VERBAL AND NON-VERBAL INTERACTIONS BETWEEN CHILDCARE PROVIDERS AND CHILDREN IN LEARNING ACTIVITIES

Abstract

This research was aimed to identify the verbal and non-verbal interactions between childcare providers and children in learning activities. Verbal interactions encompass praises, persuasions, instructions, prompting, pampering, and advice. Non-verbal interactions encompass language, touch, and social expressions.                This study relied on quantitative data. A total of sixty-nine childcare providers in Sarawak were selected to complete the questionnaire on verbal and non-verbal interactions during learning activities. Descriptive statistics (frequencies, percentages, means, and standard deviations) were used to describe the quantitative data. In the questionnaire, there were six constructs for the items that were related to verbal interactions.                Based on the results, the highest means (3.88) were accounted for by praises and advice. On the other hand, the lowest mean among all the items was 3.68, which was accounted for by persuasion. As for the results of the non-verbal-interaction items, language had the highest mean of 3.90. Conversely, touch had the lowest mean of 3.83.             This study found that non-verbal interactions between childcare providers and children were more prevalent than verbal interactions during learning activities. In learning, both types of interactions play an important role in enlivening the learning processes, apart from enhancing the children’s experience, skills, and knowledge