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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| 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 |
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