Journal Review: The Role of Child Development and Social Interaction in the Selection of Children's Literature to Promote Literacy Acquisition
This paper discusses the relationship between children and their social interaction
with a broad, on options for promoting the acquisition of literacy. A discussion of the importance of understanding child development to teaching, learning, and selection of appropriate literature and way to support children's literature gained experience with the optimum benefit. This work also discusses a framework for understanding the nature of the cognitive, social, emotional, language and literacy development of children, social interaction, and literary choices. That children's literature books with a selection of the right will lead children in exploring the literature, or will help to how children acquire language. Then the right book will be a magic (witchcraft), which makes children hypnotized and dissolve the contents.
Recent research has provided inspiration for writers to research and see how children learn and grow. Children have unique needs that department, interests and abilities. We as adults are responsible for creating and facilitating a child towards this direction. Children always have new experiences, the memory structures that exist in the brain or schema that can be pervasive, have an impact on language, cognitive, social, and emotional development of children at all times. Therefore, knowledge can not be given directly from teacher to learner, but must be built by the children themselves as providing new information (Ryan & Cooper, 2000).
From this perspective, learning is not the result of the provision of knowledge per se, but as a reactive process of the children had ever known and stored as a schema. So this is what learning is sustainable. From this perspective, developing the potential of children in learning are often manifested through interaction with others is more widespread (Wood, 1988). For example, at the last, the writer visited her friend Diane who has a child named Rachel, aged around 3-4 years. The writer sat in the living room, when he spoke with the girl, Rachel's son came running with a favorite book "Brown Bear, Brown Bear, What Do You See?" By Bill Martin. On each page of the book, introduced images of animals and written fishing and urges readers to view this page further and found a creature that will appear next, with repeatedly, and rhyming. Then she continued to crawl into her mother Diane, and Diane opened the book and began reading the papers, commenting on the various illustrations. Anyone who saw this scene will know that Rachel had been brought at the reading, more and more to find pleasure. From this experience can provide information about how this experience helped Rachel in acquiring literacy development:
Positive emotions that arise from how to read Diane, generating a sense of intimate closeness and a sense of security. ? Social interaction between Rachel and her mother had built the knowledge, because it happens fast feedback, as each finished telling of each page that talked about animals, she asked to continue reading on the next page? The language they use to label, compare, describe, classify and create a context for support the process of structural thinking, concept formation.
Each domain of development of linguistics, cognitive, social, and emotional affect Rachel, and plays an important role in the development towards that domain. Linguistic, social, emotional, cognitive and complement the development process that ultimately worked together to help children towards literacy development (Vygotsky, 1978). Russian psychologist Vygotsky who lived in the 20th century, took out the theory that social interaction can develop a form of intellectual property, and emphasized the importance of language in the development of thought. Sosiokognitif theory of social interaction is the primary means children who can add insight. Rachel, for example, has obtained knowledge of the act of reading from the book experience. Diane is a model for Rachel when she shows you how to hold a book, the last page, and which is the front yard, when he needed to close the page, always visible on the right page before moving to the left of the page, and starts at the top of the page and move down, when he read in a tone full of enthusiasm, she expressed joy and pleasure, when he pointed to the picture and stopped briefly to comment on from that has been read out, and he responds appropriately, and when Rachel asked, Diane can comment on it appropriately. Rachel also learned about the saga of language, which is different from spoken language, and story structure. Vocabulary and concept development also occurs when Diane and Rachel work together to build an experience of literacy activities. From the first time when Diane was read out for Rachel's "Brown Bear, Brown Bear, What Do You See?" this is the scaffolding as in Vygotsky's theory. Rachel did the internalization of action with his mother language.
Barbara Rogoff (1990) consider expanding the kids, because getting the songs, a variety of skills and knowledge under the guidance and support is much broader than others. As adults and children who engage in interactive discussions about the language orally in writing, children gain the tools necessary to know the related acquisition of literacy.
The selection of literature is the key to providing an experience resulting in the promotion of literacy development. Obviously with the appropriate literary book, because if it does not fit with the stage of development, then what can be obtained by children from the book and how he can respond to the book. The book "Brown Bear, Brown Bear, What Do You See?" Is perfect for Rachel because of its structure; repeats, rhyming, simple text format to promote the concept of cognitive development. On the other hand, a teacher once said that he was very funny to read story books "piggie Pie by Margie Palatini" aloud to a group of preschool children, but it dawned on her, the children did not discover the contents of the book as something fun from them. This should be differentiated between adults and children in finding fun, maybe a story book "Pie by Margie Palatini piggie" as
stories that can give pleasure for adults (funny), but not so in children. The reason this distinction is the difference in the ability of understanding the gap between children and adults. "Often when a book fails to provide humor for the children resulting from incorrect in choosing a book, is an indication of a poor match between child's cognitive and reading materials" (Jalongo, 1985).
Although the books at many levels and should be read to children for various reasons, the book was in the child's ZPD, are more likely to stimulate a child intellectually. According to Vygotsky (1978), zone of proximal development (ZPD), is "the distance between the actual level of development" as determined through problem solving under adult guidance or in collaboration with colleagues who are more capable. The book "Brown Bear, Brown Bear, What Do You See?" With Rachel's closer to the ZPD. While many textual references like piggie pie is well worth the humor, but beyond the zone of proximal development of the child.
A child who is not ready to develop from a particular book will not get the joy and meaning and will respond in different ways. To that end, teachers must know each child as an individual in terms of level of development, level of development, and various interests, so that children receive maximum benefit from their experiences with literature.
Resume Jurnal 1 ECRP Vol. 5 No. 2 Fall 2003
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