The Development of a Model for the Provision of Learning Experiences to Enhance Language Skills in Early Childhood
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Abstract
The research article consisted of the following objectives: 1) to investigate problems and guidelines for developing the model for the provision of learning experiences to enhance language skills in early childhood; 2) to develop the model; 3) to explore the result of using the model; and 4) to assess the use of the model. The study was divided into four phases: 1) In the first phase, problems and guidelines were investigated with a population of 222 early childhood teachers in order to develop the model; 2) In the second phase, the model was developed with a sample group of 30 children in their third year of kindergarten; 3) In the third phase, the model was tested with a sample group of 25 children in their third year of kindergarten; and 4) In the fourth phase, the use of the model was assessed with 5 experts. The research instruments were a questionnaire to gather teachers' opinions on problems and guidelines for the development of the model and the language proficiency test. The statistics used were mean, percentage, standard deviation, and t-test.
From the study, the results reveal that problems are overall at a high level with a mean of 3.71 ( = 3.71, S.D. = 0.35). Teachers’ opinions on problems and guidelines for the development of the model were at a high level with a mean of 4.01 (
= 4.01, S.D. = 0.30). The model consists of 5 components, namely principles, objectives, content, the process of providing learning experiences, evaluation and measurement. There are 6 steps in the provision of learning experiences: arouse interest, demonstration, implantation based on understanding, creative language work, application, and evaluation. The results of using the model reveal that the experimental group has a post-test of language proficiency at 50.32 (
= 50.32, S.D. = 3.13), while the control group has a post-test of language proficiency at 38.04 (
= 38.04, S.D. = 6.37). This shows that the control group has higher language proficiency than the group of those who learn in the normal way, with a statistical significance of 0.01. From assessing the model by 5 experts, it is found that the activities should be organized in such a way as to arouse students' interest and that voluntary children can co-demonstrate the activities in order to understand them before implementing them, and that different media that are correspond to the use of language in daily life should be provided. Students should be assessed to reflect effectively on development outcomes.
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