Abstract
Language development activities in daycare are essential because they can increase children's vocabulary. This study aims to determine how the process of implementing children's language development activities in daycare centres. This study uses the qualitative method. The data were collected by observing the language development of children aged 2-4 years at the Twin Course Daycare and interviewing six caregivers there. The study results showed that the implementation of language development in the Twin Course daycare centre was carried out well. It can be seen from how the teacher applies it in daily activities by reading stories, playing games that can stimulate children's language, listening to the radio, dancing, and responding to children. Therefore, research related to the effective implementation of the language development program can be studied further.
Highlights
Language is the ability to communicate with other people, including all ways to communicate, where thoughts and feelings are expressed in symbols and symbols to convey an understanding, such as oral, written, collection, painting, and facial expressions (Depdikbud, 1996)
This study uses a qualitative descriptive approach that focuses on the effects of various factors, giving meaning to social phenomena so that this study aims to determine the implementation of language development activities at the Twin Course Pasaman Barat daycare
AND DISCUSSION The findings in the field regarding the implementation of language development activities at the West Pasaman Twin Course Daycare are as follows: Observation
Summary
Language is the ability to communicate with other people, including all ways to communicate, where thoughts and feelings are expressed in symbols and symbols to convey an understanding, such as oral, written, collection, painting, and facial expressions (Depdikbud, 1996). Ability shows complex and fantastic human so that that language can develop rapidly from an early age. Language development starts from a simple environment through direct empirical practice (Veryawan and Jellysha, 2020). Children can acquire language through the surrounding that controls the stimulation of children to speak. It is a manifestation of human behavior (Haryadi and Zamzani, 1996). Language development is strongly determined by genetic maturity that they believe genetic maturity dramatically determines one's language competence (Purwo, 2015). A new language appears when the child has reached a relatively advanced stage of development, and language experience depends on the set of cognitive development (Ayriza, 2001)
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