172
Views
107
Downloads
Open Access
The Importance of Age-Appropriate Poetry for Early Childhood Language and Cognitive Development: Teachers' Views on the Poem "Panca Indraku"
Main Article Content
Abstract
This study investigates kindergarten teachers' perspectives on the poem "Panca Indraku" and its suitability for promoting language and cognitive development in children aged 5-6. Using qualitative methods, data were collected through interviews and online questionnaires from seven kindergarten teachers selected through purposive sampling. Based on the Miles and Huberman method, the analysis involved data collection, sorting, display, and conclusion drawing. Results indicated several challenges: limited time allocated for poetry activities, difficulty finding suitable poems, scarcity of early childhood poetry, perceptions of complexity, insufficient emphasis on reading skills, children's lack of confidence, and the complexity of language in existing poems. Nonetheless, "Panca Indraku" was favourably viewed for its simple vocabulary, appropriate structure, repetitive patterns, and alignment with cognitive development. These findings suggest that integrating age-appropriate poetry like "Panca Indraku" into early childhood education can enhance language development, cognitive skills, and imaginative exploration. The study highlights the need for more age-appropriate poetry and a curriculum that supports diverse literary forms. Limitations include a small sample size and subjective teacher perceptions. Future research should include larger samples and quantitative measures to understand poetry's impact on early childhood development comprehensively. It should explore various poetic forms and their effects on child development.
Keywords:
Downloads
Metrics
Article Details
How to Cite
Copyright
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal, provided that the work is not used for commercial purposes.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Privacy Statement
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
References
Abdullayeva, G. (2022). Poetics of Educational Poems in Children’s Literature. TJE - Thematic Journal of Education, 7(2), 43–51. https://doi.org/https://10.0.20.161/zenodo.6467324.
Andrade, C. (2021). The Inconvenient Truth About Convenience and Purposive Samples. Indian Journal of Psychological Medicine, 43(1), 86–88. https://doi.org/10.1177/0253717620977000.
Arika, H. W., et al. (2023). Development of Three-Language Storybooks as a Medium for Children’s Language Learning. Al-Ishlah: Jurnal Pendidikan, 15(2), 2297–2307. https://doi.org/10.35445/alishlah.v15i2.2933.
Asep. (XX). Syair-syair Asep: Panca Indraku. Majalah Peraga Pendidikan.
Awan, A. G. & Khalida, Y. (2015). New Trends in Modern Poetry. Journal of Literature, Languages and Linguistics, 13, 63–73. https://doi.org/10.12816/0042879.
Bhamani, S., et al. (2020). Home Learning in Times of COVID: Experiences of Parents. Journal of Education and Educational Development, 7(1), 9–26. https://doi.org/10.22555/joeed.v7i1.3260.
Cendana, H. & Suryana, D. (2022). Pengembangan Permainan Tradisional untuk Meningkatkan Kemampuan Bahasa Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(2), 771–778. https://doi.org/10.31004/obsesi.v6i2.1516.
Cousins, S. (2017). The Use of Poetry in a Spiral-Patterned Methodology for Research about Love in Early Childhood. International Journal of Qualitative Studies in Education, 30(4), 323–339. https://doi.org/10.1080/09518398.2016.1250173.
Dewi, N. L. L. A., Putrayasa, I. B., & Nurjaya, I. G. (2014). Analisis Nilai-Nilai Pendidikan Karakter Novel Sepatu Dahlan Karya Khrisna Pabichara dan Karakter Sekolah di Indonesia. E-Jurnal Pendidikan Dan Sastra Indonesia, 2(1), 1–10. https://ejournal.undiksha.ac.id/index.php/JJPBS/article/view/3438/2799
Fasting, M. L. (2019). Children’s World of Imagination. Playing Outdoors, Scandinavian University Press, 60–69. https://doi.org/10.18261/978-82-15-03484-3-2019-06.
FINNEC’S (Finnish Education Evaluation Centre). (2019). Guidelines and Recommendations for Evaluating The Quality of Early Childhood Education and Care. https://karvi.fi/app/uploads/2019/03/FINEEC_Guidelines-and-%0Arecommendations_web.pd.%0A
Fischer, C. J., & Ferrari, P. (2020). ‘A Rhythm of Another Speech’. Pessoa’s Theory and Practice of Poetry Translation. Translator, 26(4), 324–354. https://doi.org/10.1080/13556509.2021.1902060.
Fitzpatrick, E., & Fitzpatrick, K. (2020). What Poetry Does for Us in Education and Research. Conference Poetry, Method and Education Research: Doing Critical, Decolonising And Political Inquiry.
Grossoehme, D. H., Robinson, N., Friebert, S., Brown, M., & Aultman, J. M. (2022). Examining Illness through Pediatric Poetry and Prose: A Mixed Methods Study. Narrative Inquiry in Bioethics, 12(1), 53–76. https://doi.org/10.1353/nib.2022.0017.
Hermawati, N. S., & Sugito, S. (2022). Peran Orang Tua dalam Menyediakan Home Literacy Environment (HLE) pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(3), 1367–1381. https://doi.org/10.31004/obsesi.v6i3.1706.
Hurlock, E. B. (2017). Psikologi Perkembangan: Suatu Pendekatan Sepanjang Rentang Kehidupan. Penerbit Erlangga.
Iraklis, G. (2020). Early Childhood Educators’ Experiences of Bullying Episodes: a Qualitative Approach. European Early Childhood Education Research Journal, 28(6), 774–788. https://doi.org/10.1080/1350293X.2020.1836581.
Kanwal, W., Mehmood, K., & Perveen, R. (2023). Development of Skills at The Preoperational Stage; A Comparative Study on Cognitive Development of Urban and Rural Children. Journal of Early Childhood Care and Education, 7(1), 15–28. https://doi.org/https://doi.org/10.30971/jecce.v7i1.1450.
Kozina, Z., Kozin, O., Grygorieva, S., Khvorost, V., & Kaparchuk, P. (2023). Technology of Combination of Physical Exercises and Poems About Nature for Integral Development Physical Fitness and Cognitive Possibilities Children of Preschool Age. Health Technologies, 1(1), 6–23. https://doi.org/10.58962/ht.2023.1.1.6-23.
Liu, D. (2018). The Role and Effect of Poetry in Reading for 5-8 Years Old [Université Toulouse le Mirail-Toulouse]. https://theses.hal.science/tel-02364991/.
Nagara, M. R. (2023). Creativity and Learning Process in Visual Language of Early Childhood. Cultural Arts International Journal, 3(1), 1–16. https://doi.org/https://jurnal.isbi.ac.id/index.php/caij/article/viewFile/2730/1575
Nhan, V. T., Nhung, C. T. H., & Huyen, L. T. (2022). Coherent Speech Development for 5-6-Year-Olds Children in Vietnam: Approach From a Theoretical Perspective. Webology, 19(2).
Niklas, F., Cohrssen, C., & Tayler, C. (2016). The Sooner, the Better: Early Reading to Children. SAGE Open, 6(4), 1–11. https://doi.org/10.1177/2158244016672715.
Norton, F., & Gregson, M. (2020). The Thinking Skills Deficit: What Role Does a Poetry Group have in Developing Critical Thinking Skills for Adult Lifelong Learners in a Further Education Art College? Education Sciences, 10(3), 1–14. https://doi.org/10.3390/educsci10030073.
Nu’man, A., Rahmawati, I., Zubaidi, A., Ainul, A., & Dewi, H. R. (2022). Improving Verbal Linguistic Intelligence in Early Childhood Through the Use of Tiktok Media. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(3), 2316–2324. https://doi.org/10.31004/obsesi.v6i3.2083.
Nurgiyantoro, B. (2021). Sastra Anak (Cetakan ke). Gadjah Mada University Press.
Onwuegbuzie, A. J., & Weinbaum, R. K. (2016). Mapping Miles and Huberman’s Within-Case and Cross-Case Analysis Methods onto the Literature Review Process. Journal of Educational Issues, 2(1), 265. https://doi.org/10.5296/jei.v2i1.9217.
Pebriana, P. H. (2017). Analisis Kemampuan Berbahasa dan Penanaman Moral pada Anak Usia Dini melalui Metode Mendongeng. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 1(2), 139–147. https://doi.org/10.31004/obsesi.v1i2.25.
Peyre, H., et al. (2016). Differential Effects of Factors Influencing Cognitive Development at The Age of 5-to-6 Years. Cognitive Development, 40, 152–162. https://doi.org/10.1016/j.cogdev.2016.10.001.
Piaget, J. (2018). The Psychology of The Child. Pustaka Pelajar.
Pourkalhor, O., & Tavakoli, M. A. (2017). Nursery Rhymes and Language Learning: Issues and Pedagogical Implications. International Journal of English Language & Translation Studies, 5(1), 111–116. https://www.eltsjournal.org/archive/value5 issue1/14-5-1-17.pdf.
Puspita, Y., Hanum, F., Rohman, A., Fitriana, F., & Akhyar, Y. (2022). Pengaruh Faktor Lingkungan Keluarga untuk Perkembangan Pemerolehan Bahasa Pertama Anak Usia 2 Tahun 5 Bulan. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 2549–8959. https://doi.org/10.31004/obsesi.v6i5.2500.
Rasulova, A., & Abdullaeva, G. (2023). The Significanse of Children’s Poetry in Literacy Teaching. Science and Innovation: International Sicentific Journal, 2(6), 12–16. https://cyberleninka.ru/article/n/the-significance-of-childrens-poetry-in-literacy-teaching
Schwab, J. F., & Lew-Williams, C. (2016). Repetition Across Successive Sentences Facilitates Young Children’s Word Learning. American Psychology Association, 52(6), 1–29. https://doi.org/10.4135/9781446214633
Sharman, K. M., Meissel, K., Henderson, A. M. E., & Tait, J. E. (2023). The Effects of Live Parental Infant-Directed Singing on Infants, Parents, and The Parent-Infant Dyad: A Systematic Review of The Literature. Infant Behavior and Development, 72, 101859. https://doi.org/10.1016/j.infbeh.2023.101859
Vartiainen, J., & Kumpulainen, K. (2020). Playing with Science: Manifestation of Scientific Play in Early Science Inquiry. European Early Childhood Education Research Journal, 28(4), 490–503. https://doi.org/10.1080/1350293X.2020.1783924
Vygotsky, L. S. (2016). Play and Its Role in the Mental Development of the Child. International Research in Early Childhood Education, 7(2), 62–76. https://doi.org/10.2753/rpo1061-040505036.
Wahyundari, N. W. S., & Handayani, D. A. P. (2021). Meningkatkan Kemampuan Berbahasa Lisan pada Anak Usia Dini Melalui Media Gambar Berseri. Jurnal Pendidikan Anak Usia Dini Undiksha, 9(1), 80–88. https://doi.org/10.23887/paud.v9i2.36877.
Widiyarto, S., Sunendar, D., Sumiyadi, S., & Permadi, T. (2023). Pengenalan Sastra untuk Siswa Taman Kanak-kanak (Studi Kasus pada Tradisi Gawai Dayak). Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(1), 467–478. https://doi.org/10.31004/obsesi.v7i1.3796.
Wildová, R., & Kropáčková, J. (2015). Early Childhood Pre-reading Literacy Development. Procedia - Social and Behavioral Sciences, 191, 878–883. https://doi.org/10.1016/j.sbspro.2015.04.418.