Translated from Amharic to English - www.onlinedoctranslator.

com

Thank you

We would like to express our sincere gratitude to the teachers, students, parents, and child
care guardians who have provided us with various important information for the research and
answered the questions submitted for the action research. Also, we would like to sincerely
thank the administrations who provided us with various resources for the action research and
the research. In particular, we would like to express our gratitude to the teachers of Asela
Teachers' College of Education who supported us to complete this research, and to Ella's pre-
primary childcare center, Mame Mekonan, who helped us in various ways.

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 Directory

Acknowledgment................................................... ................................................ .....i

Chapter One................................................... ................................................1

Introduction ................................................... ................................................1

1.1 Background of the Study .............................................. ........................................2

1.2 Explanation of the research problem .............................................. ............................5

1.3 The basic questions of action research and research ..........................................5

1.4 Action research and the research world ................................................ ................6

1.4.1 Action research and the general purpose of the research................................... .6

1.4.2 Detailed objectives of action research and research ........................................6

Chapter Two ................................................... ..............................................7

2.1 Methodology of action research and research writing ......................................... 7

2.1.1 Description of the study area................................... ...................................7

2.2 Action research and the research component................................................. ..............7

2.3 Action research and research methodology................................................ ...................7

2.4 Selection of sampling methods ............................................... ........................7

2.5 Action research and research participants or samples................................8

2.6 Data Collection Methods................................................... ......................8

2.7 Action research and data analysis .....8

2.8 Data Analysis Method and Explanation .............................................. ........... 9

2.9 How to Convert to Percent .............................................. ...................9

2.10 Data Analysis Method................................................... ........................9

Analytical Table of Data Collected from Teacher Questionnaire...................................9

Analysis of clarifying questions................................................... ...................12

Analytical Table of Data Collected from Child Caregivers14

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 Analysis of explanatory questions ................................................ ...................16

Analytical table of data collected from parents of students.17

Clarification Question Analysis ................................................ ...................20

OBSERVATION OF STUDENTS IN CLASSROOM AND OUTSIDE CLASSROOM................................20

Analysis of in-classroom and out-of-classroom observations.21

Chapter3 ................................................ ................................................23
3.1 Solutions and their implementation................................................... ............23

3.2 Action research and research findings ................................................ ............23

3.3 Applied Strategies .............................................................. ..............................23

3.4 Solutions ............................................................ ................................24

Summary ................................................... ................................................25
Reference Books................................................... ..............................................26

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 Table index
Analytical table of data collected from teacher questionnaire

Table number one (1) ................................................ ............................9

Table no2 ................................................ ...................................10
Table three (3 ................................................ ...................................11
Analytical table of data collected from the child care provider

Table1 ................................................ ..........................................14

Table2 ................................................ ..........................................14
Table3 ................................................ ..........................................15
Table4 ................................................ ..........................................15
Analytical table of data collected from student parents

Table1 ................................................ ..........................................17

Table2 ................................................ ..........................................17
Table3 ................................................ ........................................18
Table4 ................................................ ........................................18
Table5 ................................................ ..........................................19
Table6 ................................................ ..........................................19
Table of observation analysis ................................................ ..........................21

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 Chapter one
Introduction

The communication skills that children develop at a young age are very
important for their future success and for them to be able to communicate
well with other people and have successful social interactions.

Children from birth to three3) From other people who have since their age Their
communication skills are the basis for their further development. Therefore, children
should develop communication skills with their peers and other people at an early age.

But they are five years old.5) Year or level one (1) as a student We
often see or see children who cannot communicate with their peers
This action research was done with the intention of creating students who can
bridge the gap by taking samples among the students of level one "B" class,
knowing their problems and solving their communication problems and
understanding the importance of living in harmony with others.

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 1.1 Background of the study

"Communication with others is the foundation of life."

Children's communication skills at a young age are the basis for their further development. Difficulty

communicating with others means not understanding the thoughts of others with other people

Disagreement in speech, not wanting other people except limited or selected people
For example, wanting to be with a mother, father, sister and brother or a
roommate, choosing to be alone when separated from people they know,
these types of problems are communication problems. These indicators
are self-awareness, cooperation, pretend play, empathy, etc. When we
say self-awareness, we mean knowing and controlling one's own
thoughts, feelings, and behavior with others
It means creating a relationship, and what we call cooperation is the skill of solving problems, together

We call doing cooperation. Pretend play is based on children's ability to think in

different ways, explore the world around them and get along with other children.
Empathy means understanding another person's feelings or sadness, and children can
show their own understanding of other people's problems in different ways. Some
children show kindness and consideration. Children who do not reflect or see these
indicators of sustainable communication skills are those who cannot communicate
with others. Those who have strong communication skills are more involved in the
learning process and perform better in school, they can work with others, they have
self-confidence. It also helps them to better communicate and achieve their goals.

Because of not developing their communication skills, they don't want to

be with their peers, they can't express their own thoughts, they can't control
their emotions, they don't have compassion for their peers, they don't want to
approach teachers or support staff, and they don't want to be with their age-
appropriate children. We have seen children with communication problems
who are stealing the ideas of other students, disturbing the feelings of others
beyond their own feelings, and hurting themselves in different ways due to
their inability to communicate with others, so we have done this action
research and research to solve the problem.

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 We looked at the communication in Ella Pre-Primary School
Children with problems do not want to play with their peers, eat together,
study together, and express what they are told by refusing or crying.
For example, I don't go to school, I don't go to class, and I find
it annoying in the campus.
* Difficulty making or keeping friends

* They do not show any desire to be with others

* They are cruel or selfish

* Being a bully or deceiving others is seen

* Not wanting to play with other children

* Reluctance to share items with other children

* Being very stubborn in daily activities and when things change

Irritation

* Not wanting to be separated from parents or guardians

These problems are clearly and deeply observed in the school. When these
problems are observed, the children are unhappy all day and do not attend their
studies properly due to the pressure from the teachers or the campus staff. At
the time of departure, if their parents do not come early, and if the parents of
other children come early, they get upset and cry. This problem has been
observed in Ella Pre-Elementary School in the way we described above.

If this problem continues in this situation, children will not be successful beyond
having a great impact on their future life. In addition, if this problem continues in this
situation, the following feelings will begin to reflect widely in children, among these feelings.

: to be hidden

: Be skeptical

: Starting not to approach their guardians (parents).

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 : Hate others
: Unhappiness

: Not giving self respect and value

: Clearly reflecting the nature of anger

: Being selfish

: Hate their education

: Exposure to different addictions as they grow older

: Their anger and frustration are increasing

: Lack of compassion for people and showing the behavior of not understanding human problems

: Self-doubt and other major impacts on their future They begin to

reflect the emotions they create.

When we look at the environment where this practical research is conducted,

most of the students or children in the school live in a special environment.
Because the name is in a house called a condominium, they
spend most of their time behind closed doors and their
communication is only with social media and they do not
interact with their peers or the local community.
Since it is only the second year of the school's opening, and these
children were first grade students or four-year students last year, it
seemed that they showed this communication problem just because they
were separated from their families. Therefore, there is no action research
done in the school on the problem of communication.

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 1.2 Explanation of the research problem

Communication skills problems are evident in Ella's pre-primary school

More importantly, in step one "B" classIt appears in 3 students. This
communication problem It is affecting children in different ways. This
means that children who have communication problems are being
heavily influenced, knowingly or unknowingly.
. . . These children with communication problems are also affected They are not preferred
by their peers. These children with communication problems do not talk, laugh, and
generally do not show happiness on their faces. As a result, other children do not want to
approach them or play with them. To overcome and solve the problems of these children:

What is the cause of this problem?

: What are their problems?

: What characteristics do they exhibit?

If this problem is not solved, the children will be isolated

from other children, if they are in trouble, they will not have a helper
or supporter, and they will be exposed to depression and loneliness.

1.3 The basic questions of action research and research

The basic questions of this action research

1: What are students' communication problems?

2: What characteristics do children with communication disorders exhibit?

3: What is the reason for the communication problem?

4: How can we permanently solve their communication problems?

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 1.4 The world of action research and research

1.4.1 Action research and the general purpose of the research

The general purpose of this action research and research

It is designed to identify the causes of the problems of students or children

who have communication problems in Level One "B" class in Ella Pre-Primary
School and prevent the problem from continuing.

1.4.2 Detailed objectives of action research and

research The detailed objectives of this action research

1: Identifying the causes of children's communication difficulties,

2: To identify the characteristics of children prone to communication problems,

3: Putting solution ideas and

4: To prevent their problems from continuing in this situation

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 Chapter two
2.1 Methodology of action research and research writing

2.1.1 Description of the study area

Ella Pre-Primary School is located under Andode Primary School in

Ward Two, Aqaki Kaliti Sub-city, Addis Ababa City Administration.
It is a pre-primary government schoolSince 2015, in medium, He has been
accepting and teaching students from elementary to high school, from low
and high living standards.

He is also accepting and teaching students in the academic

year of 2016. Now the study Ella takes place in a pre-primary
school, and in this school, children have not developed
communication skills. If they do not develop this communication
skill, they will be in very difficult situations as they grow up.

2.2 Action research and research

The subjects of this action research are all students of
Grade One "B" class at Ella Pre-Primary School.

2.3 Action research and research method

Action research and research is conducted on students in

Ella pre-primary school, and the research is intended to identify
the cause of the school's communication skill problem and find a
solution. We have done action research and research using
methods of doing.

2.4 Selection of sampling methods

The type of sampling method we chose while doing the action research and research is the target-oriented

sampling method, and this sampling method is seen in terms of the purpose of the study, which means

Whom do I choose, do they provide the information I need? It is important to know which part of the study is involved

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Do they provide information and results? By raising such questions, it is the type of sample or method
that is chosen in order to achieve the purpose of action research and research. Therefore, the problem
chosen in this action research and research focuses on the ideas listed above.

In order to achieve this, we used this type of purposive sampling

method to select three (3) Students with communication problems, four
(4) Grade one teachers, two2) Child care nannies as well
three(3) This action research by selecting parents of students as a sample We have
worked.

2.5 Action research and research participants or samples

1: Action research and research are selected as samples three(
3) Students

2: Four (4) teachers who are teachers of "B" class in level one

3: Two (2) babysitters working in the campus

4: Three (3) parents of students selected for the study These

are sample data for action research and research.

2.6 Data collection methods

For this action research, we collected data using written questionnaires and
observation. Mixed text query is one of the types of text query, and this type of
query when we use restricted query type and open-ended query type together is
called mixed text query. In this action research, we have a limited written
questionnaire in the form of a choice, as well as an unlimited written one
Questionnaire in explanatory form to four (4) teachers, three (3) Parents of students and

for two2) Guardians were presented with a mixed text questionnaire and the observation
It is done in the classroom as well as outside the classroom.

2.7 Action research and research data analysis

Based on the above data collection strategy, we used a
quantitative analysis method to analyze the data collected
through a mixed text questionnaire presented to teachers,
parents of students, and tutors.

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 2.8 Data analysis method and explanation
The main purpose of the study is to analyze the data collected through
written questionnaire and observation and finally to put the observed
results and hand them over to the concerned party. In order to do this, the
data obtained from questionnaires were analyzed and presented by putting
them in a table and converting them into percentages. Also, the answers to
the questions presented for explanation in the written questionnaires were
put together as the respondents put their answers.

2.9 way to convert to percentage

When we look at the percentage conversion method of the responses
obtained in this action research, it is divided by the number of people
who answered the question by the total number of responsible people
and multiplied by a hundred.

2.10 Data analysis method

The main objective of this action research is to collect, compile and
analyze the data collected in different ways and put solutions.
Therefore, the questionnaires presented to four teachers, three
parents of students and two child care custodians in the action
research are tabulated in numbers and percentages. It is analyzed as it
was done outside.
Analytical table of data collected from teacher questionnaire
Table number one (1): Are children with communication problems old enough for
first grade education?

No Answers Number of participants Percent

A It arrives 1 25%
b It didn't arrive 1 25%
c They have a little left 2 50%

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 table one1) indicates that the age of children with communication problems For step one (1) 1

(25%) of the participants who said that they had received class education, while those who said that

they had not received it ParticipantsAbout 1 (25%) and a little bit left are about 2 (50%).

Based on this, children with communication problems age for grade one
There were a lot of respondents who said that they would be left a little
About 2 (50%). In general, these children with communication problems are
missing a few classes for the first grade, but the rest of them are missing,
which makes them unable to communicate with their peers.
Differences can be seen between their abilities. When this difference occurs, there is
no desire for children to communicate or be close to others. Therefore, when children
enter school, it is more preferable if they are at an age suitable for pre-primary school.
They are active and active when they are with peers of their physical size. Therefore,
the fact that children with communication problems are a little too old for grade one
education may be the reason for their difficulty in communicating.

Table no2: Which of the following characteristics do children with communication

disorders exhibit most?

No Answers Number of participants Percent

A Disobeying orders 0 0%

b Just follow your own feelings 0 0%

c Enforcing a will by force or crying 0 0%

d They show all kinds 4 100%

table2) It refers to the order of children with communication problems Not following,
only following one's own feelings, enforcing desire by crying out loud, all
They say that they show the same characteristics4 (100%) participants agreed.

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 According to this, these children with communication problems not only do not follow orders,
only follow their own feelings, not only obey their needs by crying, but also show behaviors such as
fighting, refusal, hating education, lack of happiness. Therefore, based on this information, it can be
understood from this question that these children need special supervision and support.

Table three (3)What kind of attention to children who have not developed their communication skills

They do

No Answers Number of participants Percent

A Give enough time and space 0 0%
b Just like any other student 2 50%
c Teaching with children through play 0 0%
d Haha 2 50%
Table three (3) For children who have not developed their communication
skills What kind of attention do you ask?2 (50%) of the participants
They say, looking like another student2 (50%) by giving enough time and space
They also responded by teaching through play with the children.

From here we understand2 (50%) of these children with communication problems from Eq
Together with the children, giving them enough time and space to communicate with their peers

They have stated that they are paying attention by playing. However2 (50%) of them They
explained to us that they see these children with communication problems just like any other
student. It is good to see children with communication problems just like other students so
that they don't feel inferior, but special attention should be given to children who are seen
differently so that they can be close and communicate with their friends in a way they don't
know, and so that they don't spend their time alone and sad. . Perhaps the reason why these
children's communication problems persist is because the teachers treat them like any other
student, and they think that the children are right in what they do.

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 Analysis of explanatory questions
4: From the time and time students enter the campus, how much maternal touch
do you use For the clarification question2 (50%) of the participants maternal touch I
don't use it because the number of students in a class is increasing more than it should
be, so it is not convenient to use motherly touch. For example, when I use this motherly
touch, we see other students showing signs of excitement, feeling of reluctance,
opening up, crying, depression among students. Therefore, they responded that we do
not use a special maternal touch, saying that the feelings we have seen above should
not be created.

2 (50%) of the respondents answered that they use it and the methods of
use I give motherly love to the children in a different way than other
children because children with communication problems isolate themselves
and get hurt. I give them love as a mother so that they don't get seriously
hurt. I also take care of them by giving greetings and showing a good
approach when we receive them at the door. We try to bring it together and
provide it.

From this question we understand2 (50%) of the participants use maternal touch It is
very important to know the behavior of children and also as a pre-primary school
However, it is important2 (50%) of the participants stated that they do not use it. To use
motherly touch on children, it is possible to easily approach children, move between children
or make it universal, by touching. You can easily use motherly touch in a way that does not
limit the number of students. For example, if a child is biting, hitting, pinching or kicking and
spending time in silence and alone, it is bothersome. It can be a helpful strategy to correct
the child's behavior. Therefore, using maternal touch on children, especially on children who
have not developed communication skills, instead of using it, can bring about a successful
result or change in children. Perhaps the lack of use of maternal touch can be the cause of
communication problems for children.

5, Do you respect the choices of children with communication problems? If you do, in what way? Way?

If you don't respect it, why?

For this question2 (50%) of the participants responded that they respect it But their choice
is respected by doing what is good for them in a way that does not harm the children

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And we respect children's choices by lovingly explaining what doesn't work for them
When they respond that they do not want to approach anyone if their choice is not respected2(50%)
Some of them responded that they don't respect, and they put it as the reason that these children
with communication problems usually choose to have their personal needs respected. They
responded that while we respect their wishes, we do not respect them because it will have a
negative impact on other children.

According to the response from the participants, 2 (fifty percent) of them respect the
children's choice and 2 (fifty percent) of them responded that they do not respect it.
Giving children a choice or respecting their choice in an appropriate and adult-supported
way gives children the opportunity to express what they want instead of using
inappropriate behavior. When teaching children to make choices, an adult presents
activities or pictures of different items for the child to choose from. The adult should
choose items that encourage the child and are acceptable to the child. The number of
choices available to children should be based on the needs of the child.

Typically, offering only 2 choices is a good starting point. Too many options will only increase the child's

frustration. Because of his communication problem, he has difficulty choosing his thoughts by dispersing

them. Therefore, giving choices to children with communication problems and respecting their choices will

make them change for the better. If their preferences are not respected, however, they will exhibit different

behaviors.

6. What kind of methods have you used in the teaching period so far to solve the problem of

children with communication problems?All the participants who participated in the question, that

is, four (100%) expressed their own opinion among those who expressed

- Choosing other children as a model

- Giving recognition in all your activities
- Receiving them with love when they come home and trying to present them with other children

- By making them play with their peers

- By making a picture of the people you love
- Creating a way to connect with friends by giving orders
- By making them participate in various games
- By giving responsibility in the classroom, for example by giving them a pencil
- Praying that they get love from the children and the teachers

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 - Presenting and playing with the baby

They gave the following answers:

Analytical table of data collected from the child care

provider
Table 1How much do students use closeness and motherly touch from the moment they
enter the campus?

No Answers Number of participants Percent

A cool 0 0%
b Good 1 33.3%
c Medium 1 33.3%
d I don't use it 0 0%

As we have seen in Table 1, how much do students use maternal touch

since they entered the campus?To the question, one (33.3%) responded
as very good and one (33.3%) responded as medium.
As we understand from this response, we found that the use of maternal touch in
children is low. Using maternal touch in different ways not only reflects the feeling of
happiness, the feeling of being able, the feeling of being loved, it is a great
encouragement for children and a way of presenting children. Therefore, the use of
maternal touch on children has a significant positive effect. Not using it can have
negative effects. Therefore, not using physical touch can cause children to not
communicate quickly.

Table 2How do children with communication problems talk, laugh

and play with other children??
No Answers Number of participants Percent
A High 0 0%
b Medium 0 0%
c Low 0 0%
d Low 2 100%

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 As we have seen in Table 2, how do children with communication problems
talk, laugh and play together with other children??For the question 2(100%)
i.e. all the participants stated that it is extremely low.

As we understand from this response, children or children with communication problems

show signs of not wanting to play, talk, or laugh with other children. Even if they perform
these functions, their functions are not sustainable or they quickly become boring.

Table 3Children who cannot communicate with their peers are preferred by
other children?

No Answers Number of participants Percent

A Yes 0 0%
b They are not 2 100%

Table 3. Children who cannot communicate with their peers are preferred by
other children?To the question, all the respondents, ie two (100%) responded
that they are not.

As mentioned above, children who cannot communicate show different types of

behavior, such as hitting, pushing, saying everything is mine, etc., so they are not
accepted by other children.

Table 4How do children with communication problems deal with the behavior
of other children??

No Answers Number of participants Percent

A They handle 0 0%
b They do not accommodate 2 100%

Table 4. How do children with communication problems deal with the behavior of
other children??To the question, all the respondents answered that two (percent)
respondents did not accept it.

Based on this response, all the participants stated that two (100%) of the children do not deal with
the behavior of other children. Children with communication problems other children to them

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Even if they try to get close, they keep them away by hitting, fighting, and showing
different kinds of behavior.

Analysis of explanatory questions

5. What kind of attention do you give to children with communication problems?

- Do not hurt other children due to misunderstandings while

playing Paying attention to their movements while playing.
- Observing when and how you are happy.
- Seeing who you are happy with, what kind of game you play Their
joy is in identifying, fulfilling their needs and being with the kids
we call the fastest.
- This problem is not the children's, but their behavior, so focus on their behavior
By doing

6 Children with communication problems are seen as a special problem?If so, what are the
problems??

1 (50%) of the respondents responded that they are seen.

Among the problems that can be seen

1. Lack of interest in education or friends.

2. They are not fast.
3. They are unhappy because they only want their own interests to be respected.

and 1 (50%) of them did not have any specific problem, but the
problem of being alone, crying, and getting into excessive
depression is widely seen.
As we can understand from this response, 1(50%) of them answered that they are seen
and 1(50%) of them answered that they are not seen. It would be more preferable if the
things that the respondents who answered that they are seen as problems are their behavior
rather than what we call special problems. Because these things describe children's
characteristics, not specific problems.

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 Analytical table of data collected from student parents
Table 1Who did your child grow up with??

No Answers Number of participants Percent

A with his mother 0 0%
b with his grandfather 1 33.33%
c with a worker (guardian). 2 66.66%
d Kindergarten 0 0%

As we saw in table 1, who did your child grow up with?/He grew

up?1 (33.33%) answered with her grandfather and 2 (66.66%)
answered with an employee.
From this we can see that 2 (66.6%) of the children grow up with a worker or guardian.
Children who work with foster parents often experience a range of influences until they
become self-directed. The influence on the children also affects them. When the children
grow up, they find it difficult to establish good relationships with other people and to
communicate. This problem is caused by the difficulty of trusting people due to the influence
they are exposed to and due to the emotional disturbance that is created in them, the
behaviors that children show to communicate with their peers and other people are due to
this emotional disturbance.

Table 2Does your child play outside the house with other children?

No Answers Number of participants Percent

A Yes 0 0%
b No 3 100%
c Only with sister (brother). 0 0%

As we have seen in table 2, your child goes out of the house and plays
with other children?To the question 3(100%) i.e. all the respondents
answered that they don't play/don't play.

As we can understand from the responses of the participants, all the participants told us that
children do not go outside to play. Children who do not play with other children

17
That is, if they only spend time at home, when they come to school, they will have a hard
time communicating with other children and other people. This problem of communication
was seen in these children because the children meet with someone other than their own
family or members only in school, so they find it very difficult to communicate and find
happiness in their studies. Therefore, the fact that children do not play outside the house
may be the reason why they do not develop communication skills.

Table 3How does your child interact with other people at

home or outside??
No Answers Number of participants Percent
A Good 2 66.66%
b in. good 1 33.33%
c cool 0 0%

Table 3 shows how the child interacts with other people both inside
and outside the house?2 (66.66%) of the respondents answered that
it is very good. 1(33.33%) of the respondents responded that it is
very good.
From the answers given by the respondents, we found that children's communication
both inside and outside the house is 2(66.66%). But 1(33.33%) responded as very good.
This indicates that children's ability to communicate with other people is not good or good
enough. It is possible that the respondents who gave us an excellent response may not
know and observe the children's daily schedule properly. Because according to the
answers given by the respondents, if the children's communication was very good, this
communication problem would not have happened in the school.

Table 4Spend time with your child and play together?

No Answers Number of participants Percent

A I play 0 0%
b I don't play 3 100%

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 Table 4: Spend time with your child and play together?To the question 3(100%) i.e.
all the respondents answered that they do not play.

As we can tell from the responses of these respondents, all the respondents told us
that they do not give time to their children to play. If children don't get enough time
and love from their families, they may become depressed, unhappy, etc. This feeling of
longing has a great impact on children, making them lonely and not communicating
with other people. Parents' lack of time to play with their children can cause problems
in children's communication skills.

Table 5They ask about the child's routine or activity?

No Answers Number of participants Percent

A I don't ask 2 66.66%
b I ask 1 33.33%

Table 5 asks about your child's daily routine or activity?2 (66.66%)

respondents answered that they do not ask. 1 (33.33%) respondents said
they would ask.
As we can understand from this response, 2 (66.66%) parents of students stated that they are
not asked about their children. Asking a child's date, for example, who did you play with??

What do you send??What did you learn??What did your teacher say??If we present the
questions to the children, the children will talk about what they have seen and heard
They develop their communication skills. Even if they don't answer when we ask them,
when we give them homework, they try to communicate with other people in school or
elsewhere in order to fulfill that. Because they try to communicate in order to talk
about their dates and to please their parents. Therefore, not asking children about
their date will itself be the cause of communication skills problems.

Table 6There is a system of eating together at home?

No Answers Number of participants Percent

A Yes 1 33.33%
b No 2 66.66%

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 Table 6 is a common feeding system at home?1(33.33%) of the
respondents answered yes while 2(66.66%) of the respondents
answered no.
As we can see in this response, we observed that 2 (66.66%) respondents do not have a common
eating system at home. Eating together with children has a great role for children because it helps
them learn love, talk about different ideas, and get enough time from their families. If there is a
system of eating together at home, children will have less difficulty in socializing outside the home.
The absence of a shared feeding system within the family can itself be the cause of communication
problems for children.

Analysis of explanation question

7. At what age did your child enter pre-primary school? How old is he/she
now?

- 1 (33.33%) of the respondents were 3 years and five months old when they joined, and

now they are level 1 (kg 2) 4 years and 7 months old.

- 1 (33.33%) or beginner (kg 1), he was 4 years and 2 months old and
now he is 5 years and 5 months old.
- 1(33.33%) entered kg 1 (beginner) at the age of 4 years. It has been 5
years and 4 months now.

Responses were collected from the respondents.

Observation of students in and out of the classroom

This type of observation list

Very good---high
Very good-----medium

Good----low scores.

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Table of observation analysis

No The type of observation Good in. good cool

1 The relationship of children with communication problems -

with teachers
2 The communication status of children with communication -
problems outside the classroom and in the classroom
3 Children with communication problems play -
with their peers
4 Children with communication problems form -
friendships with their peers
5 Children with communication problems are not accepted -
by other children
6 The situation of children with communication problems -
sitting in one place in the classroom
7 Children with communication problems -
playing outside the classroom
8 The relationship of children with communication problems -
with other people

Observational analysis in and out of the classroom

No1 The closeness of children with communication problems to their teachers It
is good or average. Because these children do not get close to the teachers who
teach them or only to the teachers who are in the class they are studying, but not
to other teachers in the campus.

No2 What children with communication problems show in the classroom and outside
the classroom We found the level of communication to be good or low. These children
prefer silence and solitude. In general, they don't need anyone and enjoy doing
everything alone.

No3 Children with communication problems play well with their peers or is
low. They want to play alone. Even when toys are out, they show a tendency
to want all kinds of things for themselves. Happy about something

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They won't. When they want everything, they get depressed because they don't
know what to choose.

No4 children with communication problems to create friendships with their peers
Condition is good or poor. Because when we do the observation, the children with
communication problems do not have the feeling of making friends, but the feeling of
fulfilling their needs and saying that I am the best, let it be what I said. When their needs are
not respected, they express their feelings by crying, shouting, and hitting.

No5 Children with communication problems are very accepted by other children
It is good or average. Because every timeAs mentioned in 4, these children They are
afraid of other children because they express their needs by hitting, crying, pushing, and
biting. Even if they are occasionally accepted by other children, those children who are
accepted do not treat them as a friend, but as a child they don't know.
Like a child who needs their help, they should only respect his/her needs
Sometimes they want to use it as entertainment. This means that even if they are
playing, children with communication problems may laugh or be scared when
they come in and play, and the silence will be noticed by the other children.

No. 6 Children with communication problems sitting in one place in the

classroom and learning is very good or average. These children get up from their
seats looking for a reason, sometimes just jumping around the classroom and
outside the classroom.

No. 7 Children with communication problems have a very good or moderate

playing situation outside the classroom. When playing outside the classroom, they
want to keep everything private. But when they realize they can't do that, they get
depressed. At that time they sit alone or move from one place to another without
playing a game that makes them happy.

No. 8 Children with communication problems have a good or poor relationship with
other people. These kids don't want to be intimate unless it's with someone they want.
Even if someone else tries to approach them, they will cry, throw themselves on the
ground, scream and push the person away from them.

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 Chapter3
3.1 Solutions and their implementation
The main objective of the action research is to find out the cause of the problem of
communication skills of the students in Ella pre-primary school level 1B and to put the solution.
We have noticed that students in this school have communication skills problems. Based on this, it
was possible to identify the problems of students' communication skills through action research
and research. After the action research and research is done, we have not only identified the cause
of the problem, but also the solution directions as well as the results of the actions implemented
through the action research and research. The action research and the research explains the
cause of students' communication problems by listing the behaviors of children with
communication problems and the damage caused by the presence of communication problems
on the children. Finally, the findings of the study and research have listed the reasons for students'
communication problems.

3.2 Action research and research findings

- Less access to social life in their living area.
- Family supervision or lack of time.
- Teachers not paying special attention to the children.
- They are not old enough for pre-first grade.
- Lack of supervision of teachers and campus staff.
- Spending a lot of time with a caregiver (employee).
- Spend their time at home and only with social networking By
doing them.
- Because it doesn't work on the children's behavior.

3.3 Applied strategies

Since we started doing this action research, Ella Pre-Elementary
School teachers and all the campus staff have used some strategies to
solve the problems of children with communication problems. They used
the strategy of returning children who have more communication skill
problems in children who have not reached the level 1 class. In this

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Even though it takes some time to get into the beginner class, we have seen changes in the
children within a short period of time. Among these changes, they were observed to be
somewhat less crying, if not more, to make friends. If they continue as they are now, their
communication problem will be solved. However, even now, there are children who are in
Level 1, that is, five-year-old students, who have communication problems. There is a need to
continuously help them by putting solutions to them.

3.4 Solutions
Following are the proposed solutions that are believed to be needed to overcome
students' communication problems.

- All teachers together with the school management, staff and parents
Working together with
- Providing choices and respecting their choices.
- By having them role play with the children.
- Using maternal touch in school.
- By working on their behavior, not on the children.
- By having them marry or study with children of the same age.
- Providing exceptional support and monitoring.

- By maintaining close contact with student's parents.

- Using different gaming strategies.
- Special care and love, especially for children with communication problems It is
possible to help by using various strategies by giving tirelessly.

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 Summary
This action research focused on the problem of communication skills
of Level 1B students studying at Ella Pre-Primary School in 2016.
What are they??It was built on the question, and the action research and research was done to
find out the characteristics of children with communication problems, to identify the causes of
communication difficulties, to put solutions and to prevent the problem from continuing in
this situation. What are the problems of students in this action research?What kind of
characteristics do children with the problem display??
What is the reason for this problem??How can we solve their problems in a sustainable way??
The basic questions of the study have been answered. In order to answer these
basic questions, level 1B class students are part of the target sampling strategy,
using 6 teachers, 3 parents of students, 2 child care tutors as samples, data were
collected by dispersing questions through written questionnaires and observation
inside and outside the classroom. The collected data was put into the research and
the quantitative data analysis method. Finally, based on the results collected and
analyzed from the teachers, parents and guardians, the findings of the action
research and the research, as well as the solution ideas, are described.

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 Reference books

- Action research on pre-primary school teachers.pped

231) module
- Child care and management(pp. 216)
- Personal and socio-cognitive development of young children in pre-primary

grade school ((pp. 245)

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 A written questionnaire for teachers

An optional question

1 Are children with communication difficulties old enough for level 1 education?

A has arrived. B has not arrived. C has a little left

2 Children with communication disorders tend to exhibit which of the following characteristics more

often?

A. Disobedience to the order Just follow your own feelings

C. Enforcing a desire by force or crying They show all kinds

3 What kind of attention do you give to children whose communication

skills are not developed? A. By giving enough time and space. B. By

treating them like other students

Question for clarification

4 Do students use closeness and motherly touch from the time and time they
enter the campus?

5 Do you respect the choices of children with communication problems? If so, in

what way? If not, why didn't they?

6 What methods have children with communication problems used to solve

problems in the teaching and learning process so far? At least three
quote?

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 A written questionnaire for parents of students

An optional questionnaire

1 Who did your child grow up with?

a with his mother b with his grandmother c with a worker d daycare

2 Does your child go out and play with other children?

A. Yes. B. She doesn't play. C. Only with her brother and sisters

3 How does your child interact with other people at

home and outside?
A. Very good. B. Very good. C. Good

4 Do you spend time with your child and play together?

A. I play. B. I don't play

5 Do you ask about your child's daily routine or activities?

A I don't ask B I ask

6 Is there a system of sharing meals at home? A.

Yes There is no b

Question for clarification

7 At what age did your child enter pre-primary school? How old
is he now?

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 A written questionnaire for the child's caregiver or guardian An

optional questionnaire

1 How much do students use closeness and maternal touch from the time they
enter the campus?

A. Good For excellent

C medium I don't use d
2 What is the situation of children with communication problems talking,
laughing and playing together with other children?

A. High B. Medium C. Low D. Very low

3 Are children who cannot communicate with their peers preferred by
other children?

A. Yes They are not for

4 How do children with communication problems deal with the

behavior of other children?

A. They accommodate B. They accommodated

Question for clarification

5 What kind of attention do you give to children with communication problems? Name
at least three?

6 Do children with communication problems have special problems? If so,

what are the problems? Name three?

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