Pengalaman mendengar dan membaca buku cerita moral sebagai pemangkin kecerdasan visual-ruang kanak-kanak prasekolah
Moral storytelling and story reading experience as a catalyst for preschool children's visual-spatial intelligence
DOI:
https://doi.org/10.37134/jpak.vol9.1.1.2020Keywords:
kecerdasan visual-ruang, lukisan kanak-kanak, penaakulan moral, emosi moral, kanak-kanak prasekolah, visual-space intelligence, children's painting, moral reasoning, moral emotion, preschool childrenAbstract
Kecerdasan visual-ruang menjadi asas untuk perkembangn dimensi kognitif, emosi dan tingkah laku kanak-kanak. Kecerdasan visual-ruang yang sering diinterpretasikan melalui lukisan kanak-kanak ini boleh ditingkatkan dengan memberikan pengalaman pembelajaran yang efisien di bilik darjah. Justeru, kajian ini dijalankan untuk meneroka pengalaman mendengar dan membaca buku cerita berunsurkan moral sebagai pemangkin kecerdasan visual-ruang kanak-kanak prasekolah. Kajian kualitatif ini dijalankan di sebuah sekolah tadika, di daerah Petaling Jaya, Selangor. Instrumen yang digunakan ialah dokumen (lukisan kanak-kanak), protokol pemerhatian, dan protokol temu bual. Seramai tujuh orang kanak-kanak prasekolah yang berumur lima hingga enam tahun dipilih sebagai peserta kajian secara persampelan bertujuan. Dapatan kajian menunjukkan pendekatan mendengar dan membaca buku cerita berunsurkan moral menjadi satu nilai tambah dalam menyokong kecerdasan visual-ruang kanak-kanak prasekolah. Dalam pada itu, lukisan kanak-kanak dapat digunakan untuk menilai kemahiran penaakulan moral, emosi moral dan perlakuan moral kanak-kanak prasekolah.
Visual-space intelligence forms the basis for developing children's cognitive, emotional and behavioral dimensions. Visual-space intelligence often interpreted through children's drawings can be enhanced by providing an efficient learning experience in the classroom. Therefore, this research aims to study the experience of listening and reading moral books as a catalyst for the visual-space intelligence of preschool children. This qualitative study was conducted at a kindergarten in Petaling Jaya, Selangor. The instruments used are, documents (children's drawings), observation protocols and interview protocols. A total of seven preschool children aged five to six years were randomly selected by purposeful sampling for data collection purposes. The findings show that the approach to listening and reading moral books is an added value in support the visual-space intelligence of preschool children. Children's drawing also can be used to assess the skills of moral reasoning, moral emotion and moral behaviour of preschool children.
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