COMMUNICATION SELECTIVITY IN EARLY CHILDHOOD

Abstract

Communication selectivity in early childhood may occur when children's verbal participation varies across social contexts; therefore, limited speech at school does not necessarily indicate a general language disorder. This study aimed to identify factors associated with communication selectivity and to improve a child's communication performance through structured classroom interventions. Classroom Action Research was conducted in two cycles consisting of planning, action, observation, and reflection. Regular classroom activities involved 21 Group B children at Nurul Huda Galeso Kindergarten, while the individual intervention assessment focused on one child who consistently demonstrated communication selectivity. Data were collected through observation sheets, field notes, and documentation and analyzed using qualitative description and simple quantitative percentages. The intervention included interactive play, small-group communication, an individual teacher approach, open-ended questioning, interactive storytelling, and positive reinforcement. Communication achievement increased from 30% in the pre-cycle to 55% in Cycle I and 75% in Cycle II, thereby meeting the predetermined 75% success criterion. Qualitatively, the child produced longer verbal responses, maintained more stable eye contact, participated more actively in group interaction, and began to initiate brief conversations. The findings indicate that gradual, psychologically safe, and child-centered support can improve context-dependent verbal participation in early childhood classrooms.