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 |
|---|---|
| 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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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwH7JRjzcb276d8wQJKmOSq4AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDB_WfgFHYG6Im-jOQgIBEICBm-cWGw50gKBWW6_2gw2JX_R2_THrz4cMutyzhqYcZ09-IgoacPKVk-kvTMYvgXR5IEKpj0teSiPRHTOB4NFnZUffSgg7dx9atz9xGTc1V2uWCrjtvd_iivK8UaQhIm2Ikwn-E5A5w4nubPEf9Q-CWEU5wbMat-7pjut02Sp9bK7UZlwCU0mdMQZJ5IzwGprB-vnwrEF8FoHf_P6B Text: Availability: 1 Value: <anid>AN0185198752;j2301apr.25;2025May19.05:20;v2.2.500</anid> <title id="AN0185198752-1">Embedding Effective Communication in Early Childhood Learning in Schools: Experience from Early Childhood Teachers </title> <p>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.</p> <p>Keywords: Effective communication; early childhood education (ECE); teacher–child interaction; learning process</p> <hd id="AN0185198752-2">Introduction</hd> <p>Communication is crucial in every social interaction, including the learning process, as it is a tool for building relationships (Rodd, [<reflink idref="bib60" id="ref1">60</reflink>]). Therefore, effective communication between teachers and children is essential in education, particularly in early childhood education (ECE) (Faisal, [<reflink idref="bib24" id="ref2">24</reflink>]). Effective communication plays a critical role in determining the success or failure of the learning process and influences the social, individual, behavioral, and intellectual development of children (Aktürk &amp; Demircan, [<reflink idref="bib5" id="ref3">5</reflink>]; DJabbarovna, [<reflink idref="bib22" id="ref4">22</reflink>]; Tutkun, [<reflink idref="bib68" id="ref5">68</reflink>]). Children's thinking and behavioral foundation are built at this stage, influencing their future growth and development. Thus, building excellent and satisfying relationships through effective communication between teachers and children is crucial (Jonsson &amp; Williams, [<reflink idref="bib42" id="ref6">42</reflink>]; Rodd, [<reflink idref="bib60" id="ref7">60</reflink>]) to facilitate an effective learning process.</p> <p>In contrast, poor communication between teachers and children can hinder children's development and affect their learning outcomes. Hindered communication can distort and block the intended message, leading to failure or unwanted effects (Velentzas &amp; Broni, [<reflink idref="bib71" id="ref8">71</reflink>]). Studies have shown that poor communication can cause children to feel uncomfortable, fearful, and withdraw from the classroom education process (Osakwe, [<reflink idref="bib54" id="ref9">54</reflink>]), leading to conflict and tension, thereby negatively impacting their learning motivation and outcomes (Abdul Malek et al., [<reflink idref="bib1" id="ref10">1</reflink>]).</p> <p>Effective communication is an integral part of achieving educational goals, and it is crucial in learning and teaching (Nurani &amp; Utami, [<reflink idref="bib52" id="ref11">52</reflink>]; Rodd, [<reflink idref="bib60" id="ref12">60</reflink>]). Therefore, effective communication between teachers and children in ECE must be prioritized. Good communication enables teachers to understand each child's needs and development and help overcome any challenges they may experience.</p> <p>Communication in ECE can be understood as a two-way communication process involving mutual influence, an action-reaction process, with a sender and a receiver (Nofrion, [<reflink idref="bib50" id="ref13">50</reflink>]). This two-way communication is also referred to as effective communication (Lunenburg, [<reflink idref="bib45" id="ref14">45</reflink>]), where sharing meaning and understanding between the message sender and receiver is essential (Ford et al., [<reflink idref="bib25" id="ref15">25</reflink>]). Communication can also be seen as an information transfer system between individuals, involving asking questions and telling past experiences (Katz, [<reflink idref="bib43" id="ref16">43</reflink>]), or a flow or exchange of information between individuals or a group of people (Velentzas &amp; Broni, [<reflink idref="bib71" id="ref17">71</reflink>]).</p> <p>The most commonly used communication tool is language, which refers to symbols and grammar rules used to manipulate those symbols (Velentzas &amp; Broni, [<reflink idref="bib71" id="ref18">71</reflink>]). Language becomes a social interaction tool that allows individuals to express themselves and their ideas to other speakers in a social group, as a means of communication and identity (Noermanzah, [<reflink idref="bib49" id="ref19">49</reflink>]). Verbal and nonverbal communication methods, such as body language, eye contact, sign language, haptic communication, chronemics, and media content, such as images, graphics, sound, and writing, are used in communication (Velentzas &amp; Broni, [<reflink idref="bib71" id="ref20">71</reflink>]). Thus, language in communication refers to both verbal and nonverbal language.</p> <p>In education, language is a useful tool for learning and discovery (Kirk, [<reflink idref="bib44" id="ref21">44</reflink>]). Language becomes a communication medium for building mutual relations in educational interaction. However, more than language is needed for building effective communication in the learning process, as several aspects determine whether effective communication can be achieved. Communication in education is interpersonal, meaning that it involves aspects of verbal and nonverbal messages, focusing on interaction patterns and difficulties, social support, verbal confirmation, boundary management, speech accommodation, self-disclosure, nonverbal signals, and secrets (Vangelisti &amp; Caughlin, [<reflink idref="bib70" id="ref22">70</reflink>]). The main elements of communication are the sender and the receiver, as well as the communication process from the sender to the receiver, including encoding messages, media or communication channels, decoding messages by the receiver, interference or noise, and feedback (Lunenburg, [<reflink idref="bib45" id="ref23">45</reflink>]).</p> <p>According to Velentzas and Broni ([<reflink idref="bib71" id="ref24">71</reflink>]), an effective concept in communication requires messages to be conveyed in the way intended by individuals or a group of people. An effective communication process consists of speaking and listening activities. The message content and body language must convey the same meaning to achieve effective communication goals. Emotional factors, language, and conceptual or situational barriers must also be considered for effective communication. Types of communication barriers include semantic, physical, and contextual barriers (Eisenberg et al., [<reflink idref="bib23" id="ref25">23</reflink>]), and process and psychosocial barriers (Lunenburg, [<reflink idref="bib45" id="ref26">45</reflink>]). Language, perception, and emotional barriers are other common barriers experienced by respondents (Abdul Malek et al., [<reflink idref="bib1" id="ref27">1</reflink>]).</p> <p>Factors influencing effective communication include context, communication tools, verbal and nonverbal communication, feedback processes, specific messages, non-judgmental responses, and disruptions and barriers (Velentzas &amp; Broni, [<reflink idref="bib71" id="ref28">71</reflink>]). Context includes the situation surrounding communication, such as the age, region, gender, and intellectual ability of the person. Communication tools include images, texts, or other types of media used in the communication process. Verbal and nonverbal communication involves words, sentences, body language, and facial expressions. The feedback process requires two-way interaction in communication, while specificity refers to clear and focused messages. Non judgemental factors refers to the ability to respond calmly and objectively, while disruptions and barriers can interfere with conveying the message. If disruptions exist in these elements, clarity of meaning and complete understanding will not occur (Lunenburg, [<reflink idref="bib45" id="ref29">45</reflink>]). Communication barriers and disruptions can arise due to a range of factors, including conflicts, limited knowledge of cultural, linguistic, and social practices, multiple interpretations of language, inadequate language proficiency, emotional differences, and diverse backgrounds such as age, education, gender, social status, economic position, cultural background, temperament, health, appearance, popularity, religion, political beliefs, and even mood (Abdul Malek et al., [<reflink idref="bib1" id="ref30">1</reflink>]).</p> <p>Effective communication is a two-way process that requires effort and skills from both the sender and receiver, including listening skills (Lunenburg, [<reflink idref="bib45" id="ref31">45</reflink>]). Parents and teachers can improve their communication style to build better and more satisfying relationships with others (Rodd, [<reflink idref="bib60" id="ref32">60</reflink>]). One way to achieve this is by increasing self-efficacy, as teacher self-efficacy is strongly and positively correlated with communication ability (Aktürk &amp; Demircan, [<reflink idref="bib5" id="ref33">5</reflink>]). Effective communication skills and self-efficacy are indicators of effective teachers (Soulis, [<reflink idref="bib63" id="ref34">63</reflink>]) and can support the creation of a conducive classroom and positive interaction with children (Jonsson &amp; Williams, [<reflink idref="bib42" id="ref35">42</reflink>]). This also suggests that teacher qualifications influence mastery over language and child communication (Degotardi et al., [<reflink idref="bib21" id="ref36">21</reflink>]; Hu, Degotardi, et al., [<reflink idref="bib39" id="ref37">39</reflink>]). Higher levels of teacher education correlate with a decreased reliance on non-suggestive and indirect commands (Hu, Torr, et al., [<reflink idref="bib40" id="ref38">40</reflink>]), often accompanied by rationale (Hu, Degotardi, et al., [<reflink idref="bib39" id="ref39">39</reflink>]; Hu, Torr, et al., [<reflink idref="bib40" id="ref40">40</reflink>]). Furthermore, teacher qualifications also impact the quality of interactions with children (Degotardi, [<reflink idref="bib17" id="ref41">17</reflink>]). Teachers with a bachelor's degree in ECE have a deeper understanding of child development compared to those with educational backgrounds not specifically related to ECE (Yuslam et al., [<reflink idref="bib73" id="ref42">73</reflink>]).</p> <p>Teachers need to develop their communication skills and stimulate children's communication skills. Efforts to develop children's communication can be made through several methods, as evidenced in the study by Hanika and Boyer ([<reflink idref="bib32" id="ref43">32</reflink>]) which showed a significant positive correlation between motor imitation and social communication variables, such as language comprehension. The research results showed that motor imitation could be accurately measured in infants aged 15–18 months, and there is an increase in imitation behavior at this age. The study results also showed that motor imitation in infants aged 15–18 months has a unique relationship with social communication, that is specific to language comprehension and separate from verbal expression or movement. Creating an engaging environment and providing meaningful opportunities can encourage children to learn essential communication skills while developing necessary motor skills (Akamoglu et al., [<reflink idref="bib3" id="ref44">3</reflink>]). Motor activities, whether in large or small group activities, can stimulate the cognitive abilities of young children with disabilities (Akamoglu et al., [<reflink idref="bib3" id="ref45">3</reflink>]).</p> <p>Other studies have found that a group learning approach, can develop children's abilities to build interactions, communication, and play skills (Hong et al., [<reflink idref="bib37" id="ref46">37</reflink>]). Children who learn in groups demonstrate higher interest, inclusion, friendship, and empathy toward children with special needs (Hong &amp; Sullivan, [<reflink idref="bib36" id="ref47">36</reflink>]). Communication skills can also be developed through various strategies, such as cultural and language adaptation (Sands et al., [<reflink idref="bib61" id="ref48">61</reflink>]). Drawing can also be a suitable nonverbal method for "listening" to children's ideas and recording their perspectives (Holliday et al., [<reflink idref="bib35" id="ref49">35</reflink>]). Reading books to children while encouraging interaction by asking questions and participating in discussions about the book, such as Shared Interactive Book Reading (SIBR), can instill natural communication teaching strategies, and create learning opportunities to promote children's language and communication skills (Akemoglu et al., [<reflink idref="bib4" id="ref50">4</reflink>]). Caregivers can use natural communication teaching strategies (Akemoglu et al., [<reflink idref="bib4" id="ref51">4</reflink>]). This approach relies on leveraging naturally occurring learning opportunities that enhance a child's language and communication skills in accordance with their individual interests and areas of focus (Akemoglu et al., [<reflink idref="bib4" id="ref52">4</reflink>]; Moore et al., [<reflink idref="bib47" id="ref53">47</reflink>]). Children's participation in shared reading activities using natural communication teaching strategies encourages the development of children's social communication. When teachers and caregivers work together to make shared reading a fun activity that promotes communicative interaction, this expands opportunities for children to initiate and respond using verbal and nonverbal communication skills (Akemoglu et al., [<reflink idref="bib4" id="ref54">4</reflink>]).</p> <p>Effective communication in early childhood classrooms is a topic of significant pedagogical interest, with an array of scholarly contributions addressing its multifaceted dimensions. Storie et al. ([<reflink idref="bib64" id="ref55">64</reflink>]) advocate for targeted communication strategies to enhance functional skills among preschoolers, particularly in inclusive settings. Their work echoes the notion that children's communication is inherently complex and future-oriented, a point elaborated upon by Heydon ([<reflink idref="bib34" id="ref56">34</reflink>]). Shin ([<reflink idref="bib62" id="ref57">62</reflink>]) adds to this by highlighting the advanced communication skills even infants display, such as intentional pointing and joint attention. Stable joint attention strengthens the opportunities for language development and collaborative learning (Degotardi, [<reflink idref="bib18" id="ref58">18</reflink>]). Further complicating the landscape, teachers' attitudes and skills exert a considerable influence on classroom interaction quality, as cited by Osakwe ([<reflink idref="bib54" id="ref59">54</reflink>]) and Soulis ([<reflink idref="bib63" id="ref60">63</reflink>]). This is juxtaposed with a prevalent teacher-centered approach in ECE, which often neglects the potential of empathic communication and effective listening techniques (Jonsson &amp; Williams, [<reflink idref="bib42" id="ref61">42</reflink>]; Robingatin et al., [<reflink idref="bib59" id="ref62">59</reflink>]; Swari et al., [<reflink idref="bib65" id="ref63">65</reflink>]).</p> <p>Multimodal pedagogy, as proposed by Heydon ([<reflink idref="bib34" id="ref64">34</reflink>]), offers an avenue for a more nuanced understanding of the varied modes and media children use for communication. This approach becomes particularly salient when considering the essential role of parental involvement, and the need for seamless home-school communication loops to optimize curricula (West &amp; Mild, [<reflink idref="bib72" id="ref65">72</reflink>]). However, the current state of pedagogical practices leaves much room for improvement. Communication is often undervalued in early childhood educational activities, a trend that necessitates pedagogical reform (Nurani et al., [<reflink idref="bib51" id="ref66">51</reflink>]). Particularly in the context of Indonesia, the communication patterns between teachers and children are often less effective, with teachers tending to be more dominant and active in initiating communication (Azzahra et al., [<reflink idref="bib9" id="ref67">9</reflink>]; Handayani et al., [<reflink idref="bib31" id="ref68">31</reflink>]), while children are more often listening and performing tasks (Istiqomah, [<reflink idref="bib41" id="ref69">41</reflink>]), and the learning process is predominantly teacher-centered (Qadafi, [<reflink idref="bib57" id="ref70">57</reflink>]). Thus, the challenges teachers face in eliciting meaningful dialogues from children under six highlight areas for future research and curriculum development (Gjems, [<reflink idref="bib28" id="ref71">28</reflink>]).</p> <p>Based on the above, previous research has indicated various practices recommended for establishing effective communication in learning. While the importance of effective communication, including verbal and nonverbal methods, is well-recognized, there is still a lack of comprehensive research focused on how these methods are integrated and applied effectively in diverse early childhood classroom settings, especially in the context of Indonesian ECE. Thus, further research is needed to gather more precise empirical evidence on effective learning communication by teachers working with young children.</p> <hd id="AN0185198752-3">Research context</hd> <p>This study focuses on the analysis of communication between Early Childhood Education (ECE) teachers and children during the learning process. The context of this research is particularly crucial given that early childhood represents a critical period for cognitive, emotional, and social development. Moreover, the effectiveness of communication between teachers and children at this stage can significantly impact long-term learning outcomes and overall child development. Within the Indonesian context, this is especially noteworthy, as ECE has been garnering serious attention since the early 2000s (Adriany &amp; Saefullah, [<reflink idref="bib2" id="ref72">2</reflink>]; Alatas et al., [<reflink idref="bib6" id="ref73">6</reflink>]; Formen, [<reflink idref="bib26" id="ref74">26</reflink>]), following the enactment of the Law No. 20 of 2003 on the national education system (Formen, [<reflink idref="bib26" id="ref75">26</reflink>]; Government of the Republic ofIndonesia, [<reflink idref="bib29" id="ref76">29</reflink>]). This law stipulates that ECE pathways are to be divided into three categories: formal, non-formal, and informal. Informal education consists of family and community-based education (Government of the Republic ofIndonesia, [<reflink idref="bib29" id="ref77">29</reflink>]. Article 1:13), whereas formal and non-formal pathways represent non-parental child care and education (Formen, [<reflink idref="bib26" id="ref78">26</reflink>]). Formal pathways are structured and hierarchical educational systems, which include Kindergarten and Raudlatul Athfal for children aged 4–6 years (Adriany &amp; Saefullah, [<reflink idref="bib2" id="ref79">2</reflink>]; Alatas et al., [<reflink idref="bib6" id="ref80">6</reflink>]; Formen, [<reflink idref="bib26" id="ref81">26</reflink>]; Hasan et al., [<reflink idref="bib33" id="ref82">33</reflink>]). Non-formal ECE encompasses playgroups, child care centers, Posyandu, and <emph>Bina Keluarga Balita</emph> (Adriany &amp; Saefullah, [<reflink idref="bib2" id="ref83">2</reflink>]; UNESCO, [<reflink idref="bib69" id="ref84">69</reflink>]). The study's specific context is the communication between teachers and children in formal ECE settings.</p> <p>The number of children enrolled in pre-school education has also been on the rise. Data from 2022 indicate that 26.77% of children aged 0–6 in Indonesia have attended or are currently attending pre-school education (Badan Pusat Statistik, [<reflink idref="bib11" id="ref85">11</reflink>]), showing an increase from 17.83% in 2014 (Badan Pusat Statistik, [<reflink idref="bib10" id="ref86">10</reflink>]). A majority of these children, 70.33%, are enrolled through formal pathways like Kindergartens, Raudlatul Athfal, and Bustanul Athfal (Badan Pusat Statistik, [<reflink idref="bib11" id="ref87">11</reflink>]). With the growing public interest in enrolling children in ECE institutions, there arises an imperative for teachers and educational institutions to deliver the highest quality educational services.</p> <hd id="AN0185198752-4">Method</hd> <p>This research was designed with a qualitative descriptive exploratory design using the content analysis method (Hsieh &amp; Hsieh, [<reflink idref="bib38" id="ref88">38</reflink>]). The study was conducted from September 2022 to December 2022. The qualitative approach was exploratory, allowing the researchers to explore the complexity of communication practices between teachers and children in the learning interaction process (Bengtsson, [<reflink idref="bib12" id="ref89">12</reflink>]; Graneheim &amp; Lundman, [<reflink idref="bib30" id="ref90">30</reflink>]). The qualitative descriptive method was chosen to thoroughly, accurately, impartially, comprehensively, and systematically describe the object of investigation. Therefore, this research adopted a qualitative descriptive methodology (Miles et al., [<reflink idref="bib46" id="ref91">46</reflink>]).</p> <hd id="AN0185198752-5">Research objective and question</hd> <p>This study aims to strengthen the evidence by analyzing the communication process between ECE teachers and young children, in the learning process, examining how the process works, and exploring the children's responses. The research questions are: What is the form of communication between teachers and children in the learning process, and what are the children's responses?</p> <hd id="AN0185198752-6">Participants</hd> <p>This study used purposive sampling (Campbell et al., [<reflink idref="bib14" id="ref92">14</reflink>]), involving five teachers, including the head teacher, who were labeled as T1-T5 (Teacher 1-Teacher 5), and forty-seven children, consisting of twenty-eight boys and nineteen girls. The study was observed naturally to explore teacher-children interactions and communication processes. This study was conducted in a naturalistic setting to scrutinize teacher-children's interactions and communication modalities. The context of the study focused on teachers' communication with children during classroom activities. All five teachers who participated held bachelor's degrees: T1 in Psychology, T2 and T3 in Early Childhood Education, T4 in Sociology, and T5 in Engineering. The participating children ranged in age from 4 to 6 years. Notably, none of the teachers had undergone specialized training in effective communication; their training primarily concentrated on curriculum development, instructional methods, and professional development. The study was executed in both classroom and outdoor settings during play-based activities.</p> <hd id="AN0185198752-7">Data collection process</hd> <p>Data was collected through semi-structured interviews (O'Keeffe et al., [<reflink idref="bib53" id="ref93">53</reflink>]) to investigate the teachers' views and communication practices in learning. Teachers were asked to explain their learning procedures and to deliver or respond to messages. Data was also collected through non-participatory observation to obtain direct data on communication practices in learning and to triangulate and validate the data.</p> <p>The research questions were formulated into a semi-structured interview format, adapting factors for effective communication from Velentzas and Broni ([<reflink idref="bib71" id="ref94">71</reflink>]). These factors include:</p> <p></p> <ulist> <item> Context: This theme encompasses questions about the situation surrounding the occurrence of communication, such as the age of the communicators, regional background, gender, and intellectual capabilities.</item> <p></p> <item> Tools/Instruments/Devices: This pertains to the media designed and utilized in the communication process to facilitate effective interaction. Examples may include images, text, or other types of media.</item> <p></p> <item> Verbal and Non-verbal Communication: This aspect examines both spoken and unspoken forms of conveying information.</item> <p></p> <item> Reciprocal Process: This factor examines the two-way nature of the interaction.</item> <p></p> <item> Specificity: This dimension seeks data on whether the communication focuses specifically on the information or message being conveyed.</item> <p></p> <item> Non-Judgmental: This area explores whether any form of judgment exists in the communication from either the teacher or the children.</item> <p></p> <item> Interference and Barriers: This last factor examines disruptions and obstacles in effective communication, as outlined by Velentzas and Broni ([<reflink idref="bib71" id="ref95">71</reflink>]).</item> </ulist> <hd id="AN0185198752-8">Data analysis</hd> <p>A qualitative approach was used to analyze data based on the qualitative content analysis method by Graneheim and Lundman ([<reflink idref="bib30" id="ref96">30</reflink>]). The method describes that manifest content analysis focuses on the apparent and visible units in the text. Units with central meaning related to the objects are selected in the material. The analysis began after data collection, and the interview and observation data were transcribed into text. The text was reviewed several times to gain a general perception of various aspects of experience and perspective. Sentences were then converted into units of meaning as parts of sentences or paragraphs, and initial codes were obtained using words close to participant statements. These codes were then categorized based on differences and similarities and classified based on their meanings, relationships, and consistency. Categories were placed together based on meaningful conceptual patterns, and themes emerged by realizing connections in the data. All authors were involved in discussions about codes, subcategories, and categories until a consensus was reached regarding the manifested contents.</p> <hd id="AN0185198752-9">Results</hd> <p></p> <hd id="AN0185198752-10">Communication dynamics in the classroom</hd> <p>The research findings suggest that the learning process emphasizes communication and interaction between teachers and children. It is evident in how the teachers teaches, focusing on children's communication. For example, a teacher (<reflink idref="bib3" id="ref97">3</reflink>) stated:</p> <p>Yes, I pay great attention to communication with my children. When a child is not paying attention, I approach them and remind or reprimand them ... (T3).</p> <p>Not only that, other teachers also share similar perspectives. The second teacher (T2) stated:</p> <p>I predominantly focus on teaching concepts that require elaborate explanations. However, I strive to allocate space for children to interact. I encourage them to pose questions and provide feedback on the materials I present. I firmly believe that bidirectional communication is essential for ensuring comprehensive understanding. (T2)</p> <p>Similarly, the fourth teacher (T4) underscored the importance of two-way interaction, albeit acknowledging that specialized communication techniques for children still need further exploration. He mentioned:</p> <p>I persist in facilitating two-way interactions by giving children opportunities to ask questions and offer responses. Although I have yet to fully grasp specialized communication techniques for children, I continue to promote bidirectional communication. (T4)</p> <p>On the other hand, the fifth teacher (T5) emphasized that effective communication is closely related to the appropriate use of language. The fifth teacher elucidated:</p> <p>During the learning process, I aim to modulate my tone to be more approachable and relatable to children, while also selecting language that is easily understood by them. (T5)</p> <p>These teachers' views are consistent with educational practices, as exemplified by an observation conducted on February 15, 2023. During a teaching session employing the "<emph>Dolanan Jowo</emph>" (Javanese traditional games) method, specifically the game "<emph>Soyang</emph>," the form of communication between the teacher and children appeared as follows:</p> <p>Teacher 2 (T2): "Today, we're going to learn the Javanese game '<emph>Soyang.</emph>' Let's clap our hands three times, '<emph>soyang.'</emph>"</p> <p>Children: Clapping hands three times "<emph>Soyang</emph>."</p> <p>Teacher 2 (T2): "Do you know the story of <emph>Dolanan Soyang</emph>?"</p> <p>(Children remain silent, no response)</p> <p>Teacher 2 (T2) repeats: "What's the story?"</p> <p>(Children still silent, no response)</p> <p>Teacher 2 (T2), attempting to encourage the children with gentle gestures and intonation: "Come on, follow me: 'What's the Story?'"</p> <p>Some children follow along: "What's the Story?"</p> <p>Next, while explaining the characters in the game "<emph>Soyang"</emph>, Teacher 2 (T2) says: "The game <emph>Soyang</emph> is about mothers. Who has a mother at home?"</p> <p>(Children remain silent, no response)</p> <p>Teacher 2 (T2) continues (appearing to rush through the material without attempting to elicit responses from the children): "This mother is named '<emph>Mbok Rondo Dadapan</emph>.' <emph>Mbok Rondo Dadapan</emph> has kitchen utensils, what are those kitchen utensils?"</p> <p>One child responds: "<emph>Sotil</emph> (javanese language. In English: Spatula)"</p> <p>Teacher 2 quickly replies: "Yes, '<emph>sotil mas'</emph>." Then explains, "In the game <emph>Soyang</emph>, each child from <emph>Mbok Rondo Dadapan</emph> can use various names of kitchen items, followed by '<emph>mas</emph>.'" 'mas'."</p> <p>Teacher 2 proceeds to explain the background story of the game Soyang: "<emph>Mbok Rondo Dadapan</emph> doesn't have rice, doesn't have sugar, and her clothes are old. Does that make her sad?"</p> <p>Children answer: "Yes, it does."</p> <p>Teacher 2 continues to tell about the character of <emph>Mbok Rondo Dadapan</emph>: "<emph>Mbok Rondo</emph> takes care of her children so they can sleep, not feel hot, not feel hungry, and can see something. Can you eat?"</p> <p>Some children respond: "Yes, we can eat" (while others remain silent).</p> <p>Teacher 2: "That's right, you can eat. What else can you do?" (with a firmer tone)</p> <p>Some children answer: "We can drink."</p> <p>Teacher 2: "What else can you do?"</p> <p>Child: "We can bathe."</p> <p>Teacher 2: "You can bathe, wear clothes. That's what <emph>Mbok Rondo</emph> does."</p> <p>After that, Teacher 2 invites the children to sing the <emph>Soyang</emph> song again. Although some children are not fully focused on learning, engaging in solo play or running around, there are some who start to memorize the <emph>Soyang</emph> song, like the children from group B who begin to sing along without the teacher's assistance. (Observation 15/2/2023). On another occasion, the teacher employed concrete media to stimulate children's communication. For example, when discussing healthy foods, the instructor utilized an array of food and fruit images to elicit responses from the children, particularly when they remained passive and unresponsive to questions about different types of food (Observation 20/2/2023).</p> <p>The results of the observation depict that communication occurs both verbally and non-verbally. Verbal communication is evident in the forms of statements, questions, and clarifications, whereas non-verbal communication manifests through gestures and intonation. This communication encompasses instructional, narrative, and interactive forms. For instance, the teacher provides instructions "Today, we will study traditional spelling Javanese games", poses questions to stimulate critical thinking "What is the story?", and employs narration to present content "The legend of <emph>Mbok Rondo Dadapan</emph> explains the concept of sharing".</p> <p>This data suggests that the teacher's body language and facial expressions serve to complement the information and messages conveyed, underscoring the importance of non-verbal communication in the teaching and learning process. The amalgamation of verbal and non-verbal communication modalities enhances the enjoyment of the lesson and facilitates children's comprehension of the material. This pedagogical approach is tailored to meet the distinctive characteristics, needs, and developmental stages of the child, as elucidated by the teacher:</p> <p>... the teacher's communication tries to consider and adjust to the child. Sometimes, a child is quicker to grasp if accompanied by signals or expressions ... (T2).</p> <p>The importance of appropriate language selection merits careful consideration; the above observations indicate that the utilization of terms or concepts unfamiliar to children leads to a lack of response to teachers' questions or statements. This significance of appropriate language choice is further corroborated by Teacher 4, who elucidates:</p> <p>... the explanation uses short sentences and the selection of words that the child already knows. (T4)</p> <p>The data indicates a multifaceted approach to communication in the classroom, with teachers acknowledging the importance of interactive and bidirectional dialogue with children. The use of language appropriate for children's understanding is emphasized, aiming to foster a relatable and engaging learning environment. During the observed "<emph>Dolanan Jowo</emph>" session, the teachers' use of prompts, repetition, and modulation of tone–together with non-verbal cues like gestures–highlights an effort to actively involve children in the learning process. However, challenges in maintaining children's focus and eliciting responses are also evident. The importance of non-verbal language and facial expressions in complementing verbal messages is apparent, indicating that effective communication in education extends beyond mere verbal exchanges to include the adept selection of words and a deep understanding of children's unique needs in the learning process.</p> <hd id="AN0185198752-11">Children's engagement and response patterns</hd> <p>The dynamics of teacher–child communication, as previously analyzed, provide a fundamental understanding of the nuances present in children's responses and their level of engagement in educational settings. The data suggest that there is a considerable range in how children respond to instructional cues. A subset of children actively engages, as evidenced by their willingness to comply with directives, such as clapping their hands in a synchronized manner ("<emph>tepuk soyang")</emph> and answering questions posited by the teacher. Conversely, another segment of children remains notably passive, displaying a reticence to engage in answering the instructor's queries. Such differential responsiveness can be attributed to various factors, including the complexity or authenticity of the questions posed, or even the children's familiarity with the terminology and concepts under discussion. This dynamic also hints at potential communication barriers, possibly stemming from insufficient time allocated for exploration and discussion, or from the pace at which the material is disseminated not aligning with the children's learning rhythms.</p> <p>Several inhibiting factors influencing children's responses were identified. For instance, Teacher (<reflink idref="bib4" id="ref98">4</reflink>) stated:</p> <p>A hindrance in the learning process lies in the language used, which may still be somewhat unfamiliar to the children; the children are less engaged because they do not comprehend the language being employed. (T4)</p> <p>Another aspect involves the children's reluctance to ask questions or respond, as indicated by Child (<reflink idref="bib1" id="ref99">1</reflink>). When queried about their silence during questioning by the teacher, the response was one of embarrassment. This sentiment was corroborated by Teacher 2, who noted:</p> <p>That's usually because they are shy; they speak softly, are reluctant to speak, or only speak quietly to the friend next to them. (T2)</p> <p>In this context, children's responses manifest a significant pattern: when materials or questions are more relatable to their daily experiences, the propensity to engage increases. This becomes evident when the teacher discusses topics like cooking utensils and basic needs, scenarios in which certain children are more proactive in their participation. Such observations underscore the influence of material relevance on the level of children's engagement and responsiveness in the educational process.</p> <p>In pedagogical terms, the teacher enhances comprehension by contextualizing the subject matter within the ambit of the children's daily lives, thereby fostering a more intimate understanding of the curriculum at hand. The teacher (<reflink idref="bib5" id="ref100">5</reflink>) elucidated this approach,</p> <p>.....when teaching about cassava, I associate it with things familiar to the children, such as asking about the taste of example, dishes made from <emph>slondok</emph> and <emph>cemplon</emph> (traditional Indonesian foods from Java) .... (T5).</p> <p>The teacher helps children connect new knowledge with what they already know. This also serves to enhance the motivation and responsiveness of children when addressing questions posed by instructors, as they feel they possess prior knowledge relevant to the subject matter in question. The teacher uses plain and straightforward language that makes learning interesting to children. The teacher also asks simple questions and ensures every child understands before moving on to the next topic. The teacher (<reflink idref="bib5" id="ref101">5</reflink>) uses various media to help children understand the material, such as visual aids, motor activities, and hands-on practice. The teacher makes learning more engaging by incorporating games and fun activities, and provides positive feedback and appreciates the child who understands the material.</p> <p>Observations indicate a similarity in communication patterns between teachers and children during the learning process. The teacher lectures and delivers materials and ensures that the children understand and pay attention to the lesson. For instance, when children are not paying attention, the teacher does not leave them in that state. Instead, the teacher gets up from their seat, approaches the child, gently strokes their head, and asks softly, "Is there anything you want to tell me?" (T1). This gesture makes the child feel seen and loved by the teacher. The teacher provides advice and support, making the children feel valued and acknowledged. The teacher demonstrates the importance of communication and attention to children, making them feel comfortable and motivated to learn. One teacher stated:</p> <p>....a dominating child is directed and responded to; the child has experienced not only from school but also from the environment. Focus on the topic ... (T1).</p> <p>In the case of a crying child, the teacher's response is not emotional but rather an attempt to understand the child's condition, as expressed by the teacher:</p> <p>... there must be a commitment between the child and the teacher, hug and carry the child, let them cry ... (T2).</p> <p>In the context of learning, a teacher is a learning leader who understands and responds to children's feedback well. They ensure that each child feels heard and valued. For instance, when inquiring about a child's absence from class, a teacher ensures to understand the child's reason and responds with an appropriate solution. Teachers do not only treat children as learners but also as individuals with unique feelings and problems. Hence, teachers are crucial in helping children develop and feel comfortable in the classroom.</p> <p>Thus, children can follow the lessons well and achieve maximum learning outcomes. The teacher expresses other efforts to avoid communication barriers:</p> <p>... To focus, by clapping and being silent, not by forbidding, later will not be able to speak well ... (T1).</p> <p>The results of the study reveal a complex phenomenon of communication strategies in educational settings, led by teachers, responsive to the needs of children. While effective practices exist in individualized attention, non-verbal communication, and the utilization of prior knowledge, challenges such as language barriers and varied levels of children's engagement persist. Teachers generally dominate the communication interaction as the primary message senders, whereas childen are less active and tend to function as receivers. Consequently, this data presents a compelling argument for the ongoing evolution of communication strategies in educational environments.</p> <hd id="AN0185198752-12">Discussion</hd> <p>This study aimed to elucidate the complexities of communication within the realm of ECE, with a focus on its procedure and implications for child engagement. The principal objective was to scrutinize the subtleties in communicative interactions between teachers and children in ECE during the pedagogical process. This endeavor is anchored in a corpus of literature that highlights the central importance of efficacious communication in educational contexts (Aktürk &amp; Demircan, [<reflink idref="bib5" id="ref102">5</reflink>]; Faisal, [<reflink idref="bib24" id="ref103">24</reflink>]; Rodd, [<reflink idref="bib60" id="ref104">60</reflink>]). Moreover, ineffective communication has been pinpointed as a contributing factor to diminished educational outcomes, including children's motivation (Velentzas &amp; Broni, [<reflink idref="bib71" id="ref105">71</reflink>]). Consequently, the research question explored the modalities of both verbal and non-verbal communication in early educational settings and the corresponding child responses.</p> <p>The significant findings of this study emphasize two main aspects. First, the dynamics of teacher–child communication in classroom learning, encompassing the importance of two-way communication, judicious language selection, the significance of non-verbal cues, and the impact of material relevance on children's engagement. For instance, it was observed that teachers employed adaptive and interactive communication styles, tailored to the individual needs of children. Second, the presence of language barriers and inconsistent levels of children's engagement, indicating a need for further investigation. Nonetheless, the findings also indicate that teachers endeavor to provide personalized emotional support, adding another layer of complexity to communicative dynamics. Overall, this study offers a nuanced understanding of the multifaceted aspects of teacher–child communication.</p> <p>The first finding points to a dynamic in communication between teachers and children during classroom learning processes. Compared to existing literature, this finding not only reinforces but also extends the results of previous research. The emphasis on two-way communication aligns with the concept that effective communication is a complex, reciprocal process (Lunenburg, [<reflink idref="bib45" id="ref106">45</reflink>]; Nurani &amp; Utami, [<reflink idref="bib52" id="ref107">52</reflink>]). Our empirical data reinforce the importance of non-verbal cues in educational contexts (Katz, [<reflink idref="bib43" id="ref108">43</reflink>]; Vangelisti &amp; Caughlin, [<reflink idref="bib70" id="ref109">70</reflink>]) and the idea that material relevance affects child engagement (Aktürk &amp; Demircan, [<reflink idref="bib5" id="ref110">5</reflink>]).</p> <p>Another important interpretation of the research results is that the quality of two-way communication may relate to the concept of teacher self-efficacy (Aktürk &amp; Demircan, [<reflink idref="bib5" id="ref111">5</reflink>]; Soulis, [<reflink idref="bib63" id="ref112">63</reflink>]), and teacher qualifications (Degotardi, [<reflink idref="bib17" id="ref113">17</reflink>]; Degotardi et al., [<reflink idref="bib21" id="ref114">21</reflink>]). High self-efficacy is an indicator of an effective teacher (Soulis, [<reflink idref="bib63" id="ref115">63</reflink>]). Teachers with higher and relevant education in ECE, tend to have a deeper understanding of child development (Yuslam et al., [<reflink idref="bib73" id="ref116">73</reflink>]), as well as better communication and interaction skills (Degotardi, [<reflink idref="bib17" id="ref117">17</reflink>]), which in turn create a more conducive learning environment. In this study, teachers demonstrated good self-efficacy, evidenced by the use of cues, repetition, and tone modulation–along with non-verbal cues like gestures–as their efforts to actively engage children in the learning process.</p> <p>The research findings also strengthen the importance of multimodal pedagogy (Heydon, [<reflink idref="bib34" id="ref118">34</reflink>]) in establishing effective communication in learning. Teachers' efforts to stimulate children's communication through various methods have been proven to increase their interest. For example, the incorporation of physical activities (Akamoglu et al., [<reflink idref="bib3" id="ref119">3</reflink>]) in communication, such as clapping, heightened children's interest in communication. Group activities in traditional games support the findings of Hong et al. ([<reflink idref="bib37" id="ref120">37</reflink>]), encouraging children's communication practices.</p> <p>Nevertheless, as previously touched upon, the findings of this study also reveal complex dynamics between teachers and children in the educational environment. Although teachers have endeavored to establish effective communication, on several occasions, teachers appeared to dominate communicative interactions, while children varied; some were active and others passive recipients.</p> <p>Efforts to overcome these barriers can be made through the use of language close to children's everyday life and culture (Altstaedter &amp; Jones, [<reflink idref="bib7" id="ref121">7</reflink>]; Nieto, [<reflink idref="bib48" id="ref122">48</reflink>]; Trueba &amp; Zou, [<reflink idref="bib67" id="ref123">67</reflink>]). Language, in this context, operates as a group social identity (Noermanzah, [<reflink idref="bib49" id="ref124">49</reflink>]). Children's engagement in intercultural learning is influenced by factors such as language use and cultural background (Zhao et al., [<reflink idref="bib74" id="ref125">74</reflink>]). In this study, for example, when teachers initiated communication with language close to their everyday life and culture, children were more actively responsive, as when teachers started with mentioning traditional Javanese foods, "<emph>slondok</emph>" and "<emph>cemplon</emph>". However, it should be noted that this variable was not isolated in our study, thus further investigation is needed for validation.</p> <p>Although cultural inclusion impacts effective child communication (Sands et al., [<reflink idref="bib61" id="ref126">61</reflink>]), teachers also need to consider developing decontextualized conversations that are not directly related to the activity or object being worked on to support children's cognitive and language development (Degotardi et al., [<reflink idref="bib20" id="ref127">20</reflink>]). While still paying attention to the children's interests and focus (Akemoglu et al., [<reflink idref="bib4" id="ref128">4</reflink>]; Moore et al., [<reflink idref="bib47" id="ref129">47</reflink>]), such activities can encourage joint attention, coordinating to focus on a topic of interest to both the teacher and child (Tomasello et al., [<reflink idref="bib66" id="ref130">66</reflink>]). Joint attention is identified as a critical interactive social context for learning in infant-toddler spaces, especially for children who cannot yet speak (Degotardi, [<reflink idref="bib18" id="ref131">18</reflink>]). This is because joint attention is associated with the engagement of non-verbal cues (Paparella et al., [<reflink idref="bib55" id="ref132">55</reflink>]).</p> <p>The integration of non-verbal communication methods, as previously mentioned, is another significant finding of this research. This relates to the holistic communication paradigm encompassing both verbal and non-verbal components (Nofrion, [<reflink idref="bib50" id="ref133">50</reflink>]; Nurani &amp; Utami, [<reflink idref="bib52" id="ref134">52</reflink>]) and has been proven to support effective communication. This aligns with the view that effective communication often faces barriers, including semantic, physical, and emotional (Velentzas &amp; Broni, [<reflink idref="bib71" id="ref135">71</reflink>]), thus non-verbal cues can act as additional tools in navigating these barriers.</p> <p>The pedagogical methods used by teachers, including the use of concrete media and adapting communication styles to suit children's interests and culture, demonstrate efforts to balance the relational interaction between teacher and child (Cornelius &amp; Herrenkohl, [<reflink idref="bib16" id="ref136">16</reflink>]). However, there are several challenges, including language barriers and the diverse levels of children's engagement (Abdul Malek et al., [<reflink idref="bib1" id="ref137">1</reflink>]), indicating that effective communication in early childhood learning still requires ongoing improvement, and prosocial approaches, including the provision of rewards, need to be enhanced.</p> <p>Nevertheless, the issue of passive children's responses as previously described, occasionally makes teachers appear dominant in communication and learning. This indicates a common symptom of the problems faced by education in Indonesia, especially in early childhood (Azzahra et al., [<reflink idref="bib9" id="ref138">9</reflink>]; Handayani et al., [<reflink idref="bib31" id="ref139">31</reflink>]; Istiqomah, [<reflink idref="bib41" id="ref140">41</reflink>]; Qadafi, [<reflink idref="bib57" id="ref141">57</reflink>]). The quality of Human Resources of ECE teachers in Indonesia remains a serious concern, with the majority lacking the appropriate qualifications (Zulkarnain et al., [<reflink idref="bib75" id="ref142">75</reflink>]). This includes some teachers who were subjects of this research whose qualifications were less than suitable, even though the national standards for ECE require an appropriate educational background, namely a bachelor's degree in Early Childhood Education Teaching (Permendikbud, [<reflink idref="bib56" id="ref143">56</reflink>]), This dominance can also be attributed to the perception that learning is teacher-centered (Qadafi, [<reflink idref="bib57" id="ref144">57</reflink>]) coupled with the tradition that views teachers as figures to be "<emph>digugu lan ditiru"</emph> (followed and emulated) (Aziz, [<reflink idref="bib8" id="ref145">8</reflink>]), influencing the formal structure of education and granting a dominant role to teachers (Buzzelli &amp; Johnston, [<reflink idref="bib13" id="ref146">13</reflink>]).</p> <p>The issue of teacher dominance in these findings needs attention because the communicative approach used by teachers with children is heavily influenced by their understanding of early childhood pedagogy (Degotardi, [<reflink idref="bib19" id="ref147">19</reflink>]), and the relational dynamics between the teachers' communication style and the children's familiarity with the content (Degotardi et al., [<reflink idref="bib20" id="ref148">20</reflink>]). Thus, serious efforts are required to address it. In the context of Indonesia, one of the government's quality improvement efforts is the Teacher Professional Education policy, mandated by Law No. 14 of 2005 concerning teachers and lecturers (Zulkarnain et al., [<reflink idref="bib75" id="ref149">75</reflink>]), although not all teachers have received such education. This effort is expected to shape professional teachers who possess four competencies: pedagogic, professional, personal, and social (Permendikbud, [<reflink idref="bib56" id="ref150">56</reflink>]).</p> <p>Another effort to balance interaction and communication patterns is through the use of prosocial teacher approaches (Reid &amp; Kawash, [<reflink idref="bib58" id="ref151">58</reflink>]), as well as cultural power approaches (Candela, [<reflink idref="bib15" id="ref152">15</reflink>]) by adopting cultural proximity and language understood by the children (Trueba &amp; Zou, [<reflink idref="bib67" id="ref153">67</reflink>]). However, this will only be feasible if teachers have the qualifications (Degotardi et al., [<reflink idref="bib21" id="ref154">21</reflink>]; Yuslam et al., [<reflink idref="bib73" id="ref155">73</reflink>]) and a good mastery of pedagogy (Degotardi, [<reflink idref="bib19" id="ref156">19</reflink>]).</p> <p>Therefore, continuous improvement in communication strategies and pedagogical approaches to create more effective interactions and communication between teachers and children is crucial. In practice, the findings suggest continuous refinement of flexible and adaptive pedagogical communication strategies to meet the unique educational and emotional needs of each child. Addressing the identified challenges, such as language barriers and fluctuations in children's engagement levels, can substantially improve the quality of ECE. This is important to create a more inclusive and effective learning environment, where every child has an equal opportunity to participate and succeed in learning. Additionally, the integration of technology in the learning process should also be considered, as it has proven beneficial in stimulating child communication (Formen &amp; Waluyo, [<reflink idref="bib27" id="ref157">27</reflink>]), especially in the post-COVID-19 pandemic era.</p> <hd id="AN0185198752-13">Conclusion</hd> <p>This research unveils the complexities of communication in early childhood education (ECE), concentrating on its procedures and implications for child engagement. The primary findings emphasize the dynamics of teacher–child communication in classroom learning, highlighting the significance of two-way communication, the selection of appropriate language, the importance of non-verbal cues, and the impact of material relevance on children's engagement. Furthermore, the study sheds light on the presence of language barriers and variations in children's engagement levels, indicating the need for further investigation. However, the research also reveals that teachers strive to provide personalized emotional support, adding to the complexity of the communicative dynamics. This study offers a deep understanding of the multifaceted aspects of teacher–child communication.</p> <p>Moreover, the research reinforces the importance of multimodal pedagogy in establishing effective communication in learning. Teachers' efforts to stimulate children's communication through various methods have proven to increase their interest. Yet, the study also exposes complex dynamics between teachers and children within the educational environment. Despite efforts to establish effective communication, there is variability in communicative interactions, where some children are active and others passive. These findings suggest that such variations may be partially attributed to the relational dynamics between teachers' communication styles and children's familiarity with the content.</p> <p>In some cases of communication between teachers and children in ECE in Indonesia, the dominant impression that teachers convey in many learning activities indicates an urgent need for better qualifications and training for teachers. Policies for professional teacher education and prosocial approaches are necessary to develop comprehensive competencies in teachers. The effectiveness of these strategies depends on the teachers' qualifications and a robust mastery of pedagogy. Therefore, continuous improvements in communication strategies and pedagogical approaches are crucial to foster more effective interactions and communication between teachers and children. Addressing identified challenges, such as language barriers and fluctuations in children's engagement levels, can significantly improve the quality of ECE.</p> <hd id="AN0185198752-14">Ethics statements</hd> <p>This research involves human subjects and vulnerable groups as participants. Consequently, the authors ensure that participation is voluntary and anonymous. Strict confidentiality of data and personal information of the respondents is maintained. Concerning data collection and research ethics, this study has received approval from the Ethics Committee of the Center For Research and Publication at the Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sunan Kalijaga Yogyakarta, with approval number: B.02/4/CRP/EC/XI/2022.</p> <hd id="AN0185198752-15">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0185198752-16"> <title> References </title> <blist> <bibl id="bib1" idref="ref10" type="bt">1</bibl> <bibtext> Abdul Malek, N., Ibrahim, N., Wan Adnan, W. N. A., &amp; Rahim, R. (2016). Communication barriers between students and lecturers. 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Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5 (1), Article 1. https://doi.org/10.31004/obsesi.v5i1.503</bibtext> </blist> </ref> <aug> <p>By Hafidh 'Aziz; Ajat Sudrajat; Suparno; Sigit Purnama and Indira Kinanti Chintania Ayu Putri</p> <p>Reported by Author; Author; Author; Author; Author</p> <p></p> <p>Hafidh 'Aziz is a doctoral candidate in the Department of Educational Sciences at the Graduate School of Universitas Negeri Yogyakarta, Indonesia, and a lecturer in the Department of Islamic Early Childhood Education at Universitas Islam Negeri Sunan Kalijaga in Yogyakarta, Indonesia. His research encompasses a variety of educational fields, including Islamic education, early childhood education, madrasas and pesantren, and Islamic studies.</p> <p>Ajat Sudrajat is a Professor in the Department of History Education at the Faculty of Social Sciences, Yogyakarta State University, located at Colombo Street No.1, Yogyakarta, 55281, Indonesia. He is also a lecturer at the Graduate School of Universitas Negeri Yogyakarta. His research interests include Islamic thought, Islamic studies and education, history, social sciences, and character education.</p> <p>Suparno is a professor at Universitas Negeri Yogyakarta specializing in early childhood education for children with special needs. He is affiliated with the Department of Special Education, Faculty of Education, at Yogyakarta State University and its Graduate School. His expertise lies in pedagogy for young children with special needs. His scholarly contributions, presented and published at national and international seminars, focus on the education of children with special needs and inclusive education in early childhood. His community service is dedicated to the education of children with special needs, and he is an active member of the Association of Indonesian Special Education Professionals.</p> <p>Sigit Purnama is a professor in the Department of Islamic Early Childhood Education at the State Islamic University Sunan Kalijaga in Yogyakarta, Indonesia. He serves the academic community as an editor and reviewer with a focus on early childhood education, curriculum development, instructional technology, and digital literacy.</p> <p>Indira Kinanti Chintania Ayu Putri is a student majoring in Islamic Education for Early Childhood at UIN Sunan Kalijaga, Yogyakarta. She volunteers at Cita Bestari, which initiated the first Pop-Up Class in Yogyakarta and participates in Teras Dakwah Yogyakarta, supporting Islamic studies and parenting programs.</p> </aug> <nolink nlid="nl1" bibid="bib60" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib24" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib22" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib68" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib42" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib71" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib54" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib52" firstref="ref11"></nolink> <nolink nlid="nl9" bibid="bib50" firstref="ref13"></nolink> <nolink nlid="nl10" bibid="bib45" firstref="ref14"></nolink> <nolink nlid="nl11" bibid="bib25" firstref="ref15"></nolink> <nolink nlid="nl12" bibid="bib43" firstref="ref16"></nolink> <nolink nlid="nl13" bibid="bib49" firstref="ref19"></nolink> <nolink nlid="nl14" bibid="bib44" firstref="ref21"></nolink> <nolink nlid="nl15" bibid="bib70" firstref="ref22"></nolink> <nolink nlid="nl16" bibid="bib23" firstref="ref25"></nolink> <nolink nlid="nl17" bibid="bib63" firstref="ref34"></nolink> <nolink nlid="nl18" bibid="bib21" firstref="ref36"></nolink> <nolink nlid="nl19" bibid="bib39" firstref="ref37"></nolink> <nolink nlid="nl20" bibid="bib40" firstref="ref38"></nolink> <nolink nlid="nl21" bibid="bib17" firstref="ref41"></nolink> <nolink nlid="nl22" bibid="bib73" firstref="ref42"></nolink> <nolink nlid="nl23" bibid="bib32" firstref="ref43"></nolink> <nolink nlid="nl24" bibid="bib37" firstref="ref46"></nolink> <nolink nlid="nl25" bibid="bib36" firstref="ref47"></nolink> <nolink nlid="nl26" bibid="bib61" firstref="ref48"></nolink> <nolink nlid="nl27" bibid="bib35" firstref="ref49"></nolink> <nolink nlid="nl28" bibid="bib47" firstref="ref53"></nolink> <nolink nlid="nl29" bibid="bib64" firstref="ref55"></nolink> <nolink nlid="nl30" bibid="bib34" firstref="ref56"></nolink> <nolink nlid="nl31" bibid="bib62" firstref="ref57"></nolink> <nolink nlid="nl32" bibid="bib18" firstref="ref58"></nolink> <nolink nlid="nl33" bibid="bib59" firstref="ref62"></nolink> <nolink nlid="nl34" bibid="bib65" firstref="ref63"></nolink> <nolink nlid="nl35" bibid="bib72" firstref="ref65"></nolink> <nolink nlid="nl36" bibid="bib51" firstref="ref66"></nolink> <nolink nlid="nl37" bibid="bib31" firstref="ref68"></nolink> <nolink nlid="nl38" bibid="bib41" firstref="ref69"></nolink> <nolink nlid="nl39" bibid="bib57" firstref="ref70"></nolink> <nolink nlid="nl40" bibid="bib28" firstref="ref71"></nolink> <nolink nlid="nl41" bibid="bib26" firstref="ref74"></nolink> <nolink nlid="nl42" bibid="bib29" firstref="ref76"></nolink> <nolink nlid="nl43" bibid="bib33" firstref="ref82"></nolink> <nolink nlid="nl44" bibid="bib69" firstref="ref84"></nolink> <nolink nlid="nl45" bibid="bib11" firstref="ref85"></nolink> <nolink nlid="nl46" bibid="bib10" firstref="ref86"></nolink> <nolink nlid="nl47" bibid="bib38" firstref="ref88"></nolink> <nolink nlid="nl48" bibid="bib12" firstref="ref89"></nolink> <nolink nlid="nl49" bibid="bib30" firstref="ref90"></nolink> <nolink nlid="nl50" bibid="bib46" firstref="ref91"></nolink> <nolink nlid="nl51" bibid="bib14" firstref="ref92"></nolink> <nolink nlid="nl52" bibid="bib53" firstref="ref93"></nolink> <nolink nlid="nl53" bibid="bib48" firstref="ref122"></nolink> <nolink nlid="nl54" bibid="bib67" firstref="ref123"></nolink> <nolink nlid="nl55" bibid="bib74" firstref="ref125"></nolink> <nolink nlid="nl56" bibid="bib20" firstref="ref127"></nolink> <nolink nlid="nl57" bibid="bib66" firstref="ref130"></nolink> <nolink nlid="nl58" bibid="bib55" firstref="ref132"></nolink> <nolink nlid="nl59" bibid="bib16" firstref="ref136"></nolink> <nolink nlid="nl60" bibid="bib75" firstref="ref142"></nolink> <nolink nlid="nl61" bibid="bib56" firstref="ref143"></nolink> <nolink nlid="nl62" bibid="bib13" firstref="ref146"></nolink> <nolink nlid="nl63" bibid="bib19" firstref="ref147"></nolink> <nolink nlid="nl64" bibid="bib58" firstref="ref151"></nolink> <nolink nlid="nl65" bibid="bib15" firstref="ref152"></nolink> <nolink nlid="nl66" bibid="bib27" firstref="ref157"></nolink> |
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| Header | DbId: eric DbLabel: ERIC An: EJ1471136 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Embedding Effective Communication in Early Childhood Learning in Schools: Experience from Early Childhood Teachers – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hafidh+'Aziz%22">Hafidh 'Aziz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8497-9433">0000-0002-8497-9433</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ajat+Sudrajat%22">Ajat Sudrajat</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4893-7906">0000-0002-4893-7906</externalLink>)<br /><searchLink fieldCode="AR" term="%22Suparno%22">Suparno</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9496-1878">0000-0002-9496-1878</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sigit+Purnama%22">Sigit Purnama</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9763-3802">0000-0002-9763-3802</externalLink>)<br /><searchLink fieldCode="AR" term="%22Indira+Kinanti+Chintania+Ayu+Putri%22">Indira Kinanti Chintania Ayu Putri</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Child+Care+in+Practice%22"><i>Child Care in Practice</i></searchLink>. 2025 31(2):190-209. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Communication%22">Verbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/13575279.2024.2333721 – Name: ISSN Label: ISSN Group: ISSN Data: 1357-5279<br />1476-489X – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1471136 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1471136 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13575279.2024.2333721 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 190 Subjects: – SubjectFull: Early Childhood Education Type: general – SubjectFull: Early Childhood Teachers Type: general – SubjectFull: Teacher Student Relationship Type: general – SubjectFull: Interpersonal Communication Type: general – SubjectFull: Interaction Type: general – SubjectFull: Language Usage Type: general – SubjectFull: Cues Type: general – SubjectFull: Barriers Type: general – SubjectFull: Context Effect Type: general – SubjectFull: Verbal Communication Type: general – SubjectFull: Nonverbal Communication Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Indonesia Type: general Titles: – TitleFull: Embedding Effective Communication in Early Childhood Learning in Schools: Experience from Early Childhood Teachers Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hafidh 'Aziz – PersonEntity: Name: NameFull: Ajat Sudrajat – PersonEntity: Name: NameFull: Suparno – PersonEntity: Name: NameFull: Sigit Purnama – PersonEntity: Name: NameFull: Indira Kinanti Chintania Ayu Putri IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1357-5279 – Type: issn-electronic Value: 1476-489X Numbering: – Type: volume Value: 31 – Type: issue Value: 2 Titles: – TitleFull: Child Care in Practice Type: main |
| ResultId | 1 |
