Involvement of Parents and Teachers in Enriching Vocabulary of Young Children Through Children's Songs
DOI:
https://doi.org/10.17507/tpls.1510.10Keywords:
parents, teachers, children's songsAbstract
The Indonesian government has issued a policy for establishing Early Childhood Education (ECE) centers in every village, which various stakeholders support. Due to the vast geographical distribution and the various aspects of life, the quality of ECE implementation varies. ECE centers in major cities generally have high quality, whereas those in rural areas have lower quality. One of the issues that is concerning is the quality of ECE teachers. In rural areas, most ECE teachers are housewives with high school diplomas who have not received formal training as ECE educators. ECE institutions play an essential role as one of the most strategic elements laying the foundation for children's preparation for further education, which will determine their overall development and future. One crucial aspect in ECE is how children are introduced to their environment through age-appropriate songs. Parental involvement in presenting children's songs is essential, complementing what teachers have taught in schools. The collaboration between parents and teachers in introducing suitable children's songs has not yet been realized. This is evidenced by the fact that 61% of teachers have not adequately selected songs for children to be taught. Nevertheless, a process of vocabulary enrichment may take place through children's songs.
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