The Role of Teachers in Developing Literacy for Children aged 4-6 Years in Ruteng Inviolata Kindergarten

Abstract

This study aims to dig deeper into what and how the role of teachers in developing Literacy for children aged 4-6 years so that children have the readiness to attend education at the next level, namely education in elementary school. The method used is a qualitative research method with a case study approach. The research subjects were 4 class teachers in group A and group B. The data collection methods used were interviews, observation, and documentation. The data analysis used is a holistic analysis using the following stages, namely categorizing the findings in the field according to the theme and research focus, describing each category in the field so that it can be used to answer existing research questions, interpreting the findings in the field, discussing the results of the study, carried out by comparing the results of interpretations in the field with the relevant literature to support the results of the study. The results showed that there were six roles of teachers in group B of Kindergarten Inviolata Ruteng in developing children's literacy skills. The five roles are facilitator, motivator, demonstrator, inspirator and as a mentor. The teacher guides the child during the introduction of literacy, reading and writing.