The influence of pretend play on children's social communication skills

Hajerah Hajerah, Syamsuardi Syamsuardi, Nur Alim Amri, Nurzil Amri, Inayatul Maula

Abstract


Background : Early childhood development, crucial between ages 0-6, encompasses cognitive, social-emotional, and communication skills. Language development theories emphasize communication as a vital aspect of early childhood growth. Children's ability to express themselves supports their learning process and social interactions. Pretend play, involving role-playing and imagination, is a key activity that stimulates language and social skills in children. In urban areas, low social education levels often lead to inappropriate communication styles, making effective early interventions essential.

Aim : This study aims to investigate the influence of pretend play on the social communication skills of children in a kindergarten in Makassar City. It seeks to determine whether pretend play can effectively enhance these skills among young children.

Method : A quantitative approach with a One Group Pretest-Posttest Design was employed. Data were collected from 20 children through direct observation and pre- and post-intervention evaluations. Validity and reliability tests ensured the research instruments' accuracy.

Result : Children who participated in the pretend play program showed significant improvement in social communication skills. The average score increased from 29 (61.90% of the ideal score) before the intervention to 42 (93.65%) after the intervention.

Conclusion : Pretend play significantly enhances children's social communication skills, making it a valuable method in early childhood education. Its application can positively impact language development, creativity, and character formation.

Keywords


Pretend play; Skill of communication; Social language.

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References


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DOI: http://dx.doi.org/10.24042/00202472242000

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