Analysis of Early Childhood Tutoring to Improve The Ability of Reading, Writing and Counting Luhung Kawuryaning Pertiwi, Heny Djoehaeni
Universitas Pendidikan Indonesia
Abstract
Every parents expect their children to have a good academic skills. The types of a child with academic ability that believed by most parents is to have the ability to read, write and arithmetic in order to continue their desired primary school education. The existence of the phenomenon of entry requirements primary school with the academic tests that reading, writing, and arithmetic test made some parents choose to guide their children with additional learning through tutoring. This article aims to explain the guidance of early childhood learning, both of those have been applied in formal and non-formal institutions based on the results of research conducted by previous researchers. The method used in this article is literature review of the problems by early childhood tutoring. The results of literature review show that early childhood tutoring to improve reading, writing and arithmetic skills have various strategies in formal and non-formal institutions.
Keywords: academic skills, early childhood, tutoring
Topic: Critical Issues in Early Childhood Education
