting.
Recasting can be used by parents to improve children's language skills. The technique often
used is for adults to imitate children's speech. This was stated by Saxton, Matthew (2010) who stated
that in this form of repetition, adults repeat the child's wrong phrases in the correct form. This allows
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the child to learn the correct pronunciation, grammar, and sentence structure. Sometimes parents
cannot understand what the child is saying. A good way to teach him is not to scold the child for his
fluency. But parents can apply the method This recasting is to justify what the child wants to convey
to us (Mahdhaoui, et al., 2011).
Echoing
Echoing- This method is the same as some previous methods. But the difference is this
method is only a form of repetition of words or often known as a parrot. Children need to be able to
mimic what is said by a mother, or other speakers. Usually, the child will be a little trouble to imitate
what he thought was new for him. So, this way needs to be done to stimulate children's language
development (Gardner,2008).
Expanding
Expanding is a way that is done by giving a repeat statement to the child when the child can
say a sentence that is said to be fluent in its pronunciation. Because in this process the child already
has enough vocabulary to speak (Wandel, Rauschecker, & Yeatman, 2012).
Labeling
Labeling is a way of naming or identifying objects by giving names to the object. You can
give an example by classifying objects based on dimensions, size, color, or others. This will make
it easier for children to know or recognize an object. Then the child is taught to recite the name of
the object in question (Yarrow, 2014).
Strategies to Develop Children's Language for Ages 3-6 Years
Increase interaction and communication with children
Parents can build a strong foundation for children's language by being a responsive and
cumulative communication partner. Being responsive means trying to encourage it to communicate
interactively so that an effort to respond to parents and children arises. Parents must allow the child
to talk and try to pay attention to what the child is doing and say, and then respond by talking about
whatever interests him at the time (Henderson, 2015). In this way, the child knows that the parent is
interested in what he is communicating, and that encourages him to continue to interact and
communicate. The more opportunities a child has to convey the greater the chance he has to practice
communicating. These back and forth interactions are like small talk, and they build a strong
foundation for Poulin-Dubois, Blayne, Coutya & Bialystok, 2011). Being responsive can be done in
several ways including:
1. Face -to-face-to-face, parents can face-to-face with their squats and position themselves so that
their faces are level with their children. Parents can see and hear exactly what they are doing or
saying. This is very important for children with delayed language development who may send
5. International Webinar Series – Educational Revolution in Post Covid Era "Teaching and Evaluation for Children in Covid Era" | 77
very subtle messages. Establish face to face also makes children know that parents are
interested and ready to receive messages and interact with them.
2. Observing, Waiting, and Listening, after parents face to face, they can then
observe what children do, parents must listen to what the child is saying carefully and
attentively. When the process of observing, waiting, and listening takes place the child will feel
very valued and will communicate comfortably. When the child is talking to do it, the task of
the parents is to prepare a response that suits their current interests. Then the interaction can
continue, back and forth.
3. Following the child's instructions. When communicating with children, parents must stay
focused on the child's interests. Parents can respond to children in ways that create continuous
interaction, giving children many opportunities to communicate. There are many ways to
respond to messages from children by imitating their voices and actions, making comments that
describe what they are doing, joining and playing with them, staying focused on what they are
doing, and what they are interested in.
Being a responsive partner is the task of parents for children in building the foundation of
communication. The more opportunities the child has to communicate during the back and forth
interactions with parents, the more he will build a strong base and learn how to send messages.
Children will also learn how to receive messages from others and hope that the conversation will
continue as long as they interact together. Finally, on this strong foundation, children will have the
opportunity to add new communication skills, such as gestures, sounds, or words. This is the way
Language learning always works - first by learning how to interact with caregivers, and then, by
sending more specific messages (such as words). The foundation of your child's language is the key
to his success as a communicator. It is through this back and forth interaction that other language
skills are built.
Read aloud
Teachers can ask parents to introduce books to children and try to attract children's interest
in books by reading aloud. Reading aloud is done by parents by reading the words written in books
in a loud voice. The position of the book faces the child so that the child can see pictures and write
(Downer, López, Grimm, Hamagami, Pianta, Howes, 2012). Reading aloud can be done to build
children's interest to be interested in books from the beginning, Children learn new vocabulary,
rhythm, and the right intonation when listening to reading, improve listening skills, understand
language, and build imagination through the stories they hear. The reading technique aloud can be
done by reading aloud every day, using books that are already known to children and new books,
choosing books that are following the interests of children, so that children are interested in hearing
them, introducing a brief outline of the story of the book briefly before reading it, reading with voice
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and clear intonation with facial expressions and body movements that are appropriate, give an
explanation when parents readout. Also introduce how to hold and open a book, mention the title of
the book, the author,
Involving Children in Storytelling
Storytelling helps develop language and literacy skills, expand vocabulary, and help
children become active listeners. Storytelling is not using books but using dolls, hand puppets, or
other props. Facial expression and intonation and various sounds from parents become language
learning for children. Parents can choose to tell stories about animals, fairy tales, traditional stories,
legends, religious stories, and others. Storytelling techniques can be done by choosing a story that
the child likes, parents reading several storybooks from various topics to be ready whenever needed,
understand the true storyline and messages to be conveyed, use facial expressions, eyes, body
movements to strengthen the storyline, use different types of sounds to attract the child's attention,
For children who can already read on their own, parents can support children by providing new
books or discussing old books that they like (Curby, Rimm-Kaufman, Ponitz, 2009).
Providing literacy activities
To support literacy skills in children, it is necessary to develop an environment that is rich
in literacy. Teachers need to convey to parents a literate-rich environment that can be done by giving
labels or writing to objects that can be reached by children, containers containing tools and play
materials, making printed letters and numbers from playdough, writing words contained in
storybooks (Cadima, Leal, Burchinal, 2010). The summary of strategies that can be done
summaried in Table 1.
Table 1. Stages and Strategies for Language Development
Age
Child Development
Achievement Level
Strategy Media / Games
3 months 1. Crying
2. Shouting
3. Mumble
1. Understanding the type of crying
baby (hungry, uncomfortable, lonely,
sick)
2. Give attention and be near the baby
when the baby woke up (bonding
with the baby)
3. Communication is intertwined with
care (bathing, breastfeeding,
carrying)
4. Train to follow the views of parents
5. Train to follow the sound source
Sound toy
3 - 6 months 1. Pay attention / listen to
what people say
2. Babbling; like ba ba ba)
3. Laugh to people who invite
to communicate
1. Interaction/invite to talk and joke
with family (try with happy or funny
expressions)
2. Playing mirror with mother (seeing
expressions and practicing bubbling)
3. Invite applause and shake hands
4. Calling his name to practice the
child's response
Mirror
6 - 9 months 1. Start mimicking words
consisting of two syllables
2. Respond to the game
"Peekaboo"
1. Play Peek-a-boo
2. Call his name, shake hands, clap, read
a fairy tale.
Toys that contain
sounds
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Age
Child Development
Achievement Level
Strategy Media / Games
9-12 months 1. Express rejection by
shaking his head or crying
2. Point to the desired object
1. Repeatedly mention mama-papa,
brother
2. Practice saying simple syllables
3. Introducing the name of objects
around
Things around are
harmless
12 -18
months
1. Get to know the part/name
of the body
2. Understanding simple
stories
3. Respond to questions with
"Yes or No" answers
4. Say a sentence consisting of
2 words
1. Introduce the names of body parts
2. Tell a simple fairy tale
3. Questions and answers about the
wishes of children
4. Practicing the pronunciation of
children uttering sentences
Puzzle, flashcard,
fairy tale book
18 - 24
Months
1. Get to know and pay
attention to the picture
2. Understanding simple
words from the utterances
that are heard
3. Answering questions with
short sentences
4. Sing a simple song
5. Express the desire with
short sentences
1. Introduce the child to picture books
and picture stories
2. Give commands with simple
sentences
3. Doing questions and answers to
children (simple discussion)
4. Singing with children's songs
Picture books
Matching/puzzle
book
Song video
23 years 1. Playing words/sounds that
are heard and said
repeatedly
2. Memorize some simple
children's songs
3. Understanding simple
stories/tales
4. Understanding simple
commands
5. Use question words
appropriately
6. Use 3 or 4 words
1. Sing a children's song
2. Introducing a thank you note,
3. Practice introducing yourself
4. Give commands to children to do
simple things ( put toys on the table,
take toys from the box
5. Do Question and Answer with
children with the sentence Ask (what,
who, how, why, where) can use
picture books
6. Train children to express requests
using simple sentences (eg I want to
drink water)
Children's song
video
Storybook
Question and
answer/discussion
game
3-4 years 1. Begin to understand the two
commands given together
2. Start expressing your
wishes by saying simple
sentences (6 words)
3. Begin to tell the experience
experienced with a simple
story
1. Give simple commands to children,
for example, take toys on the table and
give them to caregivers or educators
2. Talk to children with long sentences
and train children to answer in full
3. Asking children to talk about what
they do, what they like, why they like
it (question and answer discussion)
4. 4. Ask the child to tell the picture
he or she saw
Picture storybook
Play simulation /
role
4 - 5 years 1. Listen to the words of
others (mother tongue or
other languages)
2. Understand the two
commands given together
3. Understand the story being
read
4. Get to know adjectives
5. Listen to and distinguish
sounds
6. Expressing feelings with
adjectives
7. Express an opinion
8. Retelling stories/fables that
have been heard
1. Introduce the second language to the
child
2. Give commands with complete
sentences combined
3. Viewing animated films/learning
videos
4. Frequently asked questions about the
character traits of the characters
(naughty, stingy, kind, brave, good,
bad, etc.)
5. Introducing sound types and sound
sources (melodious, loud, noisy)
(animal sounds, vehicle sounds)
6. Train children to express their
feelings and tell the character of their
Playgroup
Roleplaying
Film
Interactive media
Puzzle
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Age
Child Development
Achievement Level
Strategy Media / Games
9. Participate in conversations friends (good, happy, naughty, stingy,
kind-hearted, brave, good, ugly, etc.)
7. Train children to express opinions to
others along with the reasons either
agree or disagree
8. Retelling stories/fables that have been
heard
9. Participate in group conversations
both with family members and friends
5-6 years 1. Understand several
commands simultaneously
2. Repeat more complex
sentences
3. Understand the rules in the
game
4. 4. Be happy and
appreciate reading
5. 5. to mention groups of
images that have the same
sound
6. Have a vocabulary, and
recognize symbols to
prepare for the reading,
writing, and counting.
7. Arrange simple sentences
incomplete structure
8. Continue with some of the
stories
1. Give a complete order to be done
2. Repeat more complex sentences
3. Playing with the rules to be obeyed
(playing hide and seek, playing
guessing animal names)
4. Retell the contents of a picture
storybook
5. Mention group of images that have
the same sound
6. Have a vocabulary, and recognize
symbols to prepare for the reading,
writing, and counting (introducing
letters, writing letters).
7. Arrange simple sentences in
complete structure (main sentence-
predicate-description)
8. Continue some of the stories from the
book as well as interpret the contents
of the story
Playgroup
Roleplaying
Film
Interactive media
Puzzle
CONCLUSION
Strategy for developing children's language for 1-2 years old can be done by 1) Mothering,
2) Recasting, 3) Echoing 4) Expanding 5) Labelling. Strategies for developing children's language
for ages 3-6 years 1) Increasing Interaction and Communication with Children 2) Reading aloud, 3)
Involving Children in Storytelling, 4) Providing literacy activities
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