Development of Thinking Skills in Early Childhood

Authors

  • Siti Aisyah Universitas Terbuka

DOI:

https://doi.org/10.31098/ijeiece.v1i1.45

Keywords:

Big Book Method, Syllables Method, Thinking Skills and Language Skills

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.

References

Amstrong, Thomas. (2001). Multiple Intelligences in the Classroom 3 rd Ed.(Virginia: ASCD).

Anderson & Krathwohl. (2006). Taxonomy for Learning, Teaching, and Assesing: A Revision of Bloom’s Taxonomy of Educational Objectives (Complete Ed). New York: Longman.

Atkinson, Rita L. (1997). Pengantar Psikologi. Terjemahan Edisi Kedelapan. Jakarta: Erlangga.

Bjorklund, David F. (2005). Children’s Thinking. CA: Florida Atlantic University.

Bond, Guy L. and Eva Bond Wagner. (1990). Teaching the Child to Read New York: The MacMillan Company.

Bromley, K. D. (1992). Languange Art: Exploring Connections. Boston: Allyn and Bacon.

Cohen, Vicki L. and John E. Cowen. (2008). Literacy for Children in An Information Age Teaching Reading, Writing, and Thinking California: Thomson Higher Education.

Craig, Edwards, M. & Briers. (2002). Higher-Order Thinking versus Lower-Order Thinking Skills: does School Day Scheduling Pattern Influence Achievement at Different Levels of Learning? Texas: A&M University.

Edelsky, Carol, dkk. (1991). Whole Language What’s the Difference. Portsmouth: N. H. Heinemann Educational.

Fisher, Bobby. (1991). Joyful Learning: A Whole Language Kindergarten. New Hamshire: Heinemann.

Goodman. (1986). What’s Whole in Whole Language?. Portmouth, NH: Heinemann.

Harnadek, Anita, (1980).Critical Thinking Book Two. California: Midwest Pub.

Jackson, N.E., Donaldson, G.W and Mills, J.R dalam Robert S. Siegler and Martha Wagler. (2005). Children Thinking .New Jersey: Pearson Prentice Hall.

Kostelnik , Marjorie J, Anne K. Soderman dan Alice P. Whiren. (2007). Developmentally Appropriate Curriculum Best Practices in Early Childhood Education, New Jersey: Pearson Merryll Prentice Hall.

Lynch Priscilla, A Guide fo Using Big Books in The Classrooms. (20 Desember 2013). from http://www.scribd.com/doc/ 119089338.

Morrow, Lesley Mandel. (1998). Literacy Development in The Early Years, Helping Children Read and Write, Second Ed. Boston: Allyn and Bacon.

Resnick, L. B. (1987). Education and Learning to Think, Washington DC:National Academy Press.

Schunk, H. Dale. (2012). .Learning Theories an Educational Perspective, Sixth Edition. Boston: Allyn and Bacon.

Woolfolk, Anita. (2007). Educational Psychology Tenth Edition. Boston: Pearson Ed.Inc.

Downloads

Published

2020-03-23

How to Cite

Aisyah, S. (2020). Development of Thinking Skills in Early Childhood. International Journal of Emerging Issues in Early Childhood Education, 1(1), 51–67. https://doi.org/10.31098/ijeiece.v1i1.45

Issue

Vol. 1 No. 1 (2019): May Volume

Section

Research Articles

License

Copyright Notice

 International Journal of Emerging Issues in Early Childhood Education: https://jurnal-fkip.ut.ac.id/index.php/ijeiece/index is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. 

Copyright Notice
An author who publishes in  International Journal of Emerging Issues in Early Childhood Education agrees to the following terms:

  • The author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
  • The author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.
  • The author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).



Privacy Statement
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.