Adulthood is also of psychological and personal development by which time it is assumed that individuals have established their identity and are well on their way to being independent, responsible, self-disciplined and purposeful. Weitzman (1972) states that: “through books, children learn about what boys and girls say and feel. They learn about what is wrong and they learn what is expected of children their age. In addition, books provide children with role models and images of what they can and should become when they grow
In forming keperibadiankanak noble and moral children, children's literature plays an equally important role. The literary children produced in Malaysia should emphasize quality aspects with regard to the demands and expectations of local children in terms of education. In addition, parents and teachers also play an important perananyang to cultivate the habit of reading to children through activities bacaanyang appropriate and interesting. It is important to ensure excellence in the depankanak children. Education is not only the responsibility borne by the parents dansekolah alone, but society also plays an important role.
Through storytelling, teacher will be able to inculcate different vocabulary in the story and this will allow young learners to get used to the correct form of language structure. Young learners who listen to story are actually experiencing a form of learning meaning of words in context. Storytelling becomes an effective way to introduce new vocabulary to children. According to Sen (2014), when learners have the ability to relate words to their meaning better, these words are retained in their memory for long. From this, they will be able to remember the meaning of the
Wright outlines a fair discussion about critical thinking intending to guide the teacher to help children to ‘think through situations where the answer is in doubt’ (2002, p.9). Throughout this chapter Wright pioneers critical thinking has a ‘practical value’ for social education, that it could help children grasp subject content in a profound and meaningful way. Examples of how to teach critical thinking are included throughout this chapter however, the lessons overlook other views of critical thinking as a process of developing skills and sub-skills. Wright (2011) generalises that critical thinking involves questioning from the higher end of the cognitive domain according to Blooms Taxonomy; ‘analyses, synthesis and evaluation’ (2002, p51). Meanwhile, Facione (2011, p. 6), who also supports critical thinking for social education, suggests skills such as: interpretation, analysis, evaluation, inference, explanation and self-regulation are developed as a process when teaching critical thinking.
Their own rules. this helps them develop the ability to coordinate and plan with others as well as control their impulses. Next, dramatic play encourages language development. Children nowadays are motivated to communicate their wishes to their peers and must learn to speak on behalf of their roles. Dramatic roles play also support literacy which is provides perfect play for children to increase comprehension as children love to act out their favorite dramatic role plays.
Literature is one of the important elements in life. Why? Because through literature, we can express our feelings, convey our thoughts and show others our concern regarding matters in our daily life. To be able to use literature as a medium of communication, we have to get used to it at a young age. But, just like the adults, children also have their own concerns.
The ZDP is the level at which learning takes place. It comprises cognitive structures that are still in the process of developing, but which can only develop under the assistance/guidance of or in collaboration with others For social constructivism, greater emphasis is placed on learning through social interaction and the value placed on cultural background. Vygotsky believes that language and culture strongly influence children’s cognitive development and that adults are children’s connection to language, history, social context and ICT, all of which are parts of culture. He also believes that our understanding and experiences of reality occur within this
Children’s literature is defined as books that are enjoyed by children's such as picture books, poems and easy to read stories (Anderson, 2005). However, Clark (2004) argues that “children’s literature is always written for both children and adults; to be published it needs to please at least some adults.”(Clark, 2004, p. 96). The reason behind why children's literature need to get an endorsement from adults before being published is because children's literature can have a major influence on children's characters and values. Almerico (2014) stated that children are influenced by the characters portrayed in books that they read. Hence, it is very important to ensure that the books read portray characters with good values such as honesty and kindness.
Resolution, it is the outcome of the attempts to resolve the problem or conflict f. Theme, it is the main idea or the moral value available in the story Procedure of Using Narrative Scaffold Technique in Teaching Narrative Paragraph Narrative scaffold technique is a technique of writing in which the students are guided in composing their narrative paragraph especially in developing their ideas and imagination. The students are expected to rewrite the original folklore with their own words and imagination and then outlining it in the narrative scaffold with aim to make it easier in the process of rewriting. There are several steps for doing the writing technique using narrative scaffold : Steps 1 : in this step, the teacher selects the story in form of folklore, or folktale. The story should be familiar in which the students at least have prior knowledge about the folklore and finally they are able to write a new version of the story based on their interest. Steps 2 : ask the students to read and discuss the example of the narrative text given : find out the topic, organisation, and language in the text Steps 3 : the teacher distributes the narrative scaffold format before the students start to write and explained how to use it in the process of rewriting the story as a narrative
This Drama curriculum for Jamaican schools attempts to present a balanced approach, therefore, recognizing Drama as a subject in its own right and as an educational method having a valuable contribution to make to other areas of the curriculum. In addition, it seeks to establish the main elements of Drama, paying close attention to appropriate emphases for particular age groups. It attempts to balance the need for workshop activities with those of performance, since involving students prematurely in performance runs the risk of producing work of a largely superficial nature. By evaluating Drama competencies broadly the way is then opened to weigh the quality of students’ experiences as an equally valid indicator, along with skills, of both artistic and aesthetic