Improvement of preschool children’s speech and language skills

Brodin, Jane; Renblad, Karin

doi:10.1080/03004430.2018.1564917

Cited by 45 publications

(28 citation statements)

References 13 publications

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“…Kemampuan membaca permulaan anaka dalah keterampilan dasar anak pada aspek bahasanya yang dijadikan bekal untuk memasuki perkembangan selanjutnya. Dalam membaca permulaan anak dapat mengenal berbagai bunyi huruf dan kata akan menambah pembendaharaan kata, wawasan pada anak, pemahaman terhadap situasi dan kejadian disekitar, dan dalam lingkup perkembangan keaksaraan (Brodin & Renblad, 2019). (Rahadian, Rohanda, & Anwar, 2014) menjelaskan Kemampuan literasi Bahasa anak terutama dalam kemampuan membaca permulaan terdapat beberapa factor yang mempengaruhinya diantaranya adalah: factor fisiologis, intelektual.…”

Section: Pendahuluanunclassified

“…Pembelajaran yang sesuai dengan kebutuhan anak membuat anak tidak merasa terbenani dan merasa sedang tidak membelajarkan sesuatu. (Brodin & Renblad, 2019) menjelaskan salah satu letak kesuksesan anak belajar adalah dengan memposisikan anak dalam situasi dan lingkungan yang kondusif serta ketersediaan model, media serta metode yang sesuai dengan kebutuhan anak. Dengan demikian anak secara cepat menyerap informasi sehingga kegiatan literasi berbahasa membaca permulaan menjadi sesuatu yang meyenangkan bagi anak.…”

Section: %unclassified

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Literasi Berbahasa Indonesia Usia Prasekolah: Ancangan Metode Dia Tampan dalam Membaca Permulaan

Nahdi¹,

Yunitasari²

2019

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Perkembangan literasi berbahasa membaca permulaan anak usia dini merupakan salah satu aspek yang harus dicapai oleh anak dalam perkembangannya. Tujuan dari penelitian ini adalah untuk melihat perkembangan literasi berbahasa membaca permulaan anak usia 5-6 tahun dengan menggunakan metode dia tampan. Penelitian ini menggunakan jenis penelitian kualitatif dengan menggunakan analisis kualitatif deskriptif. Teknik pengumpulan data dengan menggunakan observasi, wawancara dan dokumentasi dengan instrument pengumpulan datanya adalah lembar pedoman wawancara, dan lembar observasi. Teknik analisis data yang digunakan menggunakan analisis deskriptif miles & Hubberman. hasil yang diperoleh dari penerapan metode dia tampan untuk mengembangkan kemampuan literasi Bahasa membaca permulaan anak yang paling dominan adalah masuk ke dalam kriteria” berkembang sesuai harapan”, sedangkan yang paling sedikit kemampuan membaca permulaan anak usia 5-6 tahun adalah kriteria “mulai berkembang”. Faktor pendukung yang mempengaruhi peningkatan ini, dikarenakan proses pembelajaran yang aktif dengan menggunakan strategi dia tampan yang membuat anak serta anak-anak menemukan hal yang baru dan lebih terlihat kesempatan berkomunikasi sesama temannya.

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Section: Pendahuluanunclassified

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Literasi Berbahasa Indonesia Usia Prasekolah: Ancangan Metode Dia Tampan dalam Membaca Permulaan

Nahdi¹,

Yunitasari²

2019

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“…Empowering children's early language skills with the support of parents can make significant contributions to reducing the possible aggressive behavior of these children. On the other hand, studies in the field revealed that education in preschool institutions contributes positively to language development of children (Brodin & Renblad, 2019;Foorman, Anthony, Seals, & Mouzaki, 2002;Olofsson & Niedersøe, 1999;Taner & Başal, 2005;Tunçeli & Zembat, 2018). From this point of view, parents should not only be able to engage in language-based interactions with their children, but also initiate institutional preschool education.…”

Section: Discussionmentioning

confidence: 99%

Early Language Development and Child Aggression

Ersan¹

2020

WJE

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Aggression observed in early childhood is considered to be an important problem. Multiple factors may play a decisive role in children’s aggressive behaviors. The aim of this study was to examine whether the receptive and expressive language skills of preschool children (39-75 months-old) had predictive role on the levels of physical and relational aggression. The sample of the present study consists of 109 preschool children (47 girls and 62 boys). The language development levels of children in the sample were evaluated by TEDIL (Turkish Early Language Development Test) and their aggression levels were evaluated via Preschool Social Behavior Scale which were filled by their teachers. Pearson product moment correlation coefficient and stepwise regression analysis were used to analyze the data. According to the findings of the study, there was a significant and negative relationship between children’s receptive and expressive language skills and physical and relational aggression levels. The results of regression analysis revealed that physical aggression was negatively and significantly predicted by expressive language skills. In addition, relational aggression is negatively and significantly predicted by both receptive and expressive language skills. The increase in children's language skills significantly explains the decrease in physical and relational aggressive behaviors. The relationship between language skills and aggressive behaviors of Turkish preschool children was examined for the first time in this study. It is thought that the present study will contribute to the literature since it reveals the current situation in terms of the relationships between children's language skills and aggression levels and provide opportunities to make comparisons with the results of international studies.

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“…Penguasaan kosakata dapat memengaruhi keterampilan berbahasa seseorang, begitu juga dengan kemampuan seseorang menggunakan dan mempelajari bahasa banyak dipengaruhi oleh kosakata yang dimilik (Brodin & Renblad, 2019;Menyuk & Brisk, 2005). Bahasa dapat berfungsi kepada seseorang apabila keterampilan berbahasa seseorang meningkat.…”

Section: Pendahuluanunclassified

Permainan Kuda Bisik Untuk Meningkatkan Kemampuan Pembendaharaan Kosakata Anak Usia 5-6 Tahun

Ilhami¹,

Fitri²,

Ramdhani³

2019

Cakrawala Dini

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This research aims to see results of the development of the Kuda Bisik traditional game to improve the vocabulary of children in group B. The type of development used is to adapt development type of borg gall which has been simplified into 3 main stages namely; needs analysis; product design; and product trials. test subjects using 10 children in limited trials and 22 children from 2 schools with name Ummi Adniyah Pancor Kindergarten and Hamzanwadi Pancor Kindergarten. Data collection techniques used were observation; tests and documentation with instruments used observation sheets; product validation sheet; and test. The analysis technique uses the percentage of test results of learning outcomes with a classical success rate of 75%. The results of his research are in the initial trials of the product in the form of a Kuda Bisik media game well implemented. while the initial field of the 22 samples used from the two schools described the results of observations of the use of Kuda Bisik products to increase vocabulary of children, which began to develop as expected (BSH) by 7 people or with a percentage of 32% and 15 children or 62% is very well developed (BSB), and learning outcomes tests found 8 children or 36% developed as expected, and 14 children or 64% of children developed so well that the Kuda Bisik product was able to improve the vocabulary children age 5-6 years old

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Improvement of preschool children’s speech and language skills

Cited by 45 publications

References 13 publications

Literasi Berbahasa Indonesia Usia Prasekolah: Ancangan Metode Dia Tampan dalam Membaca Permulaan

Literasi Berbahasa Indonesia Usia Prasekolah: Ancangan Metode Dia Tampan dalam Membaca Permulaan

Early Language Development and Child Aggression

Permainan Kuda Bisik Untuk Meningkatkan Kemampuan Pembendaharaan Kosakata Anak Usia 5-6 Tahun

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