THE USE OF ADVENTURE BOOKS IN FOSTERING CHILDREN’S LANGUAGE SKILL

Authors

  • Steffany Cleryica Harry Early Childhood Education, Keningau Vocational College, Sabah, Malaysia
  • Hariany Mohd Hassan Early Childhood Education, Keningau Vocational College, Sabah, Malaysia
  • Aisyah Bin Elian Early Childhood Education, Keningau Vocational College, Sabah, Malaysia
  • Mary Gorrete Bte Valintine Early Childhood Education, Keningau Vocational College, Sabah, Malaysia
  • Sirhajwan Idek Early Childhood Education, Keningau Vocational College, Sabah, Malaysia

DOI:

https://doi.org/10.20319/pijss.2019.51.887893

Keywords:

Adventure Book, Busy Book, Children’s Book, Kindergarten

Abstract

The goal of this study was to investigate the role of an adapted and modified version of Busy Book known as “Adventure Book” in fostering children’s language skills. With the rise of technology, books seem to become less significant as mobile devices become increasingly more integral to our everyday life and education. Thus, this study aimed to highlight the role and importance of books as an essential material in learning especially for children aged 3 to 4-year-old. The Adventure Book is a type of book that provides tactile experience to children as it was adapted from ‘Busy Book’, a popular type of children’s books. The book contained simple and basic English language as well as easy-to-read stories with moral values and familiar characters. The book contained simple activities that could help children develop their cognitive skills. The study was conducted on 30 children of 3 to 4-year-old at local nurseries and it involved their parents and teachers. The instrument used in this study was questionnaire. The findings indicated positive responses from the children and the guardians on the application of the books.

References

Best, J. W. & Khan, J. V. (1998). Research in education (8th ed.). Boston: Allyn and Bacon.

Creswell, J.W. & Plano Clark, V. (2007). Designing and conducting mixed method research. London: SAGE Publications. https://doi.org/10.1177/1558689807306132 https://doi.org/10.1177/1558689806298644

Dopyera, M. L. & Dopyera J. (1993). Becoming a teacher of young children. New York: McGraw-Hill, INC Drake, J. (2001). Planning children’s play and learning in the foundation stage. London: David Fulton.

Dr.Rohani Abdullah, Jameyah Sheriff, Nani Menon & Prof. Dato’ Dr Aminah Ayob (2013), Kursus Asuhan Dan Didikan Awal Kanak-kanak PERMATA Negara, Universiti Putra Malaysia, 43400 UPM Serdang Darul Ehsan, Malaysia.

Duncan, J. & Lockwood, M. (2008). Learning through play: A work based approach for the early years professional. London: Continuum International Publishing Group.

Keating, S. (2011). A study on the impact of electronic media, particularly television and computer consoles, upon traditional childhood play and certain aspects of psychosocial development amongst children. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 2(1), 294-303. https://doi.org/10.20533/ijcdse.2042.6364.2011.0042

Naeyc.org (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf pada 8 februari 2018 .

Downloads

Published

2019-05-30

How to Cite

Harry, S. C., Hassan, H. M., Elian, A. B., Valintine, M. G. B., & Idek, S. (2019). THE USE OF ADVENTURE BOOKS IN FOSTERING CHILDREN’S LANGUAGE SKILL. PEOPLE: International Journal of Social Sciences, 5(1), 887–893. https://doi.org/10.20319/pijss.2019.51.887893

Issue

Vol. 5 No. 1 (2019): Regular Issue

Section

Articles

License

Copyright (c) 2019 Authors

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.