Kefahaman aspek linguistik dalam meneliti perkembangan kognitif kanak-kanak prasekolah

Anida Sarudin

Abstract

This study focuses on the mastery of cognitive aspects, namely aspects of knowledge, understanding, application, analysis, synthesis, and assessment in measuring the potential of children’s language. In addition, this study also examines the implementation of pre-school teacher learning in improving the cognitive aspects of children. This study emphasizes the aspect of Bloom’s taxonomy (1956) as a measurement idea in examining the cognitive level of children covering low to high levels based on five language areas, namely phonology, morphology, syntactic, semantic, and pragmatic. A total of 75 children between the ages of 3 and 5 were randomly selected for interviews and measured through the Planning Assessment Instrument at five selected nursery sites. The results of the study found that the application of pre-school teachers does not measure the cognitive domain of children holistically, but only involves certain components. Analysis also shows that the level of cognitive mastery of children begins at the highest level. This is because they can answer questions in semantic and pragmatic fields, ie at the level of assessment and analysis. This ability illustrates that children at age 3 to 5 years are sensitive to their environment so they can relate the experience with the stimulus shown. Teachers should be aware of the cognitive level of these children based on more practical methods and techniques. Measurements of cognitive aspects need to be done holistically, not excluding certain components alone as the level of measurement. Instead, it is tested with various linguistic fields as it represents the achievement of the language as a whole. This proves that pedagogical planning is necessary in identifying the cognitive potential of pre-school children in the 21st century

References

Aliza Ali dan Zamri Mahamod . (2015). Analisis keperluan terhadap pengguna sasaran modul pendekatan berasaskan bermain bagi pengajaran dan pembelajaran kemahiran bahasa kanakkanak prasekolah. JuKu: Jurnal Kurikulum dan Pengajaran Asia Pasifik. Vol. 3 (1). Universiti Kebangsaan Malaysia.

Adenan Ayob dan Khairuddin Mohamad. (2012). SPG Kaedah Pengajaran BahasaMelayu.Oxford Fajar: Kuala Lumpur.

Azizi Yahaya, Noordin Yahaya dan Zurihanmi Zakariya. (2005). Psikologi Kognitif. Skudai: Johor: Universiti Teknologi Malaysia.

Danny D. Steinberg. (1982). Psycholinguistic: Language, Mind and World: Longman: London

David R. Krathwohl. (2002). A Revision of Bloom’s Taxonomy: An Overview. Routledge:London

Gagne, R.M. (1970) . The Conditions Of Learning. New York: Holt, Rinehart and Winston.

Inbal Arnon (2015). What can frequency effects tell us about the building blocks and mechanisms of language learning?. Journal of Child Language. Vol 42 (02). 274–277. Cambridge University.

Johari Talib dan Nazri Muslim (2006). Bagaimana kanak-kanak orang Asli gagal di sekolah?. Jurnal Pengajian Umum. Bil. 8. Universiti Kebangsaan Malaysia.

Kamarulzaman Kamaruddin (2009). Psikologi perkembangan: PANDUAN UNTUK GURU. Tanjong Malim, Perak: Penerbit Universiti Pendidikan Sultan Idris.

Kamarulzaman Kamaruddin (2009). Psikologi Perkembangan: Panduan Untuk Guru. Tanjong Malim, Perak: Penerbit Universiti Pendidikan Sultan Idris.

Kamus Dewan Edisi Keempat (2010). Kuala Lumpur: Dewan Bahasa dan Pustaka.

Kementerian Pelajaran Malaysia (KPM) (2010). Dokumen Standard Kurikulum Prasekolah. Putrajaya: Bahagian Pembangunan Kurikulum.

Lexy J.M. (2007). Metodologi Penyelidikan Kualitatif. Bandung: Remaja Rosda Karya. Lulu Song, Elizabeth T. Spier, Catherine S. Tamis- Lemonda (2013). Reciprocal influences between maternal language and children’s language and cognitive development in low- income families. Journal of Child Language. 1- 22. Cambridge University.

Nadege Doignon-Camus and Daniel Zagar ( 2014). The syllabic bridge: the first step in learning spelling-to-sound correspondences. Journal of Child Language. Vol 41(5). 1147 – 1165. Cambridge University.

Nik Mohd Rahimi Nik Yusoff, Baharudin Abd Wahab dan Zamri Mahamod. (2011). Multimedia dalam pengajaran dan pembelajaran Bahasa Arab.Transformasi dan Inovasi Dalam Pendidikan. Bangi : Fakulti Pendidikan, niversiti KebangsaanMalaysia

Piaget, J., (1969). Improving relationship skills for parent conferences. Teaching Exceptional Children, 28 (1), 29 – 31.

Portal Rasmi Jabatan Kebajikan Masyarakat. (2013). Dasar perlindungan kanak-kanak negara. Diperoleh pada Mei 13, 2015 daripada http://www.jkm.gov.my/content. php?pagename=dasar_perlindungan_kanak-kanak_negara&lang=bm Portal Rasmi Kementerian Pendidikan Malaysia (2012). Prasekolah. Diperoleh pada Mei 13, 2015 daripada http://www.moe.gov.my/my/prasekolah.

Rohani Abdullah. (2001). Perkembangan Kanak-Kanak: Penilaian Secara Portfolio. Serdang: Penerbit Universiti Putra Malaysia. Sharifah Nor Puteh dan Kamarul Azma Abdul Salam (2011). Tahap kesediaan penggunaan ICT dalam pengajaran dan kesannya terhadap hasil kerja dan tingkah laku murid prasekolah. (Level of readiness in using ICT for teaching and its effect on the work and behaviour of prescholl pupils). Jurnal Pendidikan Malaysia. Vol 36(1). 25 – 34. Universiti Kebangsaan Malaysia.

Latifah Abdul Majid, Wan Nasyrudin Wan Abdullah dan Nurul Hidayah Ahmad Zakhi

(2012). Penerapan nilai murni dan pembentukan jati diri kanak-kanak prasekolah melalui penggunaan multimedia. (Integrating noble values and identity formation into kindergarten children through the use of multimedia). Jurnal Hadhari Special Edition. 51 – 65. Universiti Kebangsaan Malaysia.

Tay Meng Guat (2006) . Pemerolehan bahasa kanak-kanak: Satu analisis sintaksis. Jurnal Penyelidikan Institut Pendidikan Guru Kampus Batu Lintang (IPBL), Jilid 7, 87-108.

Umi Kalsom Takriff (2003). Persepsi guru terhadap pelaksanaan penilaian di prasekolah JAWI. Tesis Sarjana. Bangi: Universiti Kebangsaan Malaysia.

Ruth M. Kempson (1991). Teori Semantik (Zaiton Ab.Rahman) Kuala Lumpur: Dewan Bahasa dan Pustaka.

Saracho, O.N. & Spodek, B. (2007). Early childhood teachers’ preparation and the quality of program outcomes. Early Child Development and Care, 177(1), 71-91.

Schacter, D. L. (2001). The Seven Sins Of Memory. Houghton Mifflin.

Suppiah Nachiappan, et.al. (2012). Pembelajaran Perkembangan Pelajar Edisi Kedua. Shah Alam, Selangor: Oxford Fajar Sdn. Bhd.

Umi Kalsom Takriff. (2003). Persepsi guru terhadap pelaksanaan penilaian di prasekolah JAWI. Tesis Sarjana. Bangi: Universiti Kebangsaan Malaysia.

Zakiah Mohamad Ashari, Azlina Mohd. Kosnin dan Yeo Kee Jiar. (2013). Keberkesanan modul belajar melalui bermain terhadap kefahaman pengalaman pranombor kanakkanak prasekolah. Kertas Kerja Seminar Antarabangsa (ISQAE 2013). Skudai: Universiti Teknologi Malaysia.