Learning Strategies in Handling Social Interaction in Children with Language Delays Aged 4-5 Years Old

Abstract

Abstract: Teacher strategy is an approach taken in planning, implementing, and evaluating the learning process including developing speech skills in children with speech delay. This study aims to determine the teacher's strategy at school in handling social interaction in children who experience speech delay. This research is a case study qualitative research. Data collection was done through observation and interviews. The research subjects were the principal, class teacher and parents. The results showed that: 1) Speech delay children have four general characteristics, namely issuing words or sentences that are not as common as children in general, have not been able to string together two or three words, speak slower than their peers, have difficulty in learning spelling, language and math, 2) Factors that cause children to experience speech delay include; high intensity in using gadgets to watch videos and play games, confusion with 2 languages (English and Indonesian), lack of interaction with parents and the surrounding environment, 3) Teacher strategies in dealing with speech delay children's social interactions include; routinely inviting children to talk and have simple discussions, using singing techniques when delivering lessons, asking questions about themselves and their activities, reading stories to children, and involving children to interact between children and teachers, children with peers and children with peers and teachers or other adults.