MENTORING STRATEGY FOR DRAWING IN YOUNG CHILDREN 5-6 YEARS IN PICTURE SRTORYTELLING COMMUNICATION

• Main Author: Aprilliani, Leni
• Format: Theses
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/84285
• Institution: Institut Teknologi Bandung

Early childhood is a golden age period for children to develop in development and growth phase. Children's brain development will develop well if it supported by optimum stimulation. Drawing is a familiar activity for children to express what they see, feel and experience. The drawing activities can also develop children's imagination. However, the problems that occur in the field are assistants/teachers who provide examples along with the techniques. It can be said that children in the mentoring process transfer knowledge and skills, that is resulting in uniformity of work. Therefore, a drawing assistance strategy is needed as a way to optimize children's ability to express themselves as a form of communication through drawing. The strategies applied are (1) props usage such as paper puppets, (2) staring at pictures strategy, and (3) speaking strategy. The method used in this research is a descriptive qualitative approach with an experimental model. The data collection process was taken from the results of the children's drawings and analysed using visual language theory with tabulation of drawings and analysis of classroom management observations. The results of the study showed that of the three drawing support strategies tested, each strategy had advantages and disadvantages. The first strategy showed that some of the children's work imitated objects/characters shown by the mentor, but the children were able to produce varied illustrations. The second strategy showed that most of the children captured one of the scenes in the drawing, but there was an addition of a varied story related to themselves. The third strategy shows that children's work is more varied compared to other strategies, but there are difficulties in classroom management during the learning process.