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All Journal Bulletin of Early Childhood Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak J-CEKI
Siti Muntomimah
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Humanities Education Social Sciences

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Journal : Bulletin of Early Childhood

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Improving Language Ability in Children with Speech Delay Aged 3-4 Years by Utilizing Flashcard Media Maziyyatus Solehah; Siti Muntomimah; Mochammad Ramli Akbar
Bulletin of Early Childhood Vol. 3 No. 2 (2024): Bulletin of Early Childhood
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bec.v3i2.1950

Abstract

Language development is one of the important aspects in supporting the child's development process. Children with good language development according to their age will avoid speech delays. The use of Flashcard media as one of the effective ways to improve the language skills of children who experience Speech Delay at preschool age. This study aims to describe how the use of Flashcard media can improve the language skills of children aged 3-4 years at KB Permata Bunda. This study applies data collection techniques through interviews, observations and documentation. The type of research used is qualitative research with classroom action research methods. Data validity checks were carried out using Patton triangulation which emphasizes the interactive and continuous data analysis process during the study. The location of the study was at KB Permata Bunda with 2 boys aged 3-4 years as research subjects. Data collection by providing interventions before and after the use of Flashcard media in children with Speech Delay. Data analysis in this study used Miles & Huberman. The results of the study showed that the use of Flashcard media can improve speaking skills with increased vocabulary, receptive and expressive language understanding after the use of a Flashcard media.
Implementation of Child-Centered Learning to Increase Independence in the PKK Gemilang Tamansatriyan Playgroup Iis Nurul Komariyah; Siti Muntomimah
Bulletin of Early Childhood Vol. 3 No. 2 (2024): Bulletin of Early Childhood
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bec.v3i2.1951

Abstract

Child-centered learning is unique in contributing to early childhood independence. The implementation of child-centered learning requires extra attention from the teacher's side, but from the student's side, it requires focused attention that allows for the absence of teachers in activities. This qualitative descriptive study, which lasted for one year, explained the important role of teachers and parents in the process of early childhood independence using a centered learning approach. The research results show that the role of teachers in the process of increasing children's independence in learning requires a fairly high level of teacher innovation and sensitivity in the process of implementing centered learning. Teachers still need a considerable amount of time to build early childhood independence comprehensively. Starting from sensitivity to students, learning innovation in centers, and communication with parents. Teachers understand the importance of early childhood independence learning will greatly influence the character of early childhood in the future. Teachers' hard work in unique centered learning innovations must be appreciated because it has many complex functions and benefits for early childhood development
Co-Authors Farida Nur Kumala Fauziyah, Ainul Henni Anggraini Iis Nurul Komariyah Maziyyatus Solehah Mochammad Ramli Akbar Sarah Emmanuel Haryono Siti Asiyah Solihah, Badi’atus Wantini