Peer-reviewed article
EMERGENT WRITING OF EARLY CHILDHOOD IN EARLY CHILDHOOD EDUCATION
Novi Hidayati, Eman Sulaeman, Iis Siti Umi Halimatussyadiyah ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined when and how early childhood teachers introduce writing skills to children aged 4-5 years in Indonesia. Researchers observed 18 children and interviewed 3 teachers using qualitative methods. The study found that children in the first semester lacked readiness for writing instruction because their fine motor skills were not sufficiently developed. Teachers delayed formal writing instruction to the second semester and focused instead on developing fine motor skills as a foundation.
Key points
- Children aged 4-5 years in group A did not have writing readiness in the first semester
- Fine motor skill development was identified as the main prerequisite for writing readiness
- Teachers adjusted their approach by introducing writing skills in the second semester rather than the first
- Parent involvement and home writing habits influence children's readiness for writing instruction
- Teacher-parent collaboration is important for supporting children's writing development
Limitations
This is a small descriptive study with only 18 children and 3 teachers from what appears to be a single early childhood institution in Indonesia, so findings may not be generalizable to other settings or populations. The study describes current practice rather than testing the effectiveness of any specific instructional approach.
Abstract
This research is motivated by differences in the pros and cons of introducing writing to children in early childhood education institutions and the encouragement from parents so that their children can have the ability to write so that it is not uncommon for teacher to be in the wrong position. This research aims to look at the readiness of children in writing skills and the introduction of writing skills in early childhood education by teacher. Descriptive qualitative is the method used in this study. The choice of this method is to provide an in-depth description and description of the introduction of writing skills in early childhood, especially in group A children aged 4 – 5 years. Participants in this study were 18 children in group A and 3 class teachers in group A. Data collection in this study used observation and interview. Interviews were conducted directly and openly with 3 class teachers. The data collected by the children was analyzed using the Clark and Braun thematic analysis technique. This study found that in the first semester in group A, they did not have the readiness to introduce writing skills so the children's teacher introduced writing skills in the second semester. There is no readiness in this child because the child's fine motor development has not developed properly, so the main focus is on the achievement target, namely on the development of children's development, especially fine motor skills. This achievement target and media are different from the previous year, this is due to the lack of habit of writing in the home environment, the role of parents, and the collaboration of teacher with parents