The Language Continuum as a Conceptual Framework for Character Development in Early Childhood
DOI:
https://doi.org/10.21274/martabat.2026.10.1.27-39Keywords:
Pengembangan karakter, anak usia dini, kontinum bahasaAbstract
This study aims to examine the language continuum as a conceptual framework for character development in early childhood. A qualitative literature review was conducted by synthesizing relevant scientific publications from the past five years addressing child development, teacher–child communication, scaffolding, self-regulation, and character education. The synthesis indicates that character development involves not only behavioral compliance but also the gradual development of self-awareness, responsibility, and self-regulation through meaningful social interactions. The language continuum, comprising visually looking on, non-directive statement, questioning, directive statement, and offering help, provides a progressive model of teacher communication in which the level of intervention can be adjusted to children’s needs and responses. Conceptually, the progression from less to more direct intervention may create opportunities for children to observe, reflect on, and regulate their behavior before receiving more explicit guidance. The study proposes the language continuum as a conceptual perspective for understanding how progressive teacher–child communication may relate to character development in early childhood. Its proposed relationships remain to be examined through empirical research across diverse early childhood education contexts.
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