The best immediate approach for teacher to interact with children in Early Childhood Education Center (ECE) in Kota Banda Aceh

Suwardi Jamal

The best immediate approach for teacher to interact with children in Early Childhood Education Center (ECE) in Kota Banda Aceh

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Title

The best immediate approach for teacher to interact with children in Early Childhood Education Center (ECE) in Kota Banda Aceh

Type

Article

Main Author

Suwardi Jamal

Additional Authors

Nordin Bin Mamat
Romarzila Che Omar

Subject

L Education

ISSN

2222-6990

Language Code

eng

Bibliographic Details

Place of Production

Tanjong Malim

Publisher

Pusat Penyelidikan Perkembangan Kanak-kanak Negara

Year of publication

2021

Degree Type

Others

Corporate Name

Universiti Pendidikan Sultan Idris

Abstract

This study aims to explore the best approach for teacher in immediate interaction with children in early childhood education (ECE) centers in Kota Banda Aceh. It is also to examine how teachers and children interact as sociological contexts, as well as teacher communication and expectations in the teaching and learning process. Ten teachers from four early childhood education centers were selected as respondents. The qualitative analysis approach used in this study utilizes interviews, observations and documentation in data collection. Data validation uses triangulation and comparison techniques and critical analysis techniques as data analysis techniques. This study tries to find out about the results of ten teachers in taking an approach to children in phase, 0-2 years, 2-4 years, and 4-6 years in the learning program as the best approach for teachers in improving teaching and learning quality in ECE centers from Kota Banda Aceh. Findings show that teachers 'best approaches for children's engagement in the learning process are with the role of teachers as social agents, teacher-child relationships as sociological contexts, and teachers' communication and expectations in learning, so that learning objectives are achieved. The findings of this study show that teachers' best approach is to help develop motor and physical sensors at 0-2 years of age. The teacher approach also helps develop movement skills for children ages 2-4 and 4-6. In conclusion, teachers' best approach for immediate interaction in early childhood education goes beyond the initiation, core and closing activities of the teaching and learning process. Implications for early childhood education in Banda Aceh the appropriate approach for teachers to interact with children in immediate interaction during teaching and learning can foster the development of children of all ages from 0-6 years. Keywords: Early Childhood Education (ECE), Interaction, Teaching and Learning, Sociological

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