Game Edukasi Anak Usia Dini Berbasis Android Menggunakan Adobe Flash CS6

In this method the author uses the UCD (User Centered Design) system development method and analysis and system design tools using a Flowchart (Flowchart) programming language used JAVA language with Adobe Flash CS6 application. This application was created aiming to be able to help early childhood, kindergarten/PAUD level students as well as teachers and parents in introducing and teaching letters, numbers, fruit, colors, animals, shapes and vehicles.

MENINGKATKAN KEMAMPUAN MENGENAL LAMBANG HURUF MELALUI MEDIA KARPET HURUF PADA KELOMPOK A DI TK MEKAR SARI TENGGARONG SEBERANG

From sixteen students in group A of Mekar Sari Kindergarten Tenggarong Seberang, only two of them recognized letters. Therefore, the researcher conducted a classroom action research to improve students’ ability in recognizing symbols of letters by using letter mat. This study applied two cycle wherein each cycle consists of palnning, implementation, observation and reflection. To gather the data, the researcher employed observation. Meanwhile, to analyze the data, the researcher applied percentage analysis. As the research subjects, the researcher involved sixteen students, consisting of seven males and nine females.At the first cycle, 68,75% students were able to repeat the symbols of letters the teacher mentioned. 68,75% students managed to mention the letter symbols. 62,5% students managed to mention the letters of their own names. 68,75% students were able to mention the letter symbol which teacher mentioned. In other words, in the first cycle, 68,75% students managed to recognize symbols of letter. Moreover, at the second cycle, 100% students were able to repeat the symbols of letters the teacher mentioned. 100% students managed to mention the symbols letter symbols. 87,5% students managed to mention the mention the letters of their own names. 100% students were able to mention the letter symbol which teacher mentioned. It can be concluded that 97,5% students successfully recognized the symbols of letters and were considered able to develop well.In brief, learning letter through letter mat has effectively increased students’ ability in recognizing symbols of letters, especially in group A at Mekar Sari Kindergarten Tenggarong Seberang. Therefore, it is recommended for teachers to use the letter mat for teaching letters.

Home literacy activities: Accounting for differences in early grade literacy outcomes in low-income families in Zambia

Inequalities on child cognitive outcomes exist as children enter the first grade. These differences are even wider for children in low-income families. This article aims to examine the extent to which home factors account for variation in early literacy outcomes in the first year of schooling. A total of 72 first graders and their parents from low-income families in Lusaka, Zambia, participated in the study. A self-reported home literacy questionnaire was used to collect home literacy data − parental education, home possessions, reading materials, language awareness, print experience, writing activities, reading activities and teaching letters. Children’s early literacy skills were assessed using four measures: orthography awareness, spelling, vocabulary and math tests. These tests were measured at two points: at the beginning and at the end of the first grade. Results showed that teaching letters was most predictive of literacy outcomes both at the beginning and end of the first year. The study concludes that formal teaching of letters at home is the parents’ greatest strength for supporting literacy in low-income families. Thus, energies for parental involvement should be directed in ways that are culturally practised and manageable by parents for better literacy outcomes.

Towards a Serious Game for Kurdish Language Learning

Language learning is a set of techniques and methods used together to teach fundamentals of a language, including writing, reading, listening and comprehension. Usually begins by teaching letters. The purpose of this research was to initiate a scientific approach using serious games in order to discover a proper way to learn Kurdish language by writing approach. We studied related fields i.e. level of using technology with elementary school students, the method of teaching Kurdish language in the Kurdistan educational system and the students' enthusiasm for gaming. The outcome of the field-study shows there is a big gap between the current state and capacity of technology and serious game. Serious game is a composition of entertainment game with learning methods to help learning easy. We make the hypothesis that the game encourages pupils to learn rapidly. We aimed to prove a method that students start language learning by writing. In addition, there was no any serious game for learning Kurdish which it has two different alphabets and four main dialects. In this paper, we worked on Arami[1] alphabets and south dialect (Sorani). We created an algorithm and a prototype to test our hypothesis. Our prototype is simple and easy to use, but at the same time it is dynamic that a teacher or parent can generate different game. A user might have a profile and result saves in a database. It helps supervisors to assess progress of learning and diagnosis of mistakes.

Teaching letters

This article presents a hypothetical series of letters from an anonymous social work student at Flinders University describing their learning. The student is writing to Charles–Louis de Sécondat, Baron de la Br ède et de Montesquieu, in keeping with the Baron’s famous, anonymously published Lettres persanes (Persian Letters). The student’s letters highlight the progress of education in general and social work education in particular from the 18th Century to the present time. They illustrate the author’s approach to teaching and learning, and some of her strategies for effectively teaching social planning and social work ethics.Montesquieu wrote his Lettres persanes in 1721 as a vehicle for commenting on life and culture in contemporary France. This paper presents a series of hypothetical letters to Montesquieu from a social work student at Flinders University describing her learning. These letters were presented at the Australian Universities Teaching Committee National Teaching Forum in 2002 to convey the educator’s approach to teaching. While the letters conclude with a peroration in which the educator outlines the conceptual framework underlying her teaching, the article concludes with a reply from ‘Montesquieu’ on the letters and the student’s response.

A New Sequence for Teaching Lower-Case Letters

Comments from experts in reading agree that a knowledge of letters is important to the child learning to read. In spite of this consensus few experts in reading have set forth sequences in which the letters should be taught. Those that are offered are based on a single criterion, e.g., the contrasts in the sounds the letters represent, the order in which the child learns to speak these sounds, letters that “appeal” to children, and the order letters appear in the alphabet. A new and preferred sequence for teaching letters is presented here. It is based on a combination of factors in this order of importance: the differing graphic features of letters, the frequency with which letters appear at the beginnings of words and syllables, the order in which children learn to pronounce sounds when shown letters, the ease with which children can learn to copy, write and name letters, and the phonological differences among sounds letters represent.