UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :article
Subject :GE Environmental Sciences
LC Special aspects of education
Main Author :Nur Aqidah Roslan
Additional Authors :Zainiah Mohamed Isa
Title :Hubungan antara amalan penggunaan cetakan persekitaran dengan pengecaman nama dalam kalangan kanak-kanak berumur tiga tahun
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2022
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Full Text :Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris
Kajian ini dijalankan bagi mengenal pasti hubungan amalan penggunaan cetakan persekitaran di dalam kelas oleh guru taska dengan pengecaman nama dalam kalangan kanak-kanak berumur tiga tahun. Reka bentuk kajian adalah kajian tinjauan yang menggunakan borang soal selidik secara dalam talian (Google Form). Persampelan rawak mudah digunakan dengan melibatkan kesemua ahli bagi konteks kajian kerana saiz populasi tidak begitu besar. Sampel yang terlibat dalam kajian ini adalah 120 orang guru taska agensi kerajaan di Perak. Analisis data adalah melibatkan ujian min bagi mengetahui tahap amalan penggunaan cetakan persekitaran dan tahap pengecaman nama dalam kalangan kanak-kanak berumur tiga tahun. Manakala ujian kolerasi Pearson dilakukan bagi mengenal pasti hubungan antara dua pemboleh ubah tersebut. Dapatan kajian menunjukkan tahap amalan penggunaan cetakan persekitaran berada pada aras yang rendah (min=2.27). Kajian ini juga mengenal pasti bahawa tahap pengecaman nama dalam kalangan kanak-kanak berumur tiga tahun berada pada tahap yang rendah (min=1.82). Berdasarkan nilai pekali korelasi Pearson (r), iaitu r = .145, ini menunjukkan bahawa wujud hubungan yang lemah antara amalan penggunaan cetakan persekitaran di dalam kelas oleh guru taska dengan pengecaman nama dalam kalangan kanak-kanak berumur tiga tahun. Kesimpulannya, kajian ini memberi pengetahuan dan kesedaran tentang pengaruh amalan penggunaan cetakan persekitaran di dalam kelas oleh guru terhadap pengecaman nama kanak-kanak. Oleh itu dicadangkan supaya Bahagian Pembangunan Kurikulum (BPK) dan pakar pendidikan awal kanak-kanak perlu memberi pendedahan amalan penggunaan cetakan persekitaran dalam aktiviti kelas kepada guru-guru TASKA dan penambahbaikan kurikulum sedia ada tentang cetakan persekitaran.

References

Arshad, M., & Sook Ching, C. (2017). Penilaian semula pengajaran dan pembelajaran dalam pembacaan awal. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 6, 79-86. https://doi.org/10.37134/jpak.vol6.sp.6.2017

Bahagian Pendidikan Awal Kanak-kanak. (PERMATA Negara). (2013). Kurikulum PERMATA Negara. Asuhan dan Didikan Awal Kanak-Kanak 0-4 Tahun (Cetakan Ketiga). Jabatan Perdana Menteri.

Bayraktar, V. (2018). Investigating Print Awareness Skills of Preschool Children In Terms of Child and Parent Variances. Education and Science, 49-65.

Bekir, H. (2017). İki dilli çocuklarda erken okuryazarlık yazı farkındalığı becerileri. In F. Temel (Ed.), Dil ve erken okuryazarlık (pp. 187-214). Ankara: Hedef CS.

Carey, A. J. (2011). The Relation of Classroom Print to Children's Print Knowledge in Head Start Classrooms. Proquest, 1-57.

Centre, N. C. (2017). NCDC- Dynamic Data Mining. Retrieved from National Child Data Centre: Retrieved from https://ncdc.upsi.edu.my/ncdcddm/index.php/stafjenis TASKA/all/malaysia

Coe, G. (2009). Tools of the mind-literacy activities for young children. In Uluslararası Çocuk, Aile ve Okul Bağlamında Okul Öncesi Eğitim Kongresi (pp. 117 121). Trabzon: Trabzon Valiliği Kültür Yayınları.

Corr, M., Egertson, H., Fichter, C., Jackson, B., Larzelere, R., & St. Clair, L. (2006). The impact of HeadsUp! Reading on early childhood educators’ literacy practices and preschool children’s literacy skills. Early Childhood Research Quarterly, 21(2), 213-226.

Coskun, K., Baba, Y. O. M., Ici, A., & Akturk, M. (2011). Can the Children Really Recognize Name of the Letters?. Education, 6, 8.

Ehri, L., & McCormick, S. (2004). Phases of word learning: Implications for instruction with disabled readers. In R. Rudell & N. Unrau (Eds.), Theoretical models and processes of reading (pp.365-389). Newark, DE: International Reading Association.

Fingon, J. C. (2005). “The Words That Surround Us.” Teaching Pre K-8 35 (8): 54–55.

Gahwaji, N. M. (2011). The effects of using interactive teaching programs on preschool children's literacy

Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, Vol.11 (1), 2022 (1-12)

(ISSN 2289-3032 / eISSN 2550-178X)

https://ejournal.upsi.edu.my/journal/JPAK

development: Case study. Journal of International Education Research, 7(1), 99-108. doi:10.19030/jier.v7i1.3540

Gerde, H. K., Skibbe, L. E., Bowles, R. P., & Martoccio, T. L. (2012). Child and home predictors of children's name writing. Child Development Research, 2012.

Gerde, H. K., Goetsch, M. E., & Bingham, G. E. (2016). Using Print in the Environment to Promote Early Writing. International Literacy Association, 70(3), 283-293.

Goodman, Y. M. (1986). Children coming to know literacy. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading. (pp. 1–14). Norwood, NJ: Ablex.

Griffith, P. L., Beach, S. A., Ruan, J., & Dunn, L. (2008). Literacy for young children. London: Corwn Press.

Gunn, A. A., Brice, A. E., & Peterson, B. J. (2014). Ideas for the Classroom: Culturally Responsive Teaching: Exploring Children's Names and Cultural Identities: Sandra Stone and Basanti Chakraborty, Editors. Childhood Education, 90(2), 174-176.

Horner, S. L. (2005). ‘Categories of Environmental Print: All Logos Are Not Created Equal’. Early Childhood Education Journal 33(2), 113–119.

Jalongo, M. R. (2013). Early childhood language arts (6th Edition). Boston: Pearson.

Jamal Ahmad (2020): Children’s recognition of words in familiar logos. International Journal of Early Years Education, DOI: 10.1080/09669760.2020.1779042

Juppri Bacotang, Zainiah Mohamed Isa, & Mazlina Che Mustafa. (2019). Pembangunan Indikator Kemahiran Literasi Awal (IKLA) bagi Kanak-kanak berumur 3+ hingga 4+ Tahun. ences Education, 17(1), ar7.

Kassim, J., & Ahmad, J. (2009). Kualiti Kepimpinan Pengetua Sekolah-sekolah Menengah Kebangsaan Zon Selatan, Malaysia. Seminar Nasional Pengurusan dan Kepimpinan Pendidikan ke-16. Auditorium Dato’ Razali Ismail, Institut Aminuddin Baki, Genting Highlands.

Kementerian Pendidikan Malaysia. (2017). Kurikulum Standard Prasekolah Kebangsaan. Putrajaya: Bahagian Pembangunan Kurikulum, KPM.

Kilderry, A. (2015). Intentional pedagogies: Insights from the past. Australian Journal of Early Childhood, 40(3), 20- 28.

Kirkland, L., J. Aldridge, and P. Kuby. 2007. Integrating Environmental Print Across the Curriculum, PreK-3: Making Literacy Instruction Meaningful. Thousand Oaks, CA: Convin Press.

Kuby, P., & Aldridge, J. (2004). ‘The Impact of Environmental Print Instruction on Early Reading Ability’. Journal of Instructional Psychology 31(2), 106–114.

Mahr, T. (2018). Development of Word Recognition in Preschoolers. The University of Wisconsin-Madison.

McBurney, D. H. (2001). Research Method (5th ed.). California: Wadsworth.

McKenney, S., & Bradley, B. (2016). Assessing teacher beliefs about early literacy curriculum implementation. Early Child Development & Care, 186(9), 14151428. doi:10.1080/03004430.2015.1096784

Miller, W. (2000). Strategies for developing emergent literacy. Boston: McGraw-Hill.

Neumann, M. M., M. Hood, R. M. Ford, and D. L. Neumann. (2012). “The Role of Environmental

Print in Emergent Literacy.” Journal of Early Childhood Literacy 12 (3): 231–258.

Neumann, M. M., Hood, M., & Ford, R. M. (2013). Using environmental print to enhance emergent literacy and print motivation. Reading and Writing, 26(5), 771-793.

Neumann, M. M., K. Summerfield, and D. L. Neumann. (2015). “Visual Attention to Print-Salient and Picture-Salient Environmental Print in Young Children.” Reading and Writing 28 (4):423–437.

Neumann, M. M. (2016). A socioeconomic comparison of emergent literacy and home literacy in Australian preschoolers. European Early Childhood Education Research Journal, 24(4), 555-566. doi:10.1080/1350293X.2016.1189722

Nurss, J. R. (1988). “I Can Read That": Using Logos in the Early Childhood Classroom. (ERIC Document Reproduction Service No.ED319535).

Paciga, K. A., Hoffman, J. L., & Teale, W. H. (2011). The National Early Literacy Panel report and classroom instruction: Green lights, caution lights, and red lights. Manuscript submitted for publication.

Prior, J. (2009). “Environmental Print: Real-World Early Reading.” Dimensions of Early Childhood 37(1): 9–14.

Rashidah Elias, Mahani Razali & Mahizer Hamzah (2017). Kesesuaian pembangunan KitAB Cerdas untuk kemahiran bacaan awal kanak-kanak TASKA. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 6, 31-47. https://doi.org/10.37134/jpak.vol6.sp.3.2017

Thambu, N., & Jamil@Osman, Z. (2020). Pengalaman mendengar dan membaca buku cerita moral sebagai pemangkin kecerdasan visual-ruang kanak-kanak prasekolah. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 9(1), 1-13. Retrieved from https://ejournal.upsi.edu.my/index.php/JPAK/article/view/2983

Turan, F. (2017). Phonological awareness skills. (pp. 89-103). Ankara: Hedef CS

Vera, D. (2011). Using popular culture print to increase emergent literacy skills in one high-poverty urban

school district. Journal of Early Childhood Literacy, 11, 307–330.

Vukelich, C., Christie, J., & Enz, B. (2018). Helping Young Children Learn Language and Literacy : Birth through

Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, Vol.11 (1), 2022 (1-12)

(ISSN 2289-3032 / eISSN 2550-178X)

https://ejournal.upsi.edu.my/journal/JPAK

Kindergarten (5th Edition). Boston: Pearson Education, Inc.

Vygotsky, L. (1978). Mind in society: The development of psychological processes. Cambridge, MA: Harvard University Press.

Welsch, J. G., Sullivan, A., & Justice, L. M. (2003). That's my letter!: What preschoolers' name writing representations tell us about emergent literacy knowledge. Journal of Literacy Research, 35(2), 757-776.

Wiescholek, S., J. Hilkenmeier, C. Greiner, and H. M. Buhl. (2018). “Six-year-olds’ Perception of Home Literacy Environment and its Influence on Children’s Literacy Enjoyment, Frequency, and Early Literacy Skills.” Reading Psychology 39 (1): 41–68.

Zainiah Mohamed Isa, Mazlina Che Mustafa, Iylia Dayana Shamsudin, Juppri Bacotang & Grace Annammal Gnana Piragasam (2021). Aktiviti sokongan bagi perkembangan bahasa dan komunikasi kanak-kanak.Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan,10(2), 27-34. https://doi.org/10.37134/jpak.vol10.2.3.2021

Zauche, L. H., Thul, T. A., Mahoney, A. E. D., & Stapel-Wax, J. L. (2016). Influence of language nutrition on children’s language and cognitive development: An integrated review. Early Childhood Research Quarterly, 36, 318-333. 10.1016/j.ecresq.2016.01.015.

Zhao, J., P. Zhao, X. Weng, and S. Li. (2014). “Do Preschool Children Learn to Read Words From

Environmental Prints?” PloS one 9 (1): e85745.

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries with this repository, kindly contact us at pustakasys@upsi.edu.my or Whatsapp +60163630263 (Office hours only)