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192122131 Mir'atul Khayati Article Review
english
Jakarta Global University
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ARTICLE REVIEW
A review of an article written by Umek, L. M., Kranjc, S., Fekonja, U., & Bajc, K. (2006) entitle “Quality of the Preschool and Home Environment as a Context of Children's Language Development”, European Early Childhood Education Research Journal, 14:1, 131-147, DOI: 10/
Submitted to fulfill one of the assignments in the Additional Language Development Course lectured by Yusup Supriyono, S., M.
By Mir’atul Khayati 192122131
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATIONAL SCIENCES AND TEACHERS’ TRAINING
SILIWANGI UNIVERSITY
TASIKMALAYA
2022
Critical review of Umek, L. M., Kranjc, S., Fekonja, U., & Bajc, K. (2006). Quality of the Preschool and Home Environment as a Context of Children's Language Development, European Early Childhood Education Research Journal, 14:1, 131-147, DOI: 10/
Introduction
The article reviewed, “Quality of the Preschool and Home Environment as a Context of Children's Language Development” by Umek, Kranjc, Fekonja, and Bajc in 2016 is an article that aims to to determine the effect of preschool quality, maternal and paternal educational level, and the age of the child when starting preschool on various areas of children's language competence (understanding language, verbal expression, and metalanguage). The results' indicate that maternal education is the strongest predictor of children's language competence measured among 5 year olds, regardless of the child's age upon entry into preschool. It was also determined that early entry into a high quality preschool is a factor that lessens the effect of parental education on children's language development, and has a positive effect on the language development of children whose parents have a low level of education and express a lower level of language competence.
Summary
The main issue of this article is to ensure the effect of preschool quality, maternal and paternal educational level, and the age of the child when starting preschool on various areas of children's language competence. This article provides knowledge from the previous studies on the effect of preschool on children's cognitive and language development that mostly comes from preschool quality and maternal education. Some findings from previous studies found that preschool quality with more language stimulation by the teacher, less time spent by children watching television significantly influences children's competence when they are 4:6 years old, family variables had high predictive power, especially for children's cognitive and language development, and preschool variables for social development, and also the positive effect of preschool quality on children's development when children's mothers have a lower level of formal education.
This study determine the nature of the connection between preschool quality in particular, quality at the process level (measured with two instruments for assessing process indicators of quality, especially in the area of stimulating language development, commu- nication, and social interaction) and language competence (language comprehension, language expression, and metalanguage) of approximately 5 year old children assessed with the help of the Language Development Scale. The results show that maternal education has the greatest predictive value for children’s language competence. It is also indicated that preschool quality level is one of the factors that can have an effect on reducing differences between children whose parents have different educational levels or between children that come from more or less supportive family environments.
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192122131 Mir'atul Khayati Article Review
Course: english
University: Jakarta Global University
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