Embedding Effective Communication in Early Childhood Learning in Schools: Experience from Early Childhood Teachers
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| Title: | Embedding Effective Communication in Early Childhood Learning in Schools: Experience from Early Childhood Teachers |
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| Language: | English |
| Authors: | Hafidh 'Aziz (ORCID |
| Source: | Child Care in Practice. 2025 31(2):190-209. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Early Childhood Education, Early Childhood Teachers, Teacher Student Relationship, Interpersonal Communication, Interaction, Language Usage, Cues, Barriers, Context Effect, Verbal Communication, Nonverbal Communication, Foreign Countries |
| Geographic Terms: | Indonesia |
| DOI: | 10.1080/13575279.2024.2333721 |
| ISSN: | 1357-5279 1476-489X |
| Abstract: | This study aims to strengthen the empirical evidence by analyzing the communication process between early childhood education (ECE) teachers and children during the learning process. It also aims to explore how the process occurs and how children respond. This qualitative descriptive exploratory research utilizes the content analysis method. Purposive sampling was used to select five teachers, including the head teacher, and forty-seven children who participated in this study. Data was collected through semi-structured interviews and non-participant observations to explore communication practices in the teaching and learning process, from the teachers perspective. The results emphasizes the importance of bidirectional communication, tailored to individual children for optimal engagement. It also highlights the role of language use and non-verbal cues in effective pedagogy, while acknowledging the challenges of material relevance and language barriers. The study underscores the significance of multimodal pedagogy, and adaptive communication strategies to address disparities in children's engagement levels and language challenges. It advocates for the continuous refinement of pedagogical techniques to enhance effective communication between teachers and children, a crucial element for the overall improvement of early childhood education quality. Overall, the research provides valuable insights for both academic discourse and practical applications in early childhood education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471136 |
| Database: | ERIC |
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| Abstract: | This study aims to strengthen the empirical evidence by analyzing the communication process between early childhood education (ECE) teachers and children during the learning process. It also aims to explore how the process occurs and how children respond. This qualitative descriptive exploratory research utilizes the content analysis method. Purposive sampling was used to select five teachers, including the head teacher, and forty-seven children who participated in this study. Data was collected through semi-structured interviews and non-participant observations to explore communication practices in the teaching and learning process, from the teachers perspective. The results emphasizes the importance of bidirectional communication, tailored to individual children for optimal engagement. It also highlights the role of language use and non-verbal cues in effective pedagogy, while acknowledging the challenges of material relevance and language barriers. The study underscores the significance of multimodal pedagogy, and adaptive communication strategies to address disparities in children's engagement levels and language challenges. It advocates for the continuous refinement of pedagogical techniques to enhance effective communication between teachers and children, a crucial element for the overall improvement of early childhood education quality. Overall, the research provides valuable insights for both academic discourse and practical applications in early childhood education. |
|---|---|
| ISSN: | 1357-5279 1476-489X |
| DOI: | 10.1080/13575279.2024.2333721 |
