Proposed by Taylor (2002: 144), "that provide various facilities to ensure that children are achieving positive experience, this process involves creating a psychological and physical environment that allows children to explore it." Because the various means that include aspects of the material will provide
learning experiences that foster mastery. In other contexts that children adapt to their environment do not occur in empty space, there will be implications both psychologically and physically. Various implications arising as one example of the artifacts and practices, literacy has become a strategic capital for the child to have a set of knowledge and understanding in living his life tasks.
Looking at the issue of literacy is an important activity, it is possible and strategic when these practices were introduced at an early age. Those who postscript explore habit with the environment, literacy allows remote artifacts provide valuable experience for children to recognize letters and writings that are theoretically more to give children the opportunity to more quickly master the reading and writing at the age when entering school. In addition to these implications are at least the kids have early awareness of cultural literacy, and culture of reading and writing is part of daily activities, after they saw what was done with their parents.
This awareness will grow in line with their growth, so they will view that literacy activities are activities that can not be separated in a subsequent child's life, because through these activities they know they have gained a lot of things, seek and find pleasure resulting from those activities.
From the various statements are very strong indication that the reading-rich environment (print rich) very supportive of the child's language development. For in this environment children are accustomed to seeing a variety of good reading material from magazines, newspapers, mobile phones, computers and others who are in the family. Although at an early stage the possibility of children not familiar with the various messages that are reading it, but at least the child has done "shooting" and recording in the brain.
Involving children in literacy practices is an important capital in order to motivate children to like and the familiar to the reading, because of the support (support) from one parent to determine the child in learning. For the involvement of early childhood is a factor that can support the process so that he obtained knowledge. Children who engage in literacy activities by the parents can get more real learning experience because the children feel part of the actors in these activities, and children heard the conversation directly from parents eg when parents talk over a story that happened from the papers they are reading.
In order to overcome these problems, parents have a tremendous responsibility to properly create an environment that can make a positive contribution to child development. Because the family environment is an area for daily life of early childhood's most closest. Children will continue to conduct exploration and response to its environment.
B. THE THEORY OF EARLY LITERACY
Family environment rich in reading (print rich) is a family environment with a rich variety of artifacts of literacy materials. Children see the environment around with various forms of symbols and writings to form a preliminary understanding of literacy, that is for initial ability in reading and writing. Because after all the child interaction with the environment does not pass you by without an impression. Literacy artifacts will provide early awareness in children about literacy activities. Obviously the family environment rich reading and writing various symbols will shape the understanding of the child and will always find out from a variety of symbols and texts, because one child is learning mode which is inactive children will take action against what he saw and will gain knowledge of the action . "... For example, children learn that reading can be used for entertainment and pleasure (as when reading a story book), to label (package of food, street signs), to give information (train schedules, schedule of TV shows) ... "(Mustafa, 2008: 4).
More Kirkland et al. (Mustafa, 2008: 3). Suggests the importance of communication fungi as follows:
"When children learn to communicate through the use of spoken language, they also" read "the environment around them: the various messages on billboards, text on the TV screen, various logos, and labels of their favorite food and toys, etc.. Children from all walks of life in an environment rich in reading in the State is surrounded by reading contextualized environment (environmental contextualized print) readings found in the immediate environment of children to be mean to them from occasions (occurence) context. "
In reading a rich family environment (print rich), the children can see and interact with many forms of literacy artefacts at home, by the signs, labels, stories, the appointment said, ads, bulletin boards, charts, and other printed materials, which all of which is a password information and will respond to the child, that there is a text message or image information from the material. Kadlic (2003: 8) "... children interacting with many forms of print including Signs, labeled centers, wall stories, word displays, labeled Murals, bulletin boards, charts, Poems and other printed materials." For example when their parents read newspapers, magazines, or when writing letters, computer typing, impressions television show, in this environment the child will interact with various forms of literacy practices that everything be password information that will add to the experience in sight and hearing.
In a reading-rich environment, where diverse, real life, materials and activities meet the needs of children and their interests. Children learn letters by looking at events in their environment, interacting with people around them, and use literacy tools for functional and meaningful activities (Pyantos Offices, Copple, & Bredekamp, 2000).
As thinking Green (2004: 1) that each child follows a special path to literacy, has a unique innate caused by personal factors, family, social, and cultural. Literacy practices differ from each family, with the children gain an understanding of internal and character of the spoken and written language. The foundation of literacy begins at an early age, when adults and children interact with oral language and reading. It is important for early childhood education where children learn literacy from literacy experiences of the past and ongoing practice that they have the ability to start and ready to enter school.
One factor that distinguishes the ability of children is often caused by differences in family conditions. Including deeds and behavior of a child, sometimes we can distinguish between a child and know that they come from families in which there are full of books, information, and entertainment, or families that need high school, or children who come from middle and clever family, and children who come from families who ignore the educational needs of children. This is the differentiating factor which is influenced by congenital family environment, where children are educated and cared for one facilitated by the parents while the other is neglected and is not facilitated by the parents. From here we know the good and the bad and the various factors that support or not support the growth of children (Hujjati, 2003: 111).
Because children naturally will make the artifacts of literacy as one of the activities of play, literacy activities in other words it is not a troublemaker in the region play (Roskos, 2000). One example of when a child holds a book, then he uttered the words like a reader, this activity is not included play activities? namely by trying to imitate the activities undertaken by adults. Because these events are not in a situation compulsion, the children naturally imitate the behavior of adults have been like when reading books, and naturally as something that was fun for the kids. Because the play is principally imitation of the various activities of the real, or is often mentioned as activities that are largely symbolic.
Through play activities with literacy artifacts, hence can affect the function of literacy, it is clear that the environment in their play activities offer ideas that have turned function of literacy, one instance when the kids like to play as a mailman, books, and equipment writing, literacy artifacts that stimulate children to read and write more all of which are in the context of play areas.
Roskos (2000) explains that many studies indicate that social environment is very influential on literacy in play activities, the study is important viewed adults play facilitating and supporting activities that can affect the function of literacy. When adults facilitate literacy materials in play activities, children will respond with enthusiasm, many of the artifact into play activities. When children play with the book shows "pretend reading" It also shows children have been represented on the process of what people do when reading.
"Literacy means the ability to read and write well Enough to solve one's problems, meet one's needs, learn new information, and find pleasure in the written word" (Brewer, 2007 at: 304). The definition of literacy is the ability to read and write adequately in order to solve the problem of someone, find the need, to learn new information, and find pleasure in the written word. In this sense literacy as a whole and the activities that are needed by humans, however, because humans are always in need of information, as well as reading and writing as a tool for self-fulfillment in life. Like searching for information via the Internet, newspapers, magazines, send letters and other related literacy activities. Further suggested by Brewer (2007: 304) "... moreover, writing for effective communication in both business and personal modes is critical to success". Obviously the opinion that Brewer was referring to literacy activities other than as a necessity, also a lifestyle where a person with literacy activities can achieve success in life.
In line with the opinions above, Wortham (2006: 220-221) considers that literacy is a process that takes place when emerged and developed, starting from the various efforts so that children can understand and use spoken and written language. Literacy practices are very important from an early age, beginning at the level although only limited recognition. Parents are important to have concern for the sustainability of such literacy practices of children to foster interest in books and stories talking from other parts of the process.
Prophet emphasized in his word that teaching children to read and write is the right of children to the father, "The right of children to his father that there were three; give a good name, teaches writing to write, and married (her) if he has Baligh (adult) .
Reading aloud (reading Aloud) for children is an important experience that has been providing support in early childhood language development, both at home and at school (Gambrell, 2000). Clearly, storybook readings for children to play an important role in the development of literacy and children's ability to understand literature. Research has shown that there is a strong correlation between the use of literature to the development of spoken language and writing skills. There are positive effects in the children's story books.
Activities associated with reading aloud, Brewer (2007: 317) argues: "... not only do read-aloud Provide children with a pleasurable experience, a positive emotional response to reading, and a means of getting" book "language in on their heads, but Also Offers a distinct opportunities it changed from more literate. "Activities to read aloud a lot of positive implications for child development, not only can provide a pleasant experience for the child, or a positive response from children's emotions when reading, or as one way of language acquisition, will But reading aloud which is part of the literacy practices will provide a special offer for children to become literate. Children while listening to parents who read books to them, when they acquire the tools of literacy which is essential for thoughts on the future.
With activities carried out parents, ie read the book (book of story telling) on children. Can build and increase their knowledge of how to and style that has been done by their parents in the telling of the book. This knowledge will come down to children through the activities undertaken. Children watch and learn how to style, disclosure of the meaning of words, language and delivery style of the story. So they can get the tools (tools) pertinent to the literature.
In the home environment there are many actual artifacts of literacy for children will find out it is something fun, such as calendars, newsletters, message in the mobile phone, television ads, image on news, magazines, brochures, accompanied by drawings and photographs, and so forth. This is an area for children where he tried to find out about the message of the existence of these artifacts. In an environment rich in reading (print rich), various messages and contextualized of information in the family environment. Kadlic (2003) argues that the existence of various artifacts of literacy is one of the strategic road and for cognitive and language development of children. It's important for parents to build the exploration activities of the various ingredients of the artifact, that is by providing support and opportunities to children.
In line with these opinions, Mustafa (2008: 6): "... parents may want their children involved in the daily literacy events such as mail sorting is not important (junk), read the schedule of television shows, skim the newspaper to find films what is played on weekends, etc. ". Everyday literacy events involving children, will certainly add to the understanding of literacy and increasing children's vocabulary repertoire, they are accustomed to letters and other artifacts of literacy, all of which will contribute to the development of the language. Besides this, the children used to it and assume that the event is part of the needs of literacy in everyday life.
Comparative research conducted Scribner and Cole (Serpell, 2005: 14) about literacy in a different note, that in a single community in addition to the formal characteristics as a system of meaning that encode the information described and style, reveal how literacy is seen as typical of a habit. Cultural-literacy habits habits habits formed by repeatedly performed in which a technology and a special system is directed towards that goal.
Further advanced by Serpell (2005: 14), observing a set of habits of literacy culture helps us understand how groups of people who could be educated in ways that are different. Due to the level of literacy activities are also different. Like what was said Heath (Serpell, 2005: 14) main stream of cultural literacy branch, involve individuals basic everyday activities that distinguish "types of use of reading" that includes tools, social interaction, and activities are also expressly distinguishing "features the use of words", including a memory aid, a substitute for verbal messages, social interaction, related activities.
Interaction between parents and children in a variety of reading contexts influence the children's awareness about the various kinds of literacy practices. Bissex (Puckett, 1996: 283) in an environment where literate whose parents actively involve them in reading, facilitating them with the tools to write so that they can explore the readings, and respond to children's questions about the readings, will foster a high awareness literacy practices. Children see a variety of activities parents engage in the practice of literacy and will become as routine activities and fun, because when they find it difficult from these activities, children have a parent as someone who can help from this difficulty.
Barbara Rogoff (Johnson, 2003), many argue that children acquire as much knowledge and skills under the guidance of adults. In childhood, adults become a model or someone who can explain the meaning of language by writing, as an important tool for communicating information in the document. When adults and children are actively involved in discussions about language with the words, children acquire the essential tools for the mind as the ability in early literacy.
Obviously important for parents, after reading the various discussion and the foundation of the above to have an understanding and realizing print rich environment, and involve children in literacy practices at an early age. for educational practitioners who engaged in early childhood, most studies on early literacy can not be colored the curriculum and insights from the academic side.
Reference
Armstrong, Thomas. (1995). Language is an important part of your pre-schooler's life Retrieved March 1, 2006 from http://www.parentsplace.com/.
Bergen, Doris. (2002) The Role of Pretend Play in Children's Cognitive Development. Dalam Early Childhood Research & Practice [Online], Vol 4 (1), Tersedia http://ecrp.uiuc.edu. [03 Juli 2009].
Brewer, Jon A. (2007). Introduction to Early Childhood Education. USA: Pearson Education.
Ernawulan, S. (2008). Analisis Perkembangan Belajar Anak. MateriKuliah pada SPs Pendidikan Dasar UPI Bandung: tidak ditebitkan.
Fletcher, Kathryn, L. (2006). Picture Book Reading Experience and Toddlers’ Behaviors with Photographs and Books. Dalam Early Childhood Research & Practice [Online], Vol 8 (2), Tersedia http://ecrp.uiuc.edu/v8n1/fletcher.html [22 Februari 2009].
Green, C. (2004). Head Start Families Sharing Literature, Dalam Early Childhood Research&Practice [Online], Vol 6 (2), Tersedia http://ecrp.uiuc.edu/v6n2/green.html [22 Februari 2009].
Green, Stephen, D. (2006). Language and Literacy Promotion in Early Childhood Settings: A Survey of Center-Based Practices. Dalam Early Childhood Research&Practice [Online], Vol 8 (1), Tersedia http://ecrp.uiuc.edu/v8n1/green.html [12 Desember 2008].
Johnson, D. (2003). The Role of Child Development and Social Interaction in the Selection of Children's Literature to Promote Literacy Acquisition. Dalam Early Childhood Research&Practice [Online], Vol 5 (2), Tersediahttp://ecrp.uiuc.edu/v5n2/johnson.html [22 Februari 2009].
Kadlic, M. (2003) Early Reading and Scientifically-Based Research, Office of Student Achievement & School Accountability U.S. Department of Education.from http://www.ed.gov/admins/lead/read/ereadingsbr03/edlite-index.html [15 Desember 2008].
Klein, R. Evelyn. (2000). Language Development and Science Inquiry: The Head Start on Science and Communication Program. Dalam Early Childhood Research & Practice [Online], Vol 2 (2), Tersedia http://ecrp.uiuc.edu/ [23 Februari 2009].
Larotta. (2009). Findings from this study indicate that parents with low literacy skills benefit from engaging in literacy activities with their children. Tersedia http://www.infotrac.galegroup.com [02 Agustus 2009].
McMillan, J.H., & Schumacer, S. (2001). Reseacrh in education: A Conceptual Introduction. (5th ed.). New York: Addison Wesley Longman, Inc.
Moschovaki, Eleni. (2005) Young Children's Cognitive Engagement during Classroom Book Reading: Differences According to Book, Text Genre, and Story Format Dalam Early Childhood Research & Practice [Online], Vol 7 (2), Tersediahttp://ecrp.uiuc.edu/ [23 Februari 2009].
Mustafa, B. (2008). Dari Literasi Dini ke Literasi Teknologi. Bandung: Yayasan CREST.
NCFL. (2005). National Early Literacy Panel: A Synthesis of Scientific Research on Young Children’s Early Literacy Development. Retrieved March 1, 2006 from http://www.famlit.org/ProgramsandInitiatives/.
PreK Now. (2005). Frequently Asked Questions. Retrieved March 1, 2006 from http://www.preknow.org/media/faq.cfm.
Puckett, M, B. & Black, J, K. (1996). The Young Child: Development From Prebirth Trought Age Eigh. USA: Merril Prentice Hall.
Roskos, Kathleen. (2000) Creating Connections, Building Constructions
Language, Literacy, and Play in Early Childhood, Dalam An Electronic Journal of The Internasional reading Association [Online], tersedia, http://www.readingonline.org/articles/art_index.asp?HREF=roskos/index.html [12 Desember 2008].
Serpell, Robert. (2005). Becoming Literate in The City “The Baltimore Early Childhood Project”. USA: Cambridge University Press.
Taylor, J. (2002). Memberi Dorongan Positif Pada Anak Agar Anak berhasil Dalam Hidup. Jakarta: Gramedia Pustaka Utama.
Thompson, Susan. (2008) Appreciating Diversity through Children's Stories and Language Development. Dalam Early Childhood Research & Practice [Online], Vol 10 (1), Tersedia http://ecrp.uiuc.edu/ [12 Desember 2008].
Weigel, D. (2006). Identifying Key Early Literacy and School Readiness Issues: Exploring a Strategy for Assessing Community Needs, Dalam Early Childhood Research & Practice [Online], Vol 8 (2), Tersedia http://ecrp.uiuc.edu/v8n2/weigel.html [12 Desember 2008].
Wortham, Sue, C. (2006). Early Childhood Curriculum: Developmental Based for Learning and Teaching. USA: Pearson Merril Prentice Hall.
| < Prev | Next > |
|---|