Linguistics approach as teacher pedagogy in inculcating cognitive aspects of preschool children

Anida Sarudin

Abstract

Cognitive levels of preschool children are the most important stages of development and should be given a full attention, especially in the aspect of cognitive potential in their language acquisition. In the context of the document recording, pre-school teachers usually provide a checklist, a list of anecdotes or portfolio behaviour to detect cognitive achievement of these children. However, the recording of the cognitive development of preschool children is also limited by the environment and stimulation obtained. Some teachers also record the children's cognitive aspect from thinking ability standpoint and the management of emotion and mastery of their skills. Some are recorded in terms of the ability to think and give some examples of situations. There are also teachers who assess the cognitive abilities of the language and gave the idea. The question is how or whether the platform in testing the cognitive aspects of language. Arising from this study, preschool teachers need to know the relevant language method in assessing the cognitive potential of these children. This study examined the cognitive potential of children against 75 respondents aged three to five years in selected nurseries in Perak. This study using interviews, teacher observations and questionnaires through Planned Skill Instruments as research methodology. The study found that teachers did not assess the cognitive abilities of children using relevant language approach. Cognitive preschool children should be scrutinized based on a theory and more practical language approach.

References

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