Teachers strategies for developing symbolic thinking skills in early childhood
DOI:
https://doi.org/10.22460/ts.v12i1.7231Keywords:
Early Childhood, Symbolic Thinking Skills, Teacher StrategiesAbstract
Symbolic thinking is the ability to understand concepts and imagine objects in the form of symbols that do not exist in reality. In Early Childhood Education (PAUD), symbolic thinking is the basis for understanding abstract learning concepts. However, teachers' understanding of symbolic thinking in early childhood is still limited and only focuses on aspects of general cognitive development. The purpose of this study was to determine effective teacher strategies in developing symbolic thinking in early childhood. The research method used was qualitative research with a qualitative descriptive approach. The research subjects were 20 children in group A and two teachers at RA (Raudhatul Athfal). Data were collected through observation, interviews, and documentation. Data were analyzed using data reduction, data presentation, and conclusion drawing. The results showed that teacher strategies were very influential in developing symbolic thinking in early childhood. The learning media used must be varied, interesting, and designed holistically.
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