Abstract
The purpose of this research was examined the implementation of writing skill stimulation at TK Negeri Pembina Manahan Surakarta. The research used a qualitative approach with ethnomethodology study. The subject of research were teachers and children aged 5-6 years. The data collecting techniques used interview, observation, and documentation. The techniques for testing the data validity by triangulation of technique and source. The data analysis technique used the interactive data model by Milles and Huberman. The research result showed that TK Negeri Pembina Manahan did the writing skill stimulation through the learning activity based on the Early Childhood Education Curriculum of 2013. The stimulation did through writing activity and writing skill reinforcement activity (drawing, coloring, and cutting). The thematic learning with scientific approach supports the varied writing skill stimulation. These activities are able to support the children’development of writing skill, including: (1) the children are able to grip the pencil; (2) writing the self-name; and (3) writing word and number.  Â
Highlights
The golden age period of childhood is in the age range 0-6 years which is known as the critical period associated with the rapid development of the brain
Prioletta, dan Poliszczuk (2017) suggested that writing-based play activity was influenced by several things, namely, (1) differences in teacher perspectives; (2) a play environment that is rich in written language; (3) adult involvement, and (4) curriculum regulation. This shows that writing skill stimulation is an interrelated effort between learning guidelines and teachers as a model
The purpose of the research was to examined the stimulation of writing skill for children aged 5-6 years at TK Negeri Pembina Manahan Surakarta
Summary
The golden age period of childhood is in the age range 0-6 years which is known as the critical period associated with the rapid development of the brain. Benefits derived from writing activities and mastery of writing skills, include (1) spurring children's creativity, initiative and thinking (2) having the provision of learning readiness for the level of education; and (3) supporting the development of reading skills (Slamet, 2014; Dinehart, 2015; James & Engelhardt, 2012) It shows that proper stimulation produces good results. The implementation through the learning activities with planning that has been organized by the teacher It aims to support the development of children's writing skill according to the age and need of children. Prioletta, dan Poliszczuk (2017) suggested that writing-based play activity was influenced by several things, namely, (1) differences in teacher perspectives; (2) a play environment that is rich in written language; (3) adult involvement, and (4) curriculum regulation This shows that writing skill stimulation is an interrelated effort between learning guidelines and teachers as a model. Children aged 5-6 years who have understood the alphabet can be created by copying words
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