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Early childhood education is critical because it lays the groundwork for the creation of the personality and all areas of its development. Early childhood is a natural learner; youngsters can learn from everything and are extremely enthusiastic about learning. Masitoh (2005) indicated that kindergarten education is a sort of early childhood education that plays a critical part in the development of children’s personalities and their preparation for higher education. Early childhood is a period of development and quick growth; this period is frequently referred to as the “golden age” (golden age), which occurs only once and cannot be repeated, because all aspects of development occur rapidly and are critical for the development of human qualities at a later age. Early childhood development encompasses six domains: cognitive development, social emotional development, moral and religious values development, physical motor development, arts development, and language development [1,2,5].
Children develop at their own pace and according to their degree of maturity and thinking development, which means that they cannot be compelled to study. Children progress from concrete to abstract concepts; providing them with the appropriate stimulus can result in meaningful learning. Additionally, the classroom environment continues to be authoritarian, with the instructor as the focal point of learning activities, and is not democratic. Teaching tactics are inconsistent with children’s learning principles, such as active learning through visual, auditory, tactile, and manipulative activities. In this context, observations and interviews with children and teachers reveal that what is happening to children today is still low, namely that there are still a significant number of children who are unable to use simple language, limiting their ability to respond and express language in their daily lives. This is evidenced by the fact that there are still children who are not fluent in speaking, as evidenced by the following: the child has not dared to appear in front of his friends or the class to tell stories or ask questions, the child is still unable to connect and repeat the conversation due to children’s lack of attentiveness to what they have heard, and the child remains passive when asked to speak. According to the issues raised by the children, the education unit plays a critical role in deciding the educational quality. Effective learning procedures can undoubtedly increase the quality of education. Every school should be capable of properly designing and preparing the learning process while always keeping in mind the development and needs of pupils. The preparation of the designed learning process is inextricably linked to the teaching materials employed in that process. A learning process’s success is mostly affected by the teacher’s competence. The instructor must be able to create and implement learning activities that are both necessary and enjoyable. As those responsible for the linguistic development of children, parents and teachers must understand the features of children’s learning in terms of age and individual suitability. Both of these are significant because they have an effect on how children learn and teach. Then it requires a learning environment, media, teaching materials, tactics, and stimuli that are suited for the child’s needs in order to maximize the child’s growth and development. Teachers can influence language development in early childhood through a variety of tactics involving teaching materials. The learning process’s technique, strategy, media, and approach choices must be consistent with the theme and learning material. A scientific approach is one method of approaching the process of early childhood learning. The scientific method is comprised of numerous stages, including observation, inquiry, data collection, reasoning, and communication. A scientific method can foster creativity, imagination, and ideas, all of which contribute to the development of religious and moral values, motor skills, cognitive abilities, language skills, social emotional skills, and artistic abilities. [3].
Language development is a critical talent to develop and requires a unique technique, as language is one of the most significant aspects of a child’s life; with language, children may communicate with others and discover a variety of new things in their environment. Additionally, children can use language to express an idea or thoughts against their wants; language, in fact, determines whether or not a relationship with another exists. Schools are a significant source of experience that can influence a significant portion of a child’s language development.
According to data from the child hospital development clinic, Dr. Kariadi in Riandi Marisa, 2007: 2 discovered that 22.9 percent of 436 new visits in 2007 to the Child Growth and Polyclinic were for complaints of late talking, with 13 (2.98 percent) of them having language development issues. Delays in the development of early language abilities can impair a variety of daily duties.
The successful use of appropriate language learning strategies that are consistent with the features of early childhood development is critical. Kurnia, 2015: 63. However, the majority of learning in kindergarten continues to be based on traditional methods, is academic in nature, and lacks a playful atmosphere.
In this scenario, the teacher plays a critical part in the educational achievement. The teacher must have a variety of teaching strategies and approaches at his or her disposal.
One technique for teachers to help students develop their talents is to provide instructional materials [6-8]. Mas’ud (2008) defines teaching material as “learning material that is directly employed for the purpose of learning.” Teachers’ ability to design instructional materials that address pedagogical and professional competencies as defined in the attachment to Minister of Education Regulation 16 of 2007 Governing Academic Qualification Standards and Teacher Competencies. Teachers as professional educators are supposed to be able to produce teaching materials that adhere to established methods while taking into account the students’ characteristics and social surroundings.
The authors desire to undertake study because they recognize the relevance of generating instructional materials in early childhood learning for children’s language development. As a result, the authors develop current learning materials in order to develop language. Where teaching materials are utilized scientifically and is an activity that highlights children’s ability to educate children in all parts of their development, but with a focus on the development of the conversation offered in the form of activity books for children aged 5-6 years. The presentation is scientific in nature, with language and resources drawn from everyday life. So that children can more readily comprehend and autonomously contribute information and knowledge. Because a scientific method enables children to learn from a variety of stages that aid in their growth, such as observing, inquiring, thinking, acquiring information, and talking about all the behaviors or activities they encounter. This instructional content will be packed with objectives such as acquiring insight, inspiration, and comprehension, strengthening language abilities, and teaching children to converse in a comfortable environment. Language expresses objects and thoughts, thus with lots of talking and speaking, children’s vocabulary will grow immensely. Language development components play a critical role and are indicative of child development in general. With the use of communicative and engaging instructional tools. Thus, the authors anticipate that by producing and combining teaching materials based on scientific techniques, they can achieve optimal results and provide children with appropriate and effective teaching materials to stimulate language development.
So that it can be established that the existence of scientifically based instructional materials has a beneficial effect on daily life, such as: First and foremost, it is anticipated to study emotions. Second, develop an understanding of one’s attitudes, values, and perceptions. Third, can help toddlers develop their language abilities through interaction with others. Train the child’s catching ability by processing data that has been gathered from both limited and unrestricted data collection activities. This activity is used to determine the relationship between one piece of information and another piece of information, as well as the patterns of those relationships. Fourth, teach youngsters to communicate fluently in everyday situations. By expressing or explaining what is done through writing or telling what is discovered during tasks such as information gathering, pattern recognition, and pattern association, and by developing the child’s thinking and language skills in communication.
Language development is characterized by a rise in the ability to master communication tools, including spoken, written, and nonverbal communication skills such as signals and circumstances. Because language reflects objects and ideas, children’s vocabulary will grow significantly as a result of extensive speaking and listening. Aspects of language development are critical and are distinctive of child development in general. Along with the construction of instructional materials, the targeted objectives can be accomplished in accordance with the growth and development of children.
