Relationship between teachers’ understanding of environmental prints with name recognition among three years old children

Hubungan antara kefahaman guru tentang cetakan persekitaran dengan pengecaman nama dalam kalangan kanak-kanak berumur tiga tahun

  • Nurul Aqidah Roslan Jabatan Pendidikan Awal Kanak-kanak, Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
  • Zainiah Mohamed Isa Jabatan Pendidikan Awal Kanak-kanak, Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
Keywords: environmental prints, name recognition, early literacy skills, early childhood

Abstract

The aim of this research is to identify the relationship between teachers' understanding of environmental prints with name recognition among three year old children. The study design is a quantitative approach using a survey method. This survey study uses an online questionnaire (google forms). Respondents who participated in this study were 120 nursery teachers in a Perak state government agency. The findings showed that the level of teachers' understanding of environmental printing is weak (mean = 1.97). The findings also identified that the level of name recognition among three years old children was at a low level (mean = 1.82). The value of the correlation coefficient (r) between teachers ’understanding of environmental prints and name recognition among three-year-olds children was r = .86. This indicates that there is a relationship between teachers' understanding of environmental printing and the achievement of three-year-old children's identification. In conclusion, this study provides knowledge and awareness of the importance of the level of teachers' understanding of environmental print to the level of name recognition of three-year-old children. Through this research, it is also proposed that government and the early childhood education need to emphasize the application of environmental prints to nurseries teachers. In addition, improvements to the existing curriculum on environmental printing need to be made.

Kajian ini dijalankan bagi mengenal pasti hubungan antara kefahaman guru tentang cetakan persekitaran dengan pengecaman nama dalam kalangan kanak-kanak berumur tiga tahun. Reka bentuk kajian adalah pendekatan kuantitatif menggunakan kaedah tinjauan. Kajian tinjauan ini menggunakan borang soal selidik secara dalam talian (google forms). Responden yang terlibat dalam kajian ini adalah 120 orang guru taska di sebuah agensi kerajaan negeri Perak. Dapatan kajian menunjukkan tahap kefahaman guru tentang cetakan persekitaran adalah lemah (min=1.97). Dapatan kajian juga mendapati tahap pengecaman nama kanak-kanak dalam kalangan berumur tiga tahun berada pada tahap yang lemah (min=1.82). Nilai pekali korelasi (r) antara kefahaman guru tentang cetakan persekitaran dan pengecaman nama kanak-kanak dalam kalangan berumur tiga tahun adalah r = .86. Hal ini menunjukkan terdapat hubungan antara kefahaman guru tentang cetakan persekitaran dengan pengecaman nama kanak-kanak dalam kalangan berumur tiga tahun. Kesimpulannya, kajian ini memberi pengetahuan dan kesedaran tentang kepentingan tahap kefahaman guru tentang cetakan persekitaran terhadap tahap pengecaman nama kanak-kanak dalam kalangan berumur tiga tahun. Oleh itu, dicadangkan supaya kerajaan dan pakar pendidikan awal kanak-kanak perlu memberi penekanan penerapan cetakan persekitaran kepada guru taska. Selain itu, penambahbaikan kurikulum sedia ada tentang cetakan persekitaran perlu dilakukan.

Kata kunci: cetakan persekitaran, pengecaman nama, kemahiran literasi awal, awal kanak-kanak

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Published
2021-03-31
How to Cite
Roslan, N. A., & Mohamed Isa, Z. (2021). Relationship between teachers’ understanding of environmental prints with name recognition among three years old children. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 10(1), 88-98. https://doi.org/10.37134/jpak.vol10.1.8.2021