Vocabulary knowledge in science learning on children’s development through farming activities in the rural area

Mega Suria Hashim

QR Code Link :
Type :	article
Subject :	L Education (General)
Main Author :	Mega Suria Hashim
Additional Authors :	Ismail Said
Title :	Vocabulary knowledge in science learning on children’s development through farming activities in the rural area

Place of Production :	Tanjong Malim
Publisher :	Fakulti Pembangunan Manusia
Year of Publication :	2021
Corporate Name :	Universiti Pendidikan Sultan Idris

Abstract : Universiti Pendidikan Sultan Idris

Outdoor activities can harness children’s personal and social abilities differently than could indoor activities. Children experience a variety of words associated with science learning through smelling, feeling, and tasting. The direct contact with nature and vegetation is the point where children’s communication ability is harnessed as they begin to use proper vocabulary. Yet, they are less educated on the importance of appropriate vocabulary learning, particularly using scientific vocabulary when confronted with the outdoor environment. Therefore, this study aims to identify children’s vocabulary knowledge on science learning towards supporting their personality development through hands-on engagement with farming activities. Ten children of aged 6-12 years old were recruited for a programme in a rural area at Laman Tamara, Kg. Sikai, Negeri Sembilan, Malaysia. They were observed for changes in their vocabulary using hands-on techniques. Data on their hands-on approaches and perceptions w ere elicited from a participatory behavioural approach, photo-taking, and interviews. Content analysis of the data was performed using Nvivo 12 Plus. The results indicated that the children developed a greater emotional affinity from the various hands-on approaches through specific vocabulary such as feel, activities, soil, vegetables and farming when dealing with life experiences. They were observed to possess good vocabulary following the high correlation between listening, reading, speaking, and writing. Their perceptions of their knowledge and vocabulary strategies were congruent with their content achievements. These findings align with early childhood education development and growth, such as teachers, playmakers, and parents. Such could expand the quality of science learning on the correct path to be skilled lifelong learners.

References

Adams, S., & Savahl, S. (2017). Nature as children’s space: A systematic review. Journal of Environmental Education, 0(0), 1–31. https://doi.org/10.1080/00958964.2017.1366160

Anis, N., Mohd, H., & Masnan, A. H. (2020). Role-play in teaching english as second language in early childhood education. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 9, 143–151.

Bransford et al. (1999). How people learn: Brain, mind, experience, and school: Expanded Edition Committee. In The Second Fifty Years. National Academy Press. https://doi.org/10.17226/1578

Bruner, J. (1990). Acts of meaning. Harvard University Press.

Chatterjee, S. (2005). Children’s friendship with place: A conceptual inquiry. Children, Youth and Environments, 15(1), 1–26. http://www.jstor.org/stable/10.7721/chilyoutenvi.15.1.0001

Chawla, L. (2002). “Insight, creativity and thoughts on the environment”: Integrating children and youth into human settlement development. Environment and Urbanization, 14(2), 11–22.

https://doi.org/10.1177/095624780201400202

Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433–452. https://doi.org/10.1177/0885412215595441

Cohen, M. T. (2012). The importance of vocabulary for science learning. January 2015, 37–41. https://doi.org/10.1080/00228958.2012.680372

de Brito Miranda, A. C., Jófili, Z., & dos Anjos Carneiro-Leão, A. M. (2016). Ecological literacy–preparing children for the twenty-first century. Early Child Development and Care, 187(2), 1–14. https://doi.org/10.1080/03004430.2016.1226353

Fjortoft, I. (2001). The Natural environment as a playground for children: The Impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal, 29(2), 111–117. https://doi.org/10.1023/A:1012576913074

Gordon, A., & Browne, K. (2015). Play and the learning environment. NAEYC. http://www.sagepub.com/upm-data/53567_ch_10.pdf%5Cnwww.safepub.com/gordonbiddle

Hammarsten, M., Askerlund, P., Almers, E., & Avery, H. (2018). Developing ecological literacy in a forest garden: Children ’ s perspectives. Journal of Adventure Education and Outdoor Learning, 00(00), 1–15. https://doi.org/10.1080/14729679.2018.1517371

Hart, R. (1979). Children’s experience of place. In Geographical Review (Vol. 70, Issue 2). Irvington Publisgers Inc, New York. https://doi.org/10.2307/214444

Holloway, S. L., & Pimlott-Wilson, H. (2014). Enriching children, institutionalizing childhood? Geographies of play, extracurricular activities, and parenting in England. Annals of the Association of American Geographers, 104(3), 613–627. https://doi.org/10.1080/00045608.2013.846167

Kothari, C. R. (2004). Research methodology methods and techniques. New Age International (P) Limited, Publishers.

Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10(February), 1–9. https://doi.org/10.3389/fpsyg.2019.00305

KYTTÄ, M. (2002). Affordances of children’s environments in the context of cities, small towns, suburbs and rural villages in Finland and Belarus. Journal of Environmental Psychology, 22(1–2), 109–123. https://doi.org/10.1006/jevp.2001.0249

Melissa, L., Horning, G. L., & Barbara, J. M. (2017). Sprouting seeds of connectedness: Associations between gardening and cooking skills and youth connections to peers, adults, and community. Children, Youth and Environments, 27(1), 1–16. https://doi.org/10.7721/chilyoutenvi.27.1.0001

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis a methods sourcebook - 3rd Edition. SAGE Publications Inc.

Mustapa, N. D., Maliki, N. Z., & Hamzah, A. (2015). Repositioning children’s developmental needs in space planning: A review of connection to nature. Procedia - Social and Behavioral Sciences, 170, 330–339. https://doi.org/10.1016/j.sbspro.2015.01.043

Nedovic, S., & Morrissey, A. M. (2013). Calm active and focused: Children’s responses to an organic outdoor learning environment. Learning Environments Research, 16(2), 281–295. https://doi.org/10.1007/s10984-013-9127-9

Rupley, W. H., & Slough, S. (2010). Literacy research and instruction building prior knowledge and vocabulary in science in the intermediate grades: Creating hooks for learning building prior knowledge and vocabulary in science in the intermediate grades: Creating Hooks for Learning. November 2014, 37–41. https://doi.org/10.1080/19388070902780472

Said, I. (2003). Garden as an environmental intervention in healing process of hospitalised children. Proceedings KUSTEM 2nd Annual Seminar on Sustainability Science and Management, 1–11.

Sandai, R., & Che Ton Mahmud. (2014). The influence of cultural attitudes on language development amongst indigenous young semai children. International Journal of Early Childhood, 3.

Shim, T. N., Paris, T. D., Zainal, L., & Yussof, R. L. (2012). Students’ perceptions on drama activities in outdoor environments: A case study. Procedia - Social and Behavioral Sciences, 38(December 2010), 293–303. https://doi.org/10.1016/j.sbspro.2012.03.351

Snow, C. E., Griffin, P., & Burns, M. S. (2005). Knowledge to support the teaching of reading: Preparing teachers for a changing world. Jossey-Bass.

Stahl, S. A. (1990). Beyond the instrumentalist hypothesis: Some relationships between word meanings and comprehension.

Thomas, N. (2007). Towards a theory of children’s participation. International Journal of Children’s Rights, 15(2), 199–218. https://doi.org/10.1163/092755607X206489

Voeten, R., & Oud, J. H. L. (2001). Development of decoding , reading comprehension , vocabulary and spelling during the elementary school years. May 2014. https://doi.org/10.1023/A

Vygotsky, L. (1986). Thought and language. The MIT Press.

Yahya, R. (2014). Play and learning: Experiences and perspectives of immigrant mothers and bicultural children in Canada [The University of Sheffield]. https://search.proquest.com/docview/1827504104?accountid=14680%0Ahttp://openurl.ac.uk/?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=ProQ:ProQuest+Dissertations+%26+Theses+Global&atitle=&title=Play+an

Young, E. (2016). The language of science, the lanuage of students: Bridging the gap with engaged learning vocabulary strategies. 8121(February). https://doi.org/10.3200/SATS.42.2.12-17

Zakaria, M. Z., Yunus, F., & Mohamed, S. (2020). Examining self-awareness through drawing activity among preschoolers with high socio emotional development. Southeast Asia Early Childhood, 9(2), 73–81.

Zamani, Z. (2016). Young children’s preferences: What stimulates children’s cognitive play in outdoor preschools? Journal of Early Childhood Research, 15(3), 1–19. https://doi.org/10.1177/1476718X15616831

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.

Back to previous page