Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020)

Analysis of Early Childhood Tutorial Content to Improve Reading, Writing, and Arithmetic Skills

Authors
Luhung Kawuryaning Pertiwi, Heny Djoehaeni
Corresponding Author
Luhung Kawuryaning Pertiwi
Available Online 24 March 2021.
DOI
https://doi.org/10.2991/assehr.k.210322.028How to use a DOI?
Keywords
Academic skills, early childhood tutoring
Abstract

Every parent expects their child to give good academic skills. The characteristics of a child with the academic skills trusted by most parents are to have the ability to read, write and arithmetic to be able to continue the desired elementary school. The phenomenon of elementary school admission requirements with academic tests is reading, writing and arithmetic, which makes some parents choose to guide their children with additional learning through study tutoring or reading, writing and arithmetic and arithmetic courses. This article aims to provide an overview or the tutoring of early childhood studies, both of which have been implemented in formal and non-formal institutions based on the results of research conducted by previous researchers. The method used in this article is a literature study of early childhood tutoring problems. The results of the literature study show that early childhood tutoring to improve reading, writing and arithmetic skills has various strategies. The presence of tutoring is becoming one of the solutions so that children can enter a favourite elementary school because most elementary schools have qualified new learners to take the academic skills in order to be able to enter the desired elementary schools, as well as understanding of government policy in terms of acceptance of elementary school students.

Copyright
© 2021, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
24 March 2021
ISBN
978-94-6239-356-1
ISSN
2352-5398
DOI
https://doi.org/10.2991/assehr.k.210322.028How to use a DOI?
Copyright
© 2021, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Luhung Kawuryaning Pertiwi
AU  - Heny Djoehaeni
PY  - 2021
DA  - 2021/03/24
TI  - Analysis of Early Childhood Tutorial Content to Improve Reading, Writing, and Arithmetic Skills
BT  - Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020)
PB  - Atlantis Press
SP  - 130
EP  - 135
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210322.028
DO  - https://doi.org/10.2991/assehr.k.210322.028
ID  - Pertiwi2021
ER  -