Characteristics of a Young Learners
We have a look at who our young learners actually are. It begins with a question: In terms of learning capabilities, particularly, how is a three year old different from a child aged ten? We need to recognise that there are significant differences between these learners because they are at different stages of their development. If we understand some of these differences, we could comprehend and exhibit at different ages. This will help us to create activities in the classroom that being better for the learner’s cognitive, language and social development. So, this session will analyse some of the differences between typical younger learners at different ages. Then, we can not fit the children neatly into boxes. We can’t say that by age X they will be able to achieve Y. It will depend on their culture, nationality and background of each individual, also on personality, maturity and exposure to English. Learn our learners stage by stage, and try to identify the different characteristics they are likely to possess.
A. Pre-school or Early School Years
At this level, sometimes called kindergarten and reception (with students anywhere from 3 to 5 years old). They will not be used to the normal classroom. Indeed, the English classroom may be the first classroom experience they will have encountered. Learners will have limited motor skills and some will still be learning to use pens and scissors. Children will have few language capabilities and will not be able to analyse language. At this age a learner’s reading and writing skills will be very limited – some students will be moving ahead, others will be unable to grasp a pencil properly. In this age students will not understand the need to communicate in English. They need to be entertained to stimulate learning so that the teachers are be aware of the learners' want and and what they don't. The teachers should lead the learning in a more holistic way. They could use songs, the opportunity to play, explore, touch and move will all be essential if we are successfully to lead our students forward into the language. The teachers need to use a lot of L1 since the children still have very limited English capability. The teachers should have a good command of the learner’s language to be able to issue instructions and maintain discipline. The learners also have such limited ability with writing and reading, therefore they will focus on the other skills. Therefore we may look to introduce several listening and speaking activities into our classroom, trying to give a fun introduction to English words. Other activities are properly worked well at this level include chants, songs, visual materials, stories and puppets etc. Young learners will love stories, fairy tales and simple, fun activities which make their time in the classroom enjoyable. So games will also give our students an interest in learning the language. So if we can introduce some of these it may well have a positive impact too.
B. Early Primary School Years
Young learners are in the age of six. They become more analytical and logical in their thought processes. For the next two to three years, they will see the patterns of their own language and will have awareness about language. No doubt they will begin asking questions (if my seven year old is anything to go by!). They will extend to the English classroom too as they search for answers to the ‘What’ and Why’ questions. However, in their reading and writing skill are most likely still be limited. Students at this age will still be learning to form characters and words in their own language. If English is another alphabet altogether (Greek, Russian or Chinese learners, for example) then this will be an additional complication. So, the your learners need help and support with this. Social development might impact on their ability to interact in a group setting. In this level, they are be able to guide them into more independent activities, where they can work alone or in small groups such as collage making or design, where all have an input.
C. Late Primary School Years
The students are classified towards the end of primary school, ahead of the move into secondary education (usually from 11 upwards). They quickly take on an increasing interest in the world around them. They have already for studying in a mainstream school and have an examination component. They in this age are conditioned to taking their learning more seriously and being tested on what they have studied. Their brains develop and they could increase their language capacity to absorb and retain information. Thus, their ability grows to process the real situation in their intellectual and social skills development. The teachers also could organise a greater range of classroom activities and touch upon a wider variety of topics.
Source:
Global English. 1999-2018. https://www.global-english.com
I want Ask Ini Paragraf C Miss🙏🏿
ReplyDeleteC. End of the elementary school year students are classified toward the end of elementary school, predating moving to advanced education (usually from 11 and above). They quickly grew in interest in the world around them. They've been studying in regular schools and have inspection components. They at this age are conditioned to take their learning more seriously and be tested on what they have studied. Their brains are developing and they can increase their language capacity to absorb and remember information. Thus their ability to process situations that are evident in the development of their intellectual and social skills.
This is My question
If they have to get a degree that doesn't match what they had before, what should they do, miss?
It depends on the policy in that area.
DeleteName : Nurul Kholifah
ReplyDeleteNIM : 191230019 TBI 5A
As English education students, of course we must learn the characteristics of learning based on the level of the teaching materials and of course differ between kindergarten and elementary school levels to meet the need. Teacher has to give a step-by-step English lesson. Example: we cannot force a kindergarten class child to master elementary school material. At kindergarten levels, teachers must be more active and creative in teaching as it is known that their age usually requires learning while playing. So teachers had to master classes with games, guesses, English vocabulary, singing and the use of pictures as well. Example: an apple in English .
At the first level of a school year they usually begin to realize that they are learning language as well as character-building using their own language. At this age teachers should be able to make students more self-reliant in learning. I think it would be easier for students to learn language if their environment is supportive. Example: each student's English lesson schedule is expected to speak English in class according to their abilities. At the end of the elementary school year usually students take learning more seriously from previous levels, as we know that at the end of the elementary school year there is a test of what the students have learned. Teachers hope their brains develop to the purpose of prescribed learning.
I want to ask Mrs 🙏🏿The question is What if we teach kindergarten level and there's one less active student and can't keep up with her friends what to do with the teacher? Is giving such a special lesson to the child?
Sahrul romadoni TBI 5B
ReplyDelete191230067
At the Kindergarten school level, students do not understand English at all, but maybe they know Indonesian a little, because the language understood by children at this level is their mother tongue. In my opinion, if English is introduced or studied to students at this level of education, it is not appropriate, because it can confuse the mother tongue and the national language. It is better at the Kindergarten level to focus on being introduced to the national language first, so that they can master their own national language well so that it can make it easier for them to study at the next level, namely Elementary School.
At the Elementary School level students will begin to study English for several years. But strangely, in areas that do not use Indonesian as their mother tongue, or it can be called also in the village area, even though students have studied for several years there is no attraction for them to learn or want to be able to speak English, is it the students' fault because there is no interest or is it one of the teachers who can't grow interest in English? Or is it not appropriate for a foreign language in elementary school?
This comment has been removed by the author.
ReplyDeleteName: Annisa Nurul Ramadhanti
ReplyDeleteNIM: 191230058
Class: TBI - 5B
Permission to add opinion, miss. According to an article I read, put forward by Scott and Ytreberg (1990). That they are divided into groups of level one or beginner level (5-7 years) and level two (8-10 years). Level two groups can also be called beginners if they just started learning English at that age. As for learners or students who are at the kindergarten level, they are grouped into their own group, namely very young learners.
- Children aged 5-7 years have a tendency where they like to relate what they learn and do with themselves. They like learning related to their daily lives and surroundings, for example learning the words used such as “my: my family, my house”. In addition, the activities must also involve aspects of the mind and body movements. Many objects and pictures that are concrete that can be used to give an idea of the environment, such as chairs, tables, blackboard.
- Children aged 8-10 years, they can already distinguish between fact and fiction, they also tend to be imaginative and active. The preferred learning is through games, stories, or songs, which make them interested in learning English.
Name : Uun Unaeni
ReplyDeleteNIM : 191230029
Class: TBI 5A
My opinion I agree with some of the explanations of the material above which explains the characteristics of young learners in real life. Of course, I also found and analyzed how the characteristics at a young age are of course very different because I have been involved or become a teacher at their age, have taught at their early age or in kindergarten or maybe I was in kindergarten. as a child and has also taught in schools where students or young students have started to think.
When students are very young, namely at the age of 3 to 7 years old, they prefer to receive material or learning with a game, carry out learning with lots of movements or clapping, singing, competitions and so on that can entertain them. At this age we can apply English learning to them not with contextual or a formal material but we can introduce English to them first by singing or a guess with body language that we show them, then they guess, one of the familiar English songs for young learners that goes like this
One.. One..One
One itu satu
Two..Two.. two
Two itu dua
Three...three...three
Three itu Tiga
Etc.,
In this case learning for them does not feel heavy but they will always feel invited to play and play.
In contrast, the age of young students at 10 to 15 years old. At this age they are good at thinking and memorizing English contextually with the material contained in the textbook. even at this age they are able to open a dictionary to look up the vocabulary they need or don't know. So that a teacher is usually not too difficult to introduce English at their age. A teacher usually directs how to open an English dictionary, or how to translate and how to memorize it.
It's different with the 15-17 year olds, some of them are able to speak English even though they stammer because in this business they often see English-language western films or English-language songs, so they don't feel like it's a non-formal learning for them.
Name : UUN UNAENI
DeleteID : 191230029
Class : TBI 5A
Sorry.. permission to ask Mrs🙏🏻🙏🏻🙏🏻☺️
actually Is it appropriate for us to introduce English to early childhood at the age of 3-7 years?
and Do we need to use the role of parents at home to introduce English to them too?
Yes, you could teach english at early stage. The material should be appropriate with their age levels.
DeleteThis comment has been removed by the author.
ReplyDeleteIn my opinion to teach english young learners its not easy because they have level to teach them. First
ReplyDeletePre school or early school years.
Young learner start from 3-5 years old and then called kindergarten. In this level they are still learn and play. Because children habe few language capabilities and will not be able to analyse language. As a teacher we should to create a learning Environment more fun. Other activities are properly worked well at this level include chants, songs, visual materials, stories and puppets etc. Young learners will love stories, fairy tales and simple, fun activities which make their time in the classroom enjoyable. So games will also give our students an interest in learning the language. So if we can introduce some of these it may well have a positive impact too.
- Early primary school years
Young learner in this level is 6 years old in this level fhey more Analytical logical in their thought processes. young learners need help and support with this with Social development might impact on their ability to interact in a group setting. At this level, they are able to guide them into more independent activities, where they can work alone or in small groups such as collage making or design, where all have an input.
-Lately primary school years
This level usually from 11 upwards. They quickly take on an increasing interest in the world around them. They have already for studying in a mainstream school and have an examination component.
Name : UUN UNAENI
ReplyDeleteNIM : 191230029
Class : TBI 5A
Sorry.. permission to ask Mrs🙏🏻🙏🏻🙏🏻☺️
actually Is it appropriate for us to introduce English to early childhood at the age of 3-7 years?
and Do we need to use the role of parents at home to introduce English to them too?
nama: Dewi Ramayanti
ReplyDeletenim: 191230013
Kindergarten students still don't understand English, especially for those who live in the village, they definitely don't really understand English. and there is no good internet access yet so surely they can't learn to use media like youtube. I don't think kindergarten students should learn English, maybe later in elementary school.
permission to ask mrs🙏🏻
If there is a child who has difficulty interacting in class and the child is an introverted child, how can he learn English using the singing method and visual media?
Name: Devi Nuraeni
ReplyDeleteNim: 191230022
Class: Tbi 5A
I want to ask Mrs🙏
The question is why is education in Indonesia still not much use of holistic learning?
Whereas holistic learning helps develop individual potential in a more pleasant and encouraging learning atmosphere, democratic and humanitarian through experience in interacting with their environment.
Name: Nurma Yunita
ReplyDeleteNIM: 191230004
Class: TBI 5A
I agree with the learning method above which is adjusted based on the child's age or grade level. As English students, of course we have to understand the characteristics of learning based on age level. Because we cannot learn learning at every age of the child. For example, kindergarten school children are not suitable for learning with elementary school student learning methods and vice versa. Kindergarten school children tend to prefer to learn while playing, as has been mentioned above, for example, learning to play or using visual media. And vice versa for elementary school children the scope of the material is even wider. Because the catch is different.
I want to ask ma'am, how do we deal with children who tend to be active when the learning process is not fast enough with the material presented by the teacher?
Name : Asha Febriyanti
ReplyDeleteNim : 191230021
Class : Tbi 5A
I agree with what is described above. About how to implement English language teaching at the kindergarten to elementary school level.
Especially in pre-school. At that stage the teacher must play an active and creative role in his teaching. Because children sometimes get bored easily. If the teaching only focuses on using songs. Therefore, using songs and using movements will greatly help the learning process that is fun.
But in paragraph number B. I want to ask Mrs 🙏🏼.
What is the relationship between human growth and development in the formation of student characteristics?
Name: Fitriyatul Janah
ReplyDeleteNim: 191230017
Class: TBI 5A
I agree with the above explanation, where the methods of learning used had to be adjusted to ages.
In the pre-school stage students are given methods that attract students to learn while playing such as singing and dancing, listening to stories, story telling and other things. At the early- primary school stage students begin to be taught to learn while socializing and working with their friends. As for the late-primary school students, it is already possible to start learning properly and get used to working on problems according to the student's capacity.
Allow me to ask mrs🙏
My question is how to teach English to anti-social or timid students in late primary age's? where Student don't want to mingle with other students, even with a teacher, students are still embarrassed.
Name: sausan indah nur amelia
ReplyDeleteNIM: 191230001
Class: TBI 5A
It is true that children need a stage or process to be proficient at something. However, the thing to remember is that not all children in Indonesia have the opportunity to experience these things. Moreover, there are so many children from an early age who are used to playing gadgets and then in the future, they will become addicted to gadgets and this has a huge impact on the child's development process. Worse yet, even adults think it is a natural thing and think that "now that the times are modern, we can't stop children from following the times" which is a very unfortunate thing. Even though childhood is a period of growth and development that will greatly affect their future, but instead it is limited by gadgets especially children still cannot manage time and parents think it is a natural thing. Indeed there are positive and negative aspects but I have this opinion because, things like this cannot be left alone! There must be proper monitoring or action to address this.
My question is:
How do you respond to this deeply rooted thought in Indonesian society that overlooks one thing?
Name: Eci Ayumi
ReplyDeleteClass: TBI 5A
NIM: 191230003
I totally agree on part A about the early years of school. It was explained that teachers must master learning well because children at the beginning of the school year have limited skills and don't understand English.
But what I want to ask is, are there certain learning techniques so that children can master English quickly?
Name : Rana Salwa.
ReplyDeleteNIM : 191230032
Class : TBI 5A
Young learners, have different characteristics. The different ages, the different ways in which his learning is told, and each student has different intelligences. So, as a teacher, it should be able to analyze how the student is doing in the class, having identified the student's character, so that teachers can determine what type/model of learning to apply in class. That teachers could easily deliver the material.
Giving such a language study as English, it should start with fun, so that students do not feel bored and saturated, what must be noticed when the first study of English is how to make students feel comfortable and enjoy learning English. When students take pleasure in learning English, even the material they study will be readily understood by the students.
Thank you, Mrs., the material is understandable
Name : Annisa Febriyani
ReplyDeleteNIM : 191230006
Class : 5A
In my opinion, I agree with the statement that teachers need to use L1 a lot because children still have very limited English skills. This is because the Pre-School or Early School Years level requires a variety of teaching methods and can't be used in a monotonous way because it will bore the children too.
My questions is how to attract attention during pre-school level children's learning and so that children also quickly understand?
Thank you Mrs.
Annisa Aulia Rahmani
ReplyDelete191230054
TBI 5B
as prospective teachers, we must study the characteristics of children in learning. they are still very newbies and may be confused about how to learn. Students' learning styles are definitely different, therefore we must be able to find and provoke interest in learning. Technology is now very advanced so there are many media that teachers can use to teach.
thank you.
Name : Shinta Awaliatus Sa'adah
ReplyDeleteNIM : 191230053
Class: TBI 5B
The learning methods used in teaching must be age-appropriate. From that point of view I agree. Because the method we use is appropriate, children will not be overwhelmed or lazy, therefore we as teachers in the future must have the latest plans and innovations for learning that are tailored to the children of their age we teach. For example, school children are not suitable for learning with elementary school students' learning methods and vice versa. Early school children, tend to prefer to learn while playing. Likewise for elementary school children, must use the right method according to their age.
Permission to ask Miss, is an effective and efficient way of delivering teaching materials, so that children are responsive and active in learning?
Siti Amelia Lailatul M
ReplyDelete(191230025)-TBI 5A
Allow me to express my opinion Mrs🙏🏻, so far what I have experienced and I have seen for myself is that there are still many parents or teachers who are confused in teaching young learners, causing wrong teaching patterns or it can be said that there are young learners who have not had the time to learn certain things based on their age. And when I study or learn about the characteristics of young learners, it turns out that this really must be considered by a teacher or even a parent to avoid wrong teaching patterns so as not to hinder their growth period as young learners.