Teacher's Perception of Early Writing as a Readiness Skill in Kindergarten

Gustiana Yuantini, Yuni Dwi Suryani

Abstract


Early writing readiness is one of the basic abilities needed in preparation for elementary school. This study aims to obtain the perceptions of teachers regarding early writing readiness in kindergarten. This research was conducted through a survey to support the development of learning media products with a sample of 26 kindergarten teachers in Rengas Village. The results showed that most teachers used the assignment method of 38.4%, the lecture method of 34.6% the demonstration method of 23.1%. Then the greatest percentage of 42.3% is the perception of teachers using children's worksheet media, and also the largest percentage of teachers' perceptions using writing learning resources in the form of pencils or crayons by 50%, An analysis of learning activities at the beginning of class writing it is known that the largest percentage of 61.5% of activities carried out by playing. Based on the results of the survey above, the researcher saw that optimization of children's writing skills was still needed by the way the teacher made preparations including the selection of strategies, methods, and learning media to be used. Writing activities carried out in a fun way not only make children skilled in writing, but children will be interested and happy while writing.

Keywords


Teacher’s Perception, Early Writing, Readiness Skill, Kindergarten

Full Text:

PDF

References


Auger, A., Farkas, G., & Burchinal, M. R. (2014). Preschool Center Care Quality Effects on Academic Achievement: An Instrumental Variables Analysis. Developmental Psychology, 50(12), 2559–2571.

Baker, C. N., Tichovolsky, M. H., Kupersmidt, J. B., Voegler-Lee, M. E., & Arnold, D. H. (2015). Teacher (Mis)Perceptions Of Preschoolers’ Academic Skills: Predictors And Associations With Longitudinal Outcomes. Journal Of Educational Psychology, 107, 805-820.

Beaty, J. J. (2013). Observasi Perkembangan Anak Usia Dini (Ketujuh ed.). Jakarta: Kencana Prenadamedia Group.

Bingham, G. E., Quinn, M. F., & Gerde, H. K. (2017). Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills. Early Childhood Research Quarterly, 39, 35-46. doi:https://doi.org/10.1016/j.ecresq.2017.01.002

Brewer, J. A. (2007). Introduction To Early Childhood Education: Preschool Through Primary Grades. United States of America: Pearson Education, Inc.

Browne, A. (2007). Teaching and Learning Communication, Language And Literacy (First ed.). British: Paul Chapman Educational Publishing.

Bruce, T., & Spratt, J. (2013). Essentials Of Literacy From 0-7: A Whole-Child Approach To Communication, Language And Literacy: Sage.

Campbell, K., Chen, Y.-J., Shenoy, S., & Cunningham, A. E. (2019). Preschool children’s early writing: repeated measures reveal growing but variable trajectories. Reading Writing, 32(4), 939-961.

Carr, R. C., Mokrova, I. L., Vernon-Feagans, L., & Burchinal, M. R. (2019). Cumulative classroom quality during pre-kindergarten and kindergarten and children’s language, literacy, and mathematics skills. Early Childhood Research Quarterly, 47, 218-228.

Cetin, O. S. (2015). A Study On Preschool Childrens Name Writing And Writing Readiness Skills. Educational Research Reviews, 10(5), 512-522.

Cunningham, D. D. (2010). Relating Preschool Quality To Children’s Literacy Development. Early Childhood Education Journal, 37, 501–507.

Curtis, A. (2002). A curriculum for The Pre-School Child Learning to Learn (Second ed.). United States: Taylor & Francis.

Dennis, L. R., & Votteler, N. K. (2013). Preschool Teachers And Children’s Emergent Writing: Supporting Diverse Learners. Early Childhood Education Journal, 41(6), 439-446. doi:https://doi.org/10.1007/s10643-012-0563-4

Dhieni, N., Fridani, L., Muis, A., Yarmi, G., & Wulan, S. (2013). Metode pengembangan bahasa (Pertama ed.). Tanggerang Selatan: Universitas Terbuka.

Diamond, K. E., & Baroody, A. E. (2013). Associations Among Name Writing And Alphabetic Skills In Prekindergarten And Kindergarten Children At Risk Of School Failure. Journal of Early Intervention, 35(1), 20-39. doi:https://doi.org/10.1177%2F1053815113499611

Falconer, L. (2010). Encouraging Preschoolers’ Early Writing Efforts. Exchange.

Fenech, M., & Wilkins, D. P. J. T. A. E. R. (2017). Representations Of Childcare In The Australian Print Media: An Exploratory Corpus-Assisted Discourse Analysis. The Australian Educational Researcher, 44(2), 161-190. doi:https://doi.org/10.1007/s13384-016-0225-4

Fisher, C. J., & Terry, C. (1990). Children's Language And The Language Arts. United States of America: Allyn and Bacon.

Gerde, H. K., Skibbe, L. E., Wright, T. S., & Douglas, S. N. (2019). Evaluation of Head Start Curricula for Standards-Based Writing Instruction. Early Childhood Education Journal, 47(1), 97-105. doi:https://doi.org/10.1007/s10643-018-0906-x

Graue, E. (2010). The Answer Is Readiness-Now What Is The Question? Early Education Development, 17(1), 43-56. doi:https://doi.org/10.1207/s15566935eed1701_3

Ihmeideh, F. (2015). The Impact Of Dramatic Play Centre On Promoting The Development Of Children's Early Writing Skills. European Early Childhood Education Research Journal, 23(2), 250-263. doi:https://doi.org/10.1080/1350293X.2014.970848

Jackman, H. L. (2012). Early Education Curiculum: A Child’s Connection To The World, International Edition (Fifth ed.). United State of America: Wadsworth Cengage Learning.

Jalongo, M. R. (2007). Early Childhood Language Arts. United State of America: Pearson Education, Inc.

Kirk, E. W., & Clark, P. (2016). Beginning With Names: Using Children's Names To Facilitate Early Literacy Learning. Childhood Education, 81(3), 139-144. doi:https://doi.org/10.1080/00094056.2005.10522257

KPPPA. (2018). Profil Anak Indonesia 2018. Retrieved from Jakarta: https://www.kemenpppa.go.id/lib/uploads/list/74d38-buku-pai-2018.pdf

Machado, J. M. (2016). Early childhood experiences in language arts: Early literacy (Eleventh ed.). Canada: Cengage Learning.

Marbina, L., Church, A., & Tayler, C. (2011). Victorian early years learning and development framework: Evidence paper: Practice principle 6: Integrated teaching and learning approaches.

Morrow, L. M. (2007). Literacy Development In The Early Years (Second ed.). United State of America: Allyn & Bacon.

Moses, A. M., Golos, D. B., & Bennett, C. M. (2015). An Alternative Approach To Early Literacy: The Effects of ASL In Educational Media On Literacy Skills Acquisition For Hearing Children. Early Childhood Education Journal, 43(6), 485-494. doi:https://doi.org/10.1007/s10643-015-0690-9

Nye, J. A., & Sood, D. (2018). Teachers’ perceptions of needs and supports for handwriting instruction in kindergarten. The Open Journal of Occupational Therapy, 6(2), 6.

Papalia, D. E., Olds, S. W., & Feldman, R. D. (2007). Human development: McGraw-Hill.

Piaget, J. (2010). The Psychology Of Child (M. Jannah, Trans.). Yogyakarta: Pustaka Pelajar.

Puranik, C. S., Lonigan, C. J., & Kim, Y.-S. (2011). Contributions Of Emergent Literacy Skills To Name Writing, Letter Writing, And Spelling In Preschool Children. Early Childhood Research Quarterly, 26(4), 465-474. doi:https://doi.org/10.1016/j.ecresq.2011.03.002

Quinn, M. F., Gerde, H. K., & Bingham, G. E. (2016). Help Me Where I Am: Scaffolding Writing in Preschool Classrooms. The Reading Teacher, 70(03). doi:10.1002/trtr.1512

Ray, K., & Smith, M. C. (2010). The Kindergarten Child: What Teachers And Administrators Need To Know To Promote Academic Success In All Children. Early Childhood Education Journal, 38(1), 5-18.

Tassoni, P., & Hucker, K. (2005). Planning play and the early years. Oxford: Heinemann.

Thompson, M. J. (2019). An Interpretative Phenomenological Analysis of Urban Pennsylvania Kindergarten Teacher Beliefs and Experiences with Play as a Developmentally Appropriate Practice. (Doctoral Dissertation), Northcentral University, ProQuest.

Wasik, B. A., & Hindman, A. H. (2011). Improving Vocabulary And Pre-Literacy Skills Of At-Risk Preschoolers Through Teacher Professional Development. Journal Of Educational Psychology, 103(2), 455-469.

Wulansuci, G., & Kurniati, E. (2019). Pembelajaran Calistung (Membaca, Menulis, Berhitung) Dengan Resiko Terjadinya Stress Akademik Pada Anak Usia Dini. Tunas Siliwangi: Jurnal Program Studi Pendidikan Guru PAUD STKIP Siliwangi Bandung, 5(1), 38-44.

Zhang, C., Hur, J., Diamond, K. E., & Powell, D. (2015). Classroom Writing Environments And Children’s Early Writing Skills: An Observational Study In Head Start Classrooms. Early Childhood Education Journal, 43(4), 307-315. doi:https://doi.org/10.1007/s10643-014-0655-4




DOI: http://dx.doi.org/10.21043/thufula.v10i2.17457

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

  http://journal.stainkudus.ac.id/indexing/17.jpg http://journal.stainkudus.ac.id/indexing/19.jpg

 

Lisensi Creative Commons
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi 4.0 Internasional