Language Skills In Early Childhood Research Articles

The Role of Folklore in Building Character and Early Childhood Language Skills

This study explores the role of folklore in shaping the character and language skills of early childhood learners. Folklore, rich in cultural values and moral lessons, serves as an effective medium for instilling virtues such as empathy, respect, and responsibility in young children. Through storytelling, children not only engage with the narratives but also enhance their linguistic abilities, including vocabulary acquisition, comprehension, and narrative skills. The research employs a qualitative approach, gathering data through observations, interviews with educators, and analyses of children's responses during storytelling sessions. The findings indicate that incorporating folklore into early education significantly promotes moral development and language proficiency among children. Furthermore, it highlights the necessity of integrating cultural narratives into educational practices to foster a holistic learning environment. The study underscores the importance of folklore as a vital tool for educators in nurturing the character and language skills of young learners, ultimately contributing to their overall development

Good Practices in using Instructional Images to Enhance Young Children's Linguistic Skills from the Viewpoint of Language Education Experts

The increasing emphasis on improving early childhood language education necessitates a deeper exploration of effective pedagogical tools, particularly visual aids. This study aims to examine the perspectives of language education specialists regarding best practices for employing images to enhance language development in early childhood settings. A targeted sample of 33 experts in language teaching, all working in early childhood education institutions in northern Jordan, was selected for the study. Qualitative research methodology was adopted, utilizing semi-structured interviews and grounded theory for data analysis. The findings identified a series of best practices for the use of instructional images to foster language development in young learners. Key practices included avoiding overly explicit interpretations of images by teachers, cultivating teachers’ confidence in children’s ability to interpret and engage with images independently, providing immediate feedback after children view images, allowing ample opportunities for children to articulate their interpretations of image content, ensuring clear and visible image presentation, selecting images that resonate with children’s real-life experiences, and accommodating individual differences among children. Based on these results, the study put forth several recommendations aimed at enhancing language acquisition through the strategic use of visual aids. The research highlights the critical role of creating a learning environment that effectively integrates images as a tool for promoting language skills in early childhood, encouraging a more interactive and engaging approach to language education.

The Effect of Wordwall Media on Early Childhood Language Skills at TKIT Al-Kaukaba

The purpose of the research is to determine the influence of wordwall media on early childhood language skills in TKIT Al-Kaukaba. This study uses a quantitative approach using a quasi-experimental method using a Nonequivalent control group design. In this study, the population taken was all children of group B TKIT Al-Kaukaba totaling 30 students. The sampling technique in this study is total sampling, while the samples taken are TKIT Al-Kaukaba students with B1 group students of 15 children as the experimental group and B2 group of 15 children as the control class. The instrument in this study is an observation sheet of children's language skills. The data analysis technique using the mean difference test for two paired samples (unpaired sample t-test) was carried out to assess the data using SPSS software. The results of the study showed that there was a difference in the level of children's language proficiency between children who obtained the wordwall method compared to students who did not obtain the wordwall method

Penerapan Pembelajaran Bilingual pada Anak Usia Dini di Desa Kabuna Haliwen Atambua, Nusa Tenggara Timur

In general, people in the world today have bilingualism to communicate. Without language, a person will not be able to communicate with others. So this language skill must be developed since children are at an early age. Language development begins in infancy and relies on its role in experience, mastery and language growth. Children learn language since infancy where before learning to speak they communicate through crying, smiling and body movements. Learning language is very crucial at the age of before six years. Therefore, early childhood education is a very important vehicle in developing children's language so that this condition can facilitate the development of language skills in early childhood. This study aims to identify the application of bilingual learning in early childhood in the village of Kabuna Haliwen Atambua, East Nusa Tenggara. The design of this study is quantitative with a pre and post control approach. 12 early childhood children in Kabuna Haliwen Atambua Village, East Nusa Tenggara. The largest number of early childhood children is 6 years old, 5 people, 3 people, and 4 years old. gender is male, 7 people and female, 5 people. The Implementation of Bilingual Learning in Early Childhood has increased by 37% from an average of 60% to 97%. The implementation of bilingual learning in early childhood is very important to be implemented in everyday life. Implement the Implementation of Bilingual Learning through simulation activities. Become evidence in the development of English language science, especially in improving the Implementation of Bilingual Learning in Early Childhood.

STUDI LITERATUR PERKEMBANGAN KEMAMPUAN BAHASA ANAK USIA 4-6 TAHUN BERCERITA

The primary objective of this research is to delineate the language capabilities of children using storytelling techniques. The investigation is prompted by the widespread difficulty children face in achieving proficient language skills. Inadequate language teaching methods for children have resulted in diminished interest in their linguistic progress. To address this issue, effective learning models tailored to individual needs need to be implemented. This study employs a literature review approach, scrutinizing various sources such as books, articles, and journals. The results emphasize the effectiveness of storytelling in augmenting language development in children. Storytelling is not only effective in fostering enjoyment during listening sessions but also in facilitating children to narrate their own stories. This conclusion is corroborated by a comprehensive analysis of relevant research findings, highlighting storytelling as a crucial strategy for improving language skills in early childhood. Keywords: Language Storytelling, Early Childhood

KACA: Educational Tutorial Video-Based Games to Stimulate Early Childhood Language Skills

KACA: Educational Tutorial Video-Based Games to Stimulate Early Childhood Language Skills

Implementation of Milleu Teaching: Improving Receptive and Expressive Language Skills in Early Childhood with Language Delay

Implementation of Milleu Teaching: Improving Receptive and Expressive Language Skills in Early Childhood with Language Delay

Total Physical Response Approach In Language Skills Development In Early Childhood

Language is one of the most important developments in early childhood. Language is used to communicate with others. However, the language learned is not only the mother tongue, but also a foreign language. The development of language skills in early childhood requires the right approach in its implementation so that children easily recognize vocabulary. One approach used is Total Physical Response, where the method uses coordination of commands, speech, and motion so that all aspects of child development can be optimal. The purpose of this study is to describe the Total Physical Response approach in the development of language skills in early childhood. The research method used is qualitative descriptive type. The result of this study is the Total Physical Response approach includes several children's learning styles including visual, auditory, and kinesthetic or physical motion with various elements.

Peningkatan Kemampuan Berbahasa Anak Usia 4-5 Tahun Menggunakan Media Video Animasi di Kelompok Bermain Sriwijaya Sadar Sriwijaya

The research aims to understand how educators use animation media to improve early childhood language skills and its impact during learning. The research method was carried out using classroom action research techniques at KOBER SRIWIJAYA in Bandar Sribhawono District. The research results showed that instructor training in utilizing animation media was not fully effective in Cycle I, so further action was needed in Cycle II. Cycle I got a score of 3.22 categorized as "Good", then in Cycle II there was an impressive improvement, especially getting a score of 3.66 with a classification of "very good". It is hoped that the animation media chosen as a medium to improve language skills will continue to develop. Based on Cycle I, the criteria score was 52.08% with the statement starting to develop (MB), so efforts are needed in Cycle II. In cycle II, the criteria score increased by 78.75% with the description of very well developed (BSB) and the criteria for using animation media to improve children's language skills were categorized as successful.

Improving Early Childhood Language Skills by Telling Stories Using Finger Puppets: A Classroom Action Research

Improving Early Childhood Language Skills by Telling Stories Using Finger Puppets: A Classroom Action Research

Warna Bahasa Anak dan Peran Serta Lingkungan dalam Perkembangannya

Humans are inherently social beings who use language as a primary means of com­munication to fulfill their social needs. The development of language skills occurs most rapidly from infancy through early childhood, a phase marked by unique linguistic phenomena that, while seemingly unnatural to adults, are logical to children. This study explores the distinctive characteristics of language development during these crucial phases and examines the role of the environment, particularly the family, in this process. Utilizing qualitative descriptive methods, the research analyzes the interac­tions between children and their surroundings, with a specific focus on the family's influence. The findings reveal that the rapid development of language skills in early childhood is significantly influenced by the immediate social environment, with parents serving as the primary language models. The study highlights the considerable impact of parental involvement and family structure on children's language acquisition. The quality of interaction between parents and children and the overall family dynamics play a crucial role in shaping children's linguistic abilities. Moreover, the study under­scores that an understanding of the distinctive characteristics of early language development and recognition of the pivotal role of families can inform more effective strategies to support language growth in young children. The results emphasize the necessity of a supportive and interactive family environment to optimize language acquisition during these formative years. In conclusion, this research demonstrates that parental involvement, family structure, and quality interactions are essential in fostering early language development. Recognizing these factors can help in designing interventions and support systems aimed at enhancing language acquisition and ensuring that children develop robust communication skills that will benefit them throughout their lives.

Examining linguistic and discourse features in oral text production and their dimensionality

Examining the dimensionality of oral discourse language skills in early childhood is crucial in informing theories of language and literacy development. This study examined the factor structure of linguistic and discourse features in oral text production for second graders. A total of 330 English-speaking second graders ( Mage = 7.33, 53% boys, 55% White) described three pictures in two discourse conditions. Children’s picture descriptions were transcribed verbatim and coded for a total of nine linguistic (e.g. elaborated noun phrase, clausal density) and discourse features (e.g. proper character introduction, perspective taking). Results from confirmatory factor analysis showed that a two-factor structure consisting of linguistic and discourse features factors provided the best fit to the data. Findings suggested that various linguistic and discourse features in oral text production can be best described as having two related but distinct factors.

LANGUAGE DEVELOPMENT OF EARLY CHILDREN THROUGH STORYTELLING METHODS IN NU 01 YOSOWILANGUN MUSLIMAT KINDERGARTEN

Language development (linguistics) is a child’s development in acquiring words effectively, both spoken and written. Children’s language development from an early age through the story telling method applied at the Muslimat NU 01 Yosowilangun kindegarteen aim to broaden horizon and knowledge as well as as communication tool and help children to interact well wih their sosial environment. The story telling method is an effort to develop language skills in early childhood. So the reasercher raised the problem of how children ‘s language development occour aften an early age through the story telling method at Muslimat NU 01 Yosowilangun Kindegarteen. To answer the research problem, a qualitative descriptive type of research was used. The research subject were teacher and student. The data collection technique were observation, interview, and docomentation. The result of reaserch are the development of story telling methode has been developed for children language development from an early age. In implementation the teacher has optimally used the story telling methode. Qualitative data analysis is inductive in nature namely an analysis based on the data obtained, then developed. The data revealed that out of 10 children, 3 children (20%), were included in the BSB (according to expextation) category, 1 children (6%) was included in the MB (developing) category, and no one children in the BB (not yet developing) showing that 94% of children’s language skills are in very good categoryand developing as expected

Implementasi Metode Cerita dalam Meningkatkan Kemampuan Berbahasa Anak Usia Dini

This article explores the ways in which teachers develop young children’s language skills. An overview of early childhood language skills, the implementation of the story method in learning and the implication of the story method on children’s language skill are analysed in depth. Using qualitative description, this study obtained data through observation, interviews, and documentation. This is done systematically to allow data collection in this qualitative research could explain what has been observed. The result of this study indicated that the use of the story method or storytelling in improving early childhood language skills in the learning process is carried out by teachers systematically. Therefore, not only early childhood language skills are improved, but also social interaction. The active involvement of early childhood in learning is a benefit that could be perceived by the parents of learners. The consideration of digital media in the story method is a concept that needs to be explored specifically in order to make the implementation of learning methods more diverse and further improve early childhood abilities.

Implementasi Media Pembelajaran Play With English Dalam Pengenalan Bahasa Inggris Bagi Anak Usia Dini

This research is motivated by the lack of learning media that can be used to improve language skills in early childhood, and also describes how the application of Play With English learning media in the introduction of English for early childhood. The purpose of this research is to find out and analyse the educational game Play With English and the use of this game to introduce English to early childhood. The theories used in this paper are exposure to learning media, play theory, and the concept of language development. The research method used is descriptive by describing the results of interviews, observations, and documentation studies in the field. The results of data analysis show that interactive learning media in English learning can be in the form of computer-operated media. The content of this learning media is the introduction of simple words in English in the form of animal and fruit recognition. An attractive display accompanied by animal sounds can make children interested and like this media. Play With English is an interactive learning media that can help children in understanding English learning because this media has an attractive design and is easy to use and there is an evaluation in this media. Children can learn English by using interesting learning media while playing.

Upaya Meningkatkan Kemampuan Pemahaman Bahasa dengan Menggunakan Media Kartu Kata Bergambar pada Siswa di TK Al-Zaenab Jambangan Surabaya

The ability of early childhood language comprehension is an essential aspect of their cognitive development. This research aims to enhance the language comprehension skills of students at TK Al-Alzaenab Jambangan Surabaya through the implementation of picture card media. The method used is classroom action research (CAR), involving active participation of students in each stage of the learning activities. This research employs a qualitative approach by collecting data through observation, interviews, and documentation. Data analysis used data reduction, data display, and generalization. The research results show a significant improvement in students' language comprehension skills after using the picture card media. This indicates that the media is effective in enhancing language skills in early childhood. The implications of this research can be used as a reference for teachers and educational institutions in designing engaging and effective learning strategies to improve the language comprehension skills of kindergarten children.

Multimedia-Based Storytelling Learning Media Effectivity For Early Childhood’s Expressive Language Skill Development

The objective of this study is to evaluate the effectiveness of multimedia-based storytelling learning media in improving early childhood expressive language skills within the context of Early Childhood. This study used a quantitative approach, with pre-experimental research method using a one-group, pre- and post-test design. There were 50 children in the population, and there were 34 children in the sample. Data collection using observation, questionnaires and documentation. Using paired-sample t-tests to test hypotheses. The results indicated that Ha was approved, indicating that there was a 19.27% increase in the children’s expressive language skill. Before and after treatment, there was an average difference in the expressive language capabilities of children. This demonstrates that multimedia-based learning media is effective at enhancing the expressive language skills of children. The study concludes that multimedia-based storytelling learning media is an effective tool for improving expressive language skills in early childhood.

Pengaruh Media Busy Book Terhadap Kemampuan Bahasa pada Anak Usia Dini di TK ALIF MEDAN HELVETIA Tahun 2022

According to the World Health Organization (WHO) in 2019, language development disorders worldwide had a fairly high incidence of 27.5%. In 2020, the Indonesian Ministry of Health reported that 0.4 million (16%) of Indonesian toddlers experienced developmental disorders. One of the problems in early childhood is language development disorders. Impaired speech and language development in children will result in impaired reading ability, verbal ability, behavior, psychosocial adjustment and poor academic ability. Efforts are needed to hone children's language skills by using interesting and fun methods and media to attract children's attention. The aim of this research is to determine the effect of busy books on the language skills of early childhood at Kindergarten Alif Medan Helvetia. The type of research used is pre-experimental design with a one group pretest-post test design. The sampling technique used the Slovin formula to obtain a sample size of 37 respondents in this research. The results of the study showed that the characteristics of the respondents were mostly female children (62.2%) and children aged 5 years (51.4%). Frequency distribution based on early childhood language abilities before being given busy book media (86.5%), while early childhood language abilities after being given busy book media (97.3%). There is a significant influence on the provision of busy book media on the language skills of early childhood at Kindergarten Alif Medan Helvetia in 2022 with p-value = 0.000 (p<0.05). It is hoped that schools and parents can use busy books as a learning tool to develop early childhood language skills.

The Effectiveness of Interactive Reading Models in Improving Early Students Language Skills

This study aims to examine the effectiveness of interactive reading models in improving early childhood receptive and productive language skills. The interactive reading model used in this study consists of the traditional, the attention-focused, and the mind-map interactive reading models. This study used an experimental research method with a pre-posttest design. The sample in this study was 500 participants, with a composition of 150 people each in the traditional, focused attention, mind-map methods, with an age range of 4-6 years from 5 early childhood education schools. The results showed that the three interactive reading models had the same effect and there was no significant difference in the contribution of the three models. It was noted that the three interactive reading models significantly improve early childhood language skills. This improvement was noted in the child's receptive vocabulary, reading, storytelling and listening abilities. The strategies used in the interactive reading model pay attention to several aspects, including semantics and word repetition. The semantic aspect makes students motivated to classify meanings that make students able to gain a lot of new vocabulary mastery. This strategy is carried out in every vocabulary teaching. From the result, it was concluded that the three interactive reading models contribute significantly to reading ability. This implied that combining reading models in improving early childhood language skills is effective over the other strategies.

Busy Book for Improving Students' Language Skills

Education for early childhood is a very important educational stage for a child because various developments are taking place, including language development. To optimize children's language development, appropriate learning media is needed, one of which is the busy book. This is a qualitative descriptive research doing library research which aims to describe busy books as learning media to stimulate early childhood language skills. In this study, writer collected data from various research journals and books related to busy books and early childhood education. Research results from various journals show that busy books can stimulate children to recognize symbols and letter sounds, assemble letters into words, and assemble words into meaningful sentences; activities in the busy book can improve speaking skills by mentioning and telling the pictures in the busy book. This study shows that busy books can be used as learning media to stimulate early childhood language skills.