STIMULATION OF THE EARLY CHILDHOOD LANGUAGE DEVELOPMENT: OPTIMALIZATION OF A MOTHER’S ROLE IN FAMILY EDUCATION

Suardi Suardi(1*), Sulaiman Samad(2),

(1) Scopus ID: 57208211262, Universitas Negeri Makassar, Indonesia
(2) 
(*) Corresponding Author




DOI: https://doi.org/10.26858/retorika.v13i1.12300

Abstract


This study was conducted to examine daily practices of stimulation carried out by mothers at home as an initial support for their children’s language development. This study employed a descriptive design and involved 75 mothers as respondents who wereselected using the non-probability sampling method. The research data were collected using a self-developed questionnaire containing four indicators of early support for children’s language development. The data were analyzed using Microsoft Excel application version 16.10-assisted descriptive statistics. The results of the study showed that daily practices of stimulation carried out by the participants as an initial support for their children’s language development in their first five years of life were included in the ‘very likely’ category. Even so, some practices of stimulation were not properly optimized. This finding promotes the need to increase the ability of mothers to carry out stimulation practices at home so that their involvement in providing initial support for the development of children’s language is more optimal, which in turn can improve the quality of family education at home.

Full Text:

PDF

References


AlHammadi, F. S. (2017). Prediction of child language development: A review of literature in early childhood communication disorders. Lingua, 199, 27–35. https://doi.org/10.1016/j.lingua.2017.07.007

Blanden, J., Great Britain, Department for Work and Pensions, University of Surrey, Department of Economics, London School of Economics and Political Science, & Centre for Economic Performance. (2006). “Bucking the trend”: what enables those who are disadvantaged in childhood to succeed later in life. Corporate Document Services.

Cabrera, N. J., Shannon, J. D., & Tamis-LeMonda, C. (2007). Fathers’ Influence on Their Children’s Cognitive and Emotional Development: From Toddlers to Pre-K. Applied Developmental Science, 11(4), 208–213. https://doi.org/10.1080/10888690701762100

Colker, Laura. J. (2014). The World Gap: The Early Years Make The Difference. https://www.naeyc.org/resources/pubs/tyc/feb2014/the-word-gap

Cullen, J. P., Ownbey, J. B., & Ownbey, M. A. (2010). The Effects of the Healthy Families America Home Visitation Program on Parenting Attitudes and Practices and Child Social and Emotional Competence. Child and Adolescent Social Work Journal, 27(5), 335–354. https://doi.org/10.1007/s10560-010-0206-9

Curtis, A. (1998). A Curricullum For The Pre-school Child. (Second Edition). Routhledge.

Dale, P. S., Tosto, M. G., Hayiou-Thomas, M. E., & Plomin, R. (2015). Why does parental language input style predict child language development? A twin study of gene–environment correlation. Journal of Communication Disorders, 57, 106–117. https://doi.org/10.1016/j.jcomdis.2015.07.004

Hergenhahn, B. R., & Olson, M. H. (2015). Theories of Learning. Terjemahan Triwibowo BS. Prenamedia Group.

Iltus, S. (2007). Significance of home environments as proxy indicators for early childhood care and education. Paper Commissioned for the EFA Global Monitoring Report.

Majorano, M., Rainieri, C., & Corsano, P. (2013). Parents’ child-directed communication and child language development: a longitudinal study with Italian toddlers. Journal of Child Language, 40(4), 836–859. https://doi.org/10.1017/S0305000912000323

Moschovaki, E. (1999). Home Background and Young Children’s Literacy Development. Early Child Development and Care, 158(1), 11–19. https://doi.org/10.1080/0300443991580102

Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading on children’s language skills: A meta-analysis. Educational Research Review, 28, 100290. https://doi.org/10.1016/j.edurev.2019.100290

Papalia, D. E., Olds, S. W., & Feldman, R. D. (2001). Human Development (8th ed.). McGraww-Hill.

Reid, C. A., Roberts, L. D., Roberts, C. M., & Piek, J. P. (2015). Towards a Model of Contemporary Parenting: The Parenting Behaviours and Dimensions. PLoS One; San Francisco, 10(6). http://dx.doi.org/10.1371/journal.pone.0114179

Ribot, K. M., Hoff, E., & Burridge, A. (2018). Language Use Contributes to Expressive Language Growth: Evidence From Bilingual Children. Child Development, 89(3), 929–940. https://doi.org/10.1111/cdev.12770

Ronfani, L., Vecchi Brumatti, L., Mariuz, M., Tognin, V., Bin, M., Ferluga, V., Knowles, A., Montico, M., & Barbone, F. (2015). The Complex Interaction between Home Environment, Socioeconomic Status, Maternal IQ and Early Child Neurocognitive Development: A Multivariate Analysis of Data Collected in a Newborn Cohort Study. PLoS ONE, 10(5). https://doi.org/10.1371/journal.pone.0127052

Sethna, V., Perry, E., Domoney, J., Iles, J., Psychogiou, L., Rowbotham, N. E. L., Stein, A., Murray, L., & Ramchandani, P. G. (2017). FATHER-CHILD INTERACTIONS AT 3 MONTHS AND 24 MONTHS: CONTRIBUTIONS TO CHILDREN’S COGNITIVE DEVELOPMENT AT 24 MONTHS: Fathers’ and Children’s Cognitive Development. Infant Mental Health Journal, 38(3), 378–390. https://doi.org/10.1002/imhj.21642

Suardi, Patta, B., Anshari, & Sulaiman, S. (2019). The Development of a Home Cognitive Stimulation Package for 2–3-Year-Old Children. The New Educational Review, 55(1), 208–219. https://doi.org/10.15804/tner.2019.55.1.17

Tadesse, S. (2016). Module 4 REsources Quide. Quality Early Childhood Environments for Young Children; Training For Early Childhood Caregivers and Teachers. Catholic Relief Services.

Takahashi, Y., Okada, K., Hoshino, T., & Anme, T. (2015). Developmental Trajectories of Social Skills during Early Childhood and Links to Parenting Practices in a Japanese Sample. PLOS ONE, 10(8), e0135357. https://doi.org/10.1371/journal.pone.0135357

Tamis-LeMonda, C. S., & Rodriguez, E. T. (2009). Parents’ Role in Fostering Young Children’s Learning and Language Development. 7.

Tulviste, T., & Tamm, A. (2019). Informal language stimulation rather than corrective feedback matters in Estonian children’s language performance. Learning and Instruction, 63, 101221. https://doi.org/10.1016/j.learninstruc.2019.101221

Visser-Bochane, M. I., Reijneveld, S. A., Krijnen, W. P., van der Schans, C. P., & Luinge, M. R. (2019). Identifying Milestones in Language Development for Young Children Ages 1 to 6 Years. Academic Pediatrics, S187628591930333X. https://doi.org/10.1016/j.acap.2019.07.003

Wang, P.-J., Hwang, A.-W., Liao, H.-F., Chen, P.-C., & Hsieh, W.-S. (2011). The stability of mastery motivation and its relationship with home environment in infants and toddlers. Infant Behavior and Development, 34(3), 434–442. https://doi.org/10.1016/j.infbeh.2011.04.005


Article Metrics

Abstract view : 108 times | PDF view : 23 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Dr. Suardi, M. Pd.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Published by:

Department of Indonesian Language, Faculty of Languages and Literature, Universitas Negeri Makassar in cooperate with Asosiasi Dosen Bahasa dan Sastra Indonesia (ADOBSI) and Ikatan Program Studi Pendidikan Bahasa dan Sastra Indonesia (IKAPROBSI). 

Address: Department of Indonesian Language Office, DG Building Second Floor, UNM Parangtambung, Daeng Tata Raya Street, Makassar, South Sulawesi, Indonesia

  Email: retorika@unm.ac.id

e-ISSN 2614-2716

p-ISSN 2301-4768

Indexed by:

 

Creative Commons License
RETORIKA: Jurnal Bahasa, Sastra,dan Pengajarannya is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

 

View Retorika Stats