Vina Uctuvia, Abdul Hanan, Muhamad Ismail

Pragmatic Perspectives on Teacher-Child Interaction in Religio-Cultural Early Childhood Education

Introduction

Pragmatic perspectives on teacher-child interaction in religio-cultural early childhood education. Explore teacher-child interaction pragmatics in religio-cultural early childhood education. Study analyzes speech acts in pesantren settings, highlighting directives for moral & ritual guidance. Culturally responsive teaching insights.

Abstract

Early Childhood Education is a formative stage in children’s cognitive, social, and moral development, where teacher–child interaction contributes not only to learning outcomes but also to the internalization of cultural and religious values. In pesantren-based educational settings, these interactions are shaped by local traditions and Islamic norms. This study aims to explore the pragmatic dimensions of teacher–child interaction in a pesantren-affiliated kindergarten in Babakan, Ciwaringin, Cirebon, an area recognized for its strong Islamic educational heritage. A qualitative descriptive approach was applied. Data were collected through classroom observations, audio recordings, and semi-structured interviews with teachers. The data were transcribed and analysed using frameworks from speech act theory, politeness theory, and conversational implicature to identify the forms and functions of teacher communication. The findings show that directive speech acts are the most dominant, reflecting the teacher’s central role in classroom management, moral guidance, and ritual instruction. Expressive and representative speech acts are frequently used to provide praise, encouragement, and knowledge, while commissive and declarative acts, though less common, perform important pedagogical and spiritual functions, such as shaping discipline and reinforcing religious practices. This research contributes to pragmatics by extending its application to religio-cultural education and offers insights for educators and policymakers in designing communication strategies that are both effective and culturally responsive.

Review

This study presents a timely and relevant exploration of teacher-child interaction within the unique context of religio-cultural Early Childhood Education, specifically in a pesantren-affiliated kindergarten. The focus on pragmatic dimensions, utilizing established frameworks such as speech act theory, politeness theory, and conversational implicature, is a commendable approach to understanding the nuances of communication in these formative settings. The qualitative descriptive methodology, supported by a robust data collection strategy including classroom observations, audio recordings, and semi-structured interviews, appears well-suited to the research aims. Furthermore, the selection of a setting renowned for its Islamic educational heritage offers a rich ground for insights into the interplay of local traditions, religious norms, and pedagogical practices. The findings reveal that directive speech acts predominantly shape teacher communication, underscoring the teacher's multifaceted role in classroom management, moral guidance, and ritual instruction. The identification of expressive and representative acts for praise, encouragement, and knowledge dissemination, alongside the less frequent but significant use of commissive and declarative acts for discipline and religious reinforcement, provides a clear taxonomy of communicative functions. This granular analysis not only contributes valuable empirical data to the field of pragmatics by extending its application to religio-cultural education but also offers practical implications. Educators and policymakers can draw upon these insights to develop communication strategies that are both effective in achieving learning outcomes and deeply responsive to the cultural and religious values of the community. While the study effectively highlights the various speech acts employed, a deeper elaboration on how politeness theory and conversational implicature specifically informed the analysis of these "pragmatic dimensions" would further enhance its contribution. The abstract primarily focuses on speech act classification, leaving the integration of the other theoretical frameworks less explicit in the presented findings. Future iterations or a more detailed presentation could explore the nuances of politeness strategies employed by teachers and children, or the conversational implicatures generated within these interactions, thereby providing a more comprehensive understanding of the communicative ecology. Nevertheless, this research stands as a significant contribution, offering valuable insights into culturally responsive communication within early childhood education and laying a strong foundation for further inquiry.

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