UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
|
||||||||||||||||||||||||
| Abstract : Perpustakaan Tuanku Bainun |
| Cetakan persekitaran, atau teks yang terdapat dalam persekitaran kanak-kanak, memainkan peranan penting dalam perkembangan literasi. Walau bagaimanapun, beberapa kajian telah melihat peranan cetakan alam sekitar dalam perkembangan literasi kanak-kanak di luar bilik darjah dan bagaimana ini mungkin membentuk pengalaman kanak-kanak di tempat yang lebih luas. Kajian ini dilakukan untuk (1) mengenalpasti tahap amalan penggunaan cetakan persekitaran oleh guru di taska bagi kanak-kanak berumur empat tahun, (2) mengenalpasti tahap pengecaman nama kanak-kanak berumur empat tahun dan (3) mengenalpasti hubungan di antara penggunaan cetakan persekitaran oleh guru taska dengan tahap pengecaman nama. Reka bentuk kajian tinjauan digunakan dengan melibatkan seramai 123 orang guru taska menggunakan borang soal selidik melalui aplikasi Google Form. Dapatan kajian menunjukkan tahap amalan penggunaan cetakan persekitaran oleh guru taska berada pada tahap yang tinggi dengan nilai skor min 3.61 dan sisihan piawai 0.77. Dapatan kajian bagi tahap pengecaman nama kanak-kanak berada pada tahap yang sederhana dengan nilai skor min 3.38 dan sisihan piawai 0.83. Manakala nilai pekali kolerasi r antara amalan penggunaan cetak persekitaran di taska dan pengecaman nama kanak-kanak berumur empat tahun adalah r = .599. Keputusan ini disokong oleh nilai r yang sederhana. Hasil dapatan ini memberi pendedahan kepada guru-guru pendidikan awal kanak-kanak tentang kepentingan penggunaan cetakan persekitaran dalam kalangan kanak-kanak dalam membantu meningkatkan perkembangan kemahiran literasi awal.
Kata kunci: cetakan persekitaran, pengecaman nama, kemahiran literasi awal, bahasa literasi, taska |
| References |
Aina’ Rasyidah, S., & Hapsah, M. Y. (2020). Penggunaan Gajet Terhadap Perkembangan Kanak-Kanak Prasekolah. Jurnal Pendidikan Awal Kanak-Kanak (Special Issue), 9, 113–126. https://ojs.upsi.edu.my/index.php/JPAK/article/view/4543 Altun, D., Tantekin Erden, F., & Hartman, D. K. (2022). Preliterate Young Children’s Reading Attitudes: Connections to the Home Literacy Environment and Maternal Factors. Early Childhood Education Journal, 50(4), 567–578. https://doi.org/10.1007/s10643-021-01177-2 Baldwin, E. (2020). Dialect Use, Lanugage Abilities, and Emergent Literacy Skills of Prekindergarten Children Who Speak African American English. In The University of Wisconsin-Milwaukee. The University of Wisconsin-Milwaukee. Bolanle, S. (2021). Relationship Between Home Literacy Environment and Emergent Literacy Skill of Pre-School Children in Ilorin West Local Government Area of Kwara State. PQDT - Global, April, 1–106. Chen, J., Jiang, H., Justice, L. M., Lin, T. J., Purtell, K. M., & Ansari, A. (2020). Influences of Teacher–Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences During Early School Years. Frontiers in Psychology, 11(October), 1–12. https://doi.org/10.3389/fpsyg.2020.586991 Civil-Acosta, D. (2021). Pre-Kindergarten and Kindergarten Teacher’s Perception of Early Literacy Skills and The Effectiveness on Reading Literacy. In Saint Peter’s University. Clay, M. M. (1966). Emergent Reading Behaviour [University of Auckland]. https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm Clay, M. M. (1972). Reading: The Patterning of Complex Behaviour. Heinemann Educational. Coskun, L. (2023). The examination of the variables affecting the print awareness skills of six-year-old children attending kindergarten. E-Kafkas Eğitim Araştırmaları Dergisi, 10(2), 210–224. https://doi.org/10.30900/kafkasegt.1146672 Hall, S. K. (2008). Children’s Emergent Litercay and Phonological Awareness: What is the Role of the Home literacy Environment? Evolution, 58–61. Hooper, S. R., Costa, L. J. C., Green, M. B., Catlett, S. R., Barker, A., Fernandez, E., & Faldowski, R. A. (2020). The Relationship of Teacher Ratings of Executive Functions to Emergent Literacy in Head Start. Reading and Writing, 33(4), 963–989. https://doi.org/10.1007/s11145-019-09992-1 Juppri, B., Adibah, A. L., Siti Farhana, M. Y., Nurfarhana, D. M. N., Connie, C. O., Muhamad Suhaimi, T., Nur Suhaidah, S., & Jusiah, I. (2022). Interkorelasi Konstruk Bagi Kemahiran Literasi Awal Kanak-Kanak. PENDETA, 13(1). https://doi.org/10.37134/pendeta.vol13.1.7.2022 Juppri, B., & Zainiah, M. I. (2016). The Development of Early Literacy Module for Children’s Nurseries. Jurnal Pendidikan Awal Kanak-Kanak, 5, 30–48. https://ojs.upsi.edu.my/index.php/JPAK/article/view/855 Layes, S., Guendouz, M., Lalonde, R., & Rebai, M. (2020). Combined Phonological Awareness and Print Knowledge Training Improves Reading Accuracy and Comprehension in Children with Reading Disabilities. International Journal of Disability, Development and Education, 00(00), 1–15. https://doi.org/10.1080/1034912X.2020.1779914 Li, D., & Liew, J. (2022). Parenting Practices and Home Learning Environments that Promote Reading Motivation, Engagement, and Competence in Chinese Immigrant Families: A Cultural and Self-Determination Perspective to Literacy Development in Early Childhood. Family Literacy Practices in Asian and Latinx Families: Educational and Cultural Considerations, 119–134. https://doi.org/10.1007/978-3-031-14470-7_8 Liu, X., Hong, X., Feng, W., Li, X., Wang, X., & Pan, Y. (2019). The Influence of Home Literacy Environment on Print Awareness of Children Aged 2–4 in Urban China. Research on the Development and Education of 0-3-Year-Old Children in China, 143–168. https://doi.org/10.1007/978-3-662-59755-2_8 Marissa, T. (2022). An Examination of Print Awareness When Using Electronic Printed Books with Preschool-Aged Children. Eastern Kentucky. McBurney, D. H. (2001). Research Method (5th ed.). Wadsworth. Mohammad Nurulanuar, H., Zainiah, M. I., & Jamilah, M. B. (2022). Penerapan Komponen Kemahiran Literasi Awal dalam Kemahiran Membaca dan Menulis Kanak-kanak Prasekolah Berumur 5 dan 6 tahun. Jurnal Pendidikan Bitara UPSI, 15(1), 50–57. https://doi.org/https://doi.org/10.37134/bitara.vol15.1.6.2022 Najwa, A. (2020). Amalan Literasi Ibu Bapa dengan Perkembangan Bahasa Kanak-kanak Tiga Tahun Di Taska Putrajaya. Universiti Pendidikan Sultan Idris. Nevo, E., Vaknin-Nusbaum, V., & Gambrell, L. (2019). Reading Motivation in Kindergartners and 1st-Graders. Journal of Research in Childhood Education, 33(4), 610–622. https://doi.org/10.1080/02568543.2019.1647316 Nootens, P., Morin, M. F., Alamargot, D., Gonçalves, C., Venet, M., & Labrecque, A. M. (2019). Differences in attitudes toward reading: A survey of pupils in grades 5 to 8. Frontiers in Psychology, 9(2773), 1–13. https://doi.org/10.3389/fpsyg.2018.02773 Nurul Aqidah, R., & Zainiah, M. I. (2022). Hubungan Antara Amalan Penggunaan Cetakan Persekitaran dengan Pengecaman Nama dalam Kalangan Kanak-kanak Berumur Tiga Tahun. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 11(1), 1–12. https://doi.org/https://doi.org/10.37134/jpak.vol11.1.1.2022 Şenay, Ö. A. (2019). The Effect of Interactive Book Reading Activities on Children’s Print and Phonemic Awareness Skills. International Journal of Progressive Education, 15(1), 88–99. https://doi.org/10.29329/ijpe.2019.184.6 Teale, W. H., & Sulzby, E. (1986). Emergent Literacy: Writing and Reading. Writing Research: Multidisciplinary Inquiries into the Nature of Writing Series. Ablex Publishing Corporation. Vygotsky, L. S. (1987). The Collected Works of L.S. Vygotsky: The Fundamentals of Defectology, Volume 2. Springer Science & Business Media. Zainiah, M. I., Mazlina, C. M., Iylia Dayana, S., Juppri, B., & Grace, A. G. P. (2021). Aktiviti Sokongan Bagi Perkembangan Bahasa dan Komunikasi Kanak-kanak. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 10(2), 27–34. |
| 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. |