A Comparative Study of Teachers’ and Parents’ Strategies for Stimulating Language Development in Early Childhood

Abstract

Abstract

This study aims to conduct a comparative analysis of language stimulation strategies used by teachers and parents, including the types of activities, interaction patterns, use of media, as well as their similarities and differences. This qualitative study with a comparative design was conducted at raudhatul athfal Darul Muhsinin NW Kotaraja with 15 participants (four teachers and eleven parents) selected through purposive sampling. Data were collected through observation and semi-structured interviews, then analyzed thematically through data condensation, data presentation, and the drawing and verification of conclusions. Both teachers and parents employed conversation and question-and-answer sessions, vocabulary development using concrete objects and visual aids, storytelling, singing, role-playing, gradual prompting, pronunciation modeling, and positive reinforcement. Both encouraged verbal interaction and provided responsive guidance. Teachers tend to organize stimulation in a structured manner during learning, while parents integrate it flexibly into family routines. The application of these strategies is related to the diversity of children’s abilities, teachers’ time and attention constraints, and parents’ availability. These findings underscore the importance of continuity in verbal interaction between school and family.

Keywords: early childhood, comparative study, language stimulation, teacher strategies, parents