Analysis of Early Childhood Tutorial Content to Improve Reading, Writing, and Arithmetic Skills
- 10.2991/assehr.k.210322.028How to use a DOI?
- Academic skills, early childhood tutoring
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.
- © 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 - 10.2991/assehr.k.210322.028 ID - Pertiwi2021 ER -