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Subhan
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Komp. Green Riyousa, Jl. Makkarani Blok E. No 12. A, Panciro, Kec. Bajeng, Kabupaten Gowa, Sulawesi Selatan 92161
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Journal of Early Childhood Education Research
Published by South Sulawesi Education Development
ISSN : -     EISSN : 31234143     DOI : https://doi.org/10.58230/jecer.v1i1.344
Core Subject : Science, Education, Art, Social,
Arts Decision Sciences, Operations Research & Management Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other
Journal of Early Childhood Education Research is a double-blind peer-reviewed open access journal. This journal provides publication of articles covering the results of early childhood education research, including; development of moral and religious values, physical motor development, emotional social development, cognitive development, language development, artistic and creative development, parenting, parenting, management institution of early childhood education, early child development assessment, child development psychology, child empowerment, learning strategy, educational tool play, instructional media, innovation in early childhood education and various fields related to Early Childhood Education. The aim is to provide a platform for researchers, academics and practitioners to share, discuss and enrich knowledge and innovation in the field of early childhood education, in order to support the development of more effective and innovative educational policies, practices and theories. Published by South Sulawesi Education Development (SSED) with publication frequency twice a year (April and October) in the field of early childhood education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 11 Documents
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Unlocking the World of Words: Exploring the Use of Picture Storybooks in Enhancing Early Childhood Speaking Skills Kusumawati
Journal of Early Childhood Education Research Vol. 1 No. 2 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i2.529

Abstract

Purpose: Speaking ability is a fundamental aspect of early childhood language development, as it underpins effective communication and social interaction. However, many children in early childhood education settings still exhibit limited speaking skills, necessitating appropriate instructional strategies. This study aims to describe teacher strategies in improving early childhood speaking skills through picture storybooks and to identify the supporting and inhibiting factors in the learning process at Group B of TK Islam Yaroja. Methodology: This study employed a descriptive qualitative approach. The participants consisted of one classroom teacher and 20 children of Group B at TK Islam Yaroja. Data were collected through observation, interviews, and documentation. The data were analyzed using an interactive model comprising data reduction, data display, and conclusion drawing to ensure the credibility and trustworthiness of the findings. Results : The findings revealed that teacher strategies, including interactive reading, question-and-answer activities, and story retelling using picture storybooks, effectively improved children's speaking skills. Of the twelve children who were initially categorized as undeveloped, ten showed significant improvement, progressing into the developing and developed as expected categories. Supporting factors included children's enthusiasm toward picture storybooks and the teacher's creativity in delivering stories, while inhibiting factors included limited book availability and varying levels of children's confidence. Conclusions: Picture storybooks serve as an effective learning medium for stimulating children's confidence and enhancing their speaking ability in early childhood education settings. Teacher strategies that incorporate interactive and dialogic approaches through picture storybooks can significantly foster children's verbal development. These findings contribute to the growing body of literature on early childhood language pedagogy and offer practical implications for educators seeking to optimize speaking skill development in kindergarten settings.

Page 2 of 2 | Total Record : 11

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