Strategi Guru dalam Pengembangan Literasi Awal Anak Usia Dini

IF 2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Research Pub Date : 2023-09-25 DOI:10.56436/jer.v2i1.218

Siti Aisyah, M. Musa

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引用次数: 0

Abstract

This article reveals teacher strategies in developing early childhood literacy. This article originates from descriptive qualitative research. The results of the research show that the strategy used by teachers is learning strategies through singing and learning strategies through telling stories. The obstacles faced by teachers in developing early literacy are limited learning tools and media and lack of participation from parents. The teacher's effort to overcome the lack of parental participation is that every time the teacher reports are distributed, the teacher invites parents to come to school to discuss children's growth and development and provide an explanation of the importance of early literacy. The lack of literacy learning media and tools means that teachers have to be creative in creating literacy learning strategies, such as carrying out song activities, imitating the shapes of the letters of the alphabet, and creating literacy lessons using fun educational games. Artikel ini mengungkap strategi guru dalam pengembangan literasi awal anak usia dini. Artikel ini berasal dari penelitian kualitatif deskriptif. Hasil penelitian menunjukkan bahwa strategi yang digunakan guru adalah dengan melakukan strategi belajar melalui bernyanyi dan strategi belajar melalui bercerita. Kendala yang dihadapi guru dalam mengembangkan literasi awal adalah keterbatasan alat dan media pembelajaran dan kurangnya partisipasi dari orang tua. Upaya guru dalam mengatasi kurangnya partisipasti orang tua yaitu setiap pembagian rapor guru mengundang orangtua murid untuk hadir ke sekolah dalam rangka membahas tumbuh kembang anak serta memberikan penjelasan mengenai pentingnya literasi awal. Kurangnya media dan alat pembelajaran literasi membuat guru harus kreatif menciptakan sebuah strategi pembelajaran literasi, seperti melakukan kegiatan gerak lagu, menirukan bentuk huruf abjad, dan membuat pembelajaran literasi dengan menggunakan alat permainan edukatif yang menyenangkan.

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幼儿早期识字发展中的教师策略

本文揭示了教师发展幼儿读写能力的策略。本文源自描述性定性研究。研究结果表明，教师使用的策略是通过唱歌学习策略和通过讲故事学习策略。教师在培养幼儿识字能力方面面临的障碍是学习工具和媒体有限以及家长参与不足。为了克服家长参与不足的问题，教师的做法是，每次分发教师报告时，教师都会邀请家长来校讨论儿童的成长和发展，并解释早期识字的重要性。识字学习媒体和工具的缺乏，意味着教师必须创造性地创设识字学习策略，如开展歌曲活动、模仿字母形状、利用有趣的教育游戏创设识字课程等。本文揭示了教师在幼儿早期识字发展中的策略。本文来自描述性定性研究。研究结果表明，教师使用的策略是通过唱歌学习和通过讲故事学习。教师在早期识字发展中面临的障碍是学习工具和媒体有限，以及缺乏家长的参与。教师在克服家长参与不足方面所做的努力是，每次发放成绩单时，教师都会邀请家长来校讨论儿童发展问题，并解释早期识字的重要性。识字学习媒体和工具的缺乏意味着教师必须创造性地制定识字学习策略，如开展歌谣动作活动、模仿字母形状、利用有趣的教育游戏进行识字学习等。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.50

自引率

0.00%

发文量

期刊介绍： The Journal of Educational Research is a well-known and respected periodical that reaches an international audience of educators and others concerned with cutting-edge theories and proposals. For more than 100 years, the journal has contributed to the advancement of educational practice in elementary and secondary schools by judicious study of the latest trends, examination of new procedures, evaluation of traditional practices, and replication of previous research for validation. The journal is an invaluable resource for teachers, counselors, supervisors, administrators, curriculum planners, and educational researchers as they consider the structure of tomorrow''s curricula. Special issues examine major education issues in depth. Topics of recent themes include methodology, motivation, and literacy. The Journal of Educational Research publishes manuscripts that describe or synthesize research of direct relevance to educational practice in elementary and secondary schools, pre-K–12. Special consideration is given to articles that focus on variables that can be manipulated in educational settings. Although the JER does not publish validation studies, the Editors welcome many varieties of research--experiments, evaluations, ethnographies, narrative research, replications, and so forth.