Peer-reviewed article
Development of Thinking Skills in Early Childhood
Siti Aisyah ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This study looked at how two reading methods, the Big Book method and the Syllables method, affect the language skills of young children. It also considered whether children's level of thinking skills (high or low) played a part. Children were given the treatment and compared with a control group, and the results were analysed with ANOVA. Children taught with the Big Book method had higher language skills than children taught with the Syllables method.
Key points
- The study used a 2 x 2 design: reading method (Big Book or Syllables) by thinking skills (high or low).
- Children in Big Book reading activities had higher language skills than children in Syllables activities.
- The authors conclude that the choice of reading method affects children's language skills.
Limitations
The abstract does not give the country, sample size, children's ages, how children were assigned to groups, or effect sizes. It also does not report whether thinking skills changed the effect of the reading method.
Abstract
This research aims to obtain empirical data on the effect of reading method and thinking skills toward intelligence language of early childhood. Thus the researchers wanted to investigate the causal relationship between the reading method and thinking skills with the intelligence language of children by giving treatment to the experimental group and compared it with the control group. This study used a treatment design by level 2 x 2 be In the design, each of the independent variables are classified into two sides, includes action variable that is reading methods (A) are classified into the Big Book Methods (A1) and Syllables Method (A2). Whereas moderator variables that is thinking skills (B), are classified based on high and low level into high-level thinking skills (B1) and low-level thinking skills (B2). ANOVA calculation results showed that language skills of children who followed reading activities by using the Big Book method is higher than the language skills of children who attend reading activities by using Syllables method. Thus, there is the effect of the application of the Big Book method and Syllables methods toward language skills of children.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Reading activities using the Big Book method, compared with reading activities using the Syllables method
- Population
- Early childhood children, grouped by high or low thinking skills (country and sample size not stated)
Key finding
Children taught with the Big Book method had higher language skills than children taught with the Syllables method.
Aisyah · Crossref · 29 May 2019