The Role of Teachers in Stimulating Early Childhood Language Development Through Nature Learning Kamtini, Salsabila Hasiana Tanjung, Dwi Maya Novitri
UNIMED
Abstract
Language skills need to be stimulated early on so that children are able to communicate well. This study aims to describe the role of teachers in stimulating early childhood language development through nature-based learning. The study used a quantitative descriptive correlational approach with a sample of 50 children aged 4-6 years and 4 PAUD teachers. Data were collected through observation, questionnaires, and documentation. Language indicators include the ability to name natural objects, tell stories, answer questions, use new vocabulary, speak clearly, and discuss. Indicators of the teacher^s role include planning, providing media, mentoring, giving open questions, communication motivation, and evaluation. Data were analyzed using descriptive statistics and simple correlations. The results are expected to be a reference for strengthening the role of teachers in nature learning to support children^s language development.
Keywords: role of teacher, child language, nature learning
Topic: Economics, Social and Early childhood Education
