Pemanfaatan Pengalaman Bahasa Anak Dalam Pengembangan Literasi
| Main Author: | Widuroyekti, Barokah |
|---|---|
| Format: | Article PeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
FKIP UT
, 2013
|
| Subjects: | |
| Online Access: |
http://repository.ut.ac.id/8575/1/19-L0050.pdf http://repository.ut.ac.id/8575/ |
Daftar Isi:
- In the writing culture era, the literacy skills have an important function in all aspects of life, especially in meeting the demands of continuous learning. The literacy skills should be developed at early childhood by developing pre - reading skills as preparation for formal learning to read-write. Early childhood teacher's role is to create conditions that allow the child to the exploration and discovery to internalize language reading and writing skills . Developing literacy for young children must consider child’s language developmental aspects and learning principles in accordance with the characteristics of children in early childhood, such as being contextual and meaningful. Whole language philosophy, who view language as a whole and put the child at the center of learning , can be a reference for teachers in developing early childhood literacy. Language Experience Approach (LEA) can be considered as a learning approach which refers to the whole language philosophy that uses child’s language experience as learning materials so that learning cannot separated from the context, and should be meaningful for children. As a guide for teachers to develop early childhood literacy by using the child experience learning materials, a learning model is needed. In the model development , learning activities are designed by considering the principle of playing while learning . Activities in this learning model are: reading a pictures, singing , cooking together , and watching animals . This learning model gives children the possibility to experiment their language and significantly develop their vocabularies. Meanwhile, the components of the learning model are: the level of achievement of development, purpose, indicators, materials, media, time, activity, and assessment.