Study Analysis Of Parents' And Teachers' Perceptions Regarding The Cognitive Development Of Early Children In The Areas Of Reading, Writing And Numeration
DOI:
https://doi.org/10.32332/ijigaed.v4i2.9383Keywords:
Teacher and Parent Perceptions, Cognitive Development, Reading, Writing, NumeracyAbstract
This research is motivated by the need to analyze the extent to which parents and teachers perceive early childhood cognitive development in the realm of reading, writing and nu-meracy. The purpose of this study is to describe how perceptions, practices, constraints, and things needed by parents and teachers in developing cognitive learning. Initial percep-tions embedded in parents and teachers regarding children's cognitive development will be analyzed as needed and become initial research data for the development of cognitive learning models in the following year. The research was conducted in Bandar Lampung Kindergarten, Enggal District, with 17 teachers and 31 parents as subjects. The sampling technique was randomized. Data were collected through interviews and questionnaires. The research data were analyzed through qualitative and quantitative analysis. The results showed that the level of perception of parents and teachers about children's cognitive development was high, namely 28 people with an interval of 123-159. For the other 11 people, very high with an interval of 16-196, quite high as many as 9 people with an inter-val of 86-122 and no parents and teachers with low levels of perception. Based on the results of the study it can be concluded that the perception of parents and teachers about children's cognitive development generally reaches a high level, therefore this understand-ing can be used as an initial capital in the process of developing children's potential to be maximized.
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Asrori. (2020). Psikologi Pendidikan Pendekatan Multidisipliner (Cetakan Pe). CV. Pena Persada.
Aytur, S., & Hughes, L. (2008). Prevention of the epidemic increase in child risk of overweight in low-income schools. American Journal of Health Promotion, 22(4), 303. https://doi.org/10.1001/archpedi.159.3.217
Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., Perez-Escamilla, R., Rao, N., Ip, P., Fernald, L. C. H., MacMillan, H., Hanson, M., Wachs, T. D., Yao, H., Yoshikawa, H., Cerezo, A., Leckman, J. F., & Bhutta, Z. A. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3
Brooks-Gunn, J., Duncan, G. J., & Maritato, N. (1997). Poor families, poor outcomes: The well-being of children and youth. Consequences of Growing up Poor, 1–17.
Brooks-Gunn, Jeanne, & Duncan, G. J. (1997). The effects of poverty on children. Future of Children, 7(2), 55–71. https://doi.org/10.2307/1602387
Crumb, L. N. (1983). The classification of biographical dictionaries in reference collections using the library of congress classification system. Cataloging and Classification Quarterly, 3(1), 41–44. https://doi.org/10.1300/J104v03n01_03
Dagsland, S., Kvistad, A. H., & Otnes, H. (2023). The Complexity of Assignment Design : Functional Dimensions and Semiotic Domains in Assignments Designed by Teachers in the. 14(3), 343–373. https://doi.org/10.17239/jowr-2023.14.03.02
De Andrade, V., Freire, S., Baptista, M., & Shwartz, Y. (2022). Drawing as a Space for Social-Cognitive Interaction. Education Sciences, 12(1). https://doi.org/10.3390/educsci12010045
Deary, I. J., & Der, G. (2005). Reaction time, age, and cognitive ability: Longitudinal findings from age 16 to 63 years in representative population samples. Aging, Neuropsychology, and Cognition, 12(2), 187–215. https://doi.org/10.1080/13825580590969235
el Moussaoui, N., & Braster, S. (2011). Perceptions and Practices of Stimulating Children’s Cognitive Development Among Moroccan Immigrant Mothers. Journal of Child and Family Studies, 20(3), 370–383. https://doi.org/10.1007/s10826-010-9401-8
Kisno, Wibawa, B., & Khaerudin. (2022). Digital Storytelling for Early Childhood Creativity: Diffusion of Innovation “3-D Coloring Quiver Application Based on Augmented Reality Technology in Children’s Creativity Development". International Journal of Online and Biomedical Engineering, 18(10), 26–42. https://doi.org/10.3991/ijoe.v18i10.32845
Masganti. et.al. (2016). Pengembangan Kreativitas Anak Usia Dini Pengembangan Teori dan Praktik. In Perdana Publishing.
Mendell, M. J., & Heath, G. A. (2005). Erratum: Do indoor pollutants and thermal conditions in schools influence student performance? A critical review of the literature (Indoor Air 15:1 (27-52)). Indoor Air, 15(1), 67. https://doi.org/10.1111/j.1600-0668.2005.00329.x
Nurjan, S. (2016). Psikologi Belajar: Hakekat Perilaku Belajar, Karakteristik, Ragam, Tinjauan Teori Belajar, Implikasi Teori Belajar dalam Pembelajaran, Prosedur dan Teknik Kesulitan Belajar (W. Setiawan (ed.); Edisi Revi). Wade Group.
Patton, N., Aslam, T., MacGillivray, T., Pattie, A., Deary, I. J., & Dhillon, B. (2005). Retinal vascular image analysis as a potential screening tool for cerebrovascular disease: A rationale based on homology between cerebral and retinal microvasculatures. Journal of Anatomy, 206(4), 319–348. https://doi.org/10.1111/j.1469-7580.2005.00395.x
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176–186. https://doi.org/10.1002/tea.3660020306
Pramudyani, A. V. R., & Sugito, S. (2014). Implementasi Pembelajaran Terpadu Terhadap Perkembangan Anak Usia Dini Di Kb-Tk Islam Al Azhar 31 Yogyakarta. Jurnal Pendidikan Dan Pemberdayaan Masyarakat, 1(2), 160. https://doi.org/10.21831/jppm.v1i2.2686
Pratiwi, E. (2015). Pembelajaran Calistung Bagi Anak Usia Dini Antara Manfaat Akademik dan Resiko Menghambat Kecerdasan Mental Anak. Inovasi Pembelajaran Untuk Pendidikan Berkemajuan, 7, 278–283.
Richards, M., & Deary, I. J. (2005). A life course approach to cognitive reserve: A model for cognitive aging and development? Annals of Neurology, 58(4), 617–622. https://doi.org/10.1002/ana.20637
Skoranski, A. M., Skowron, E. A., Nekkanti, A. K., Scholtes, C. M., Lyons, E. R., & DeGarmo, D. S. (2022). PCIT engagement and persistence among child welfare-involved families: Associations with harsh parenting, physiological reactivity, and social cognitive processes at intake. Development and Psychopathology, 34(4), 1618–1635. https://doi.org/10.1017/S0954579421000031
Susanto, A. (2014). Perkembangan Anak Usia Dini: Pengantar Dalam Berbagai Aspeknya. In Kencana. Kencana Jakarta.
Törmälä, V., & Kulju, P. (2022). Work descriptions written by third- graders : An aspect of disciplinary literacy in primary craft education. x, 0–2. https://doi.org/10.17239/jowr-2023xxx
VYGOTSKY, L. S. (2019). Interaction between Learning and Development. In Mind in Society (pp. 79–91). Scientific American Books. https://doi.org/10.2307/j.ctvjf9vz4.11
Walqui, A., & Heritage, M. (2018). Meaningful classroom talk (Oral). 18–39. https://files.eric.ed.gov/fulltext/EJ1192519.pdf
Wulansuci, G., & Kurniati, E. 2019. (2019). Pembelajaran Calistung ( Membaca , Menulis , Berhitung) Dengan Resiko Terjadinya Stress Akademik Pada Anak Usia Dini. Jurnal Tunas Siliwangi, 5(1), 38–44.
Yahia, I., & Egbert, J. L. (2023). Supporting Non-Native-English Speaking Graduate Students with Academic Writing Skills : A Case Study of the Explicit Instructional Use of Paraphrasing Guidelines (Vol. 14, Issue 3). https://doi.org/10.17239/jowr-2023.14.03.01
Yin, Y., Parpala, A., & Toom, A. (2023). The relationship between international higher education students ’ writing conceptions and approaches to learning. Journal of Writing Research, 14(3), xx-yy. https://doi.org/10.17239/jowr-2023.14.03.04
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