The Role Of Teachers In Developing Children's Receptive Language Abilities Aged 4-5 Years At Al-Hijrah Preschool In The 2025/2026 Academic Year
DOI:
https://doi.org/10.58258/y1pkhq64Keywords:
Teacher's Role, Receptive Language, Children Aged 4–5 Years, PAUD Al-Hijrah.Abstract
This study aims to identify the teacher's role in developing the receptive language abilities of children aged 4–5 years, the influencing factors, and their impact at PAUD Al-Hijrah in the 2025/2026 academic year. The research employs a qualitative approach with a descriptive method. Data collection techniques include non-participant observation, semi-structured interviews with teachers and the principal, and documentation. The study was conducted from May to June 2026. The findings indicate that: (1) The teacher's roles include facilitator (providing a language-rich environment), model (exemplary in language use), motivator (giving praise and encouragement), evaluator (observing and recording development), and scaffolder (providing gradual assistance). Strategies used include expressive storybook reading, gradual oral instructions, concrete media, singing, role-playing, and interactive question-and-answer sessions. (2) Supporting factors: principal support, availability of simple facilities, teacher patience, children's enthusiasm, and parental support. Inhibiting factors: lack of teacher training, differences in children's abilities, excessive gadget use, and limited media. (3) Positive impacts: improved understanding of instructions, listening concentration, vocabulary, ability to follow sequential commands, courage to respond, and reduced frustration. The main contribution of this study lies in offering a holistic, multidimensional framework of the teacher's role as facilitator, model, motivator, evaluator, and scaffolder in stimulating young children's receptive language within a coastal socio-cultural context that has rarely been examined in prior research.References
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