Mentoring Program: How it improves teachers ability to engage pupils in a variety of activities in kindergarten

Somariah Fitriani, Hamzah Puadi Ilyas


At the beginning of the learning process, class routines in the form of basic talks, songs and games are one way for kindergarten children to get used to practicing English at a young age and building their self-confidence to communicate with their friends. Thus, the aim of this study was to elaborate the mentoring activity in training teachers on how to incorporate various activities into the classroom routine. Four female teachers of an Islamic private Kindergarten participated in the mentoring program. This is a case study design of qualitative research with classroom observation and interviews. The study revealed that teachers were able to demonstrate some classroom activities through short dialogues, songs and games. It indicated that mentoring activity is found to provide participants with benefits and satisfaction, as well as the potential to motivate them to practice with kindergarten children in classroom.



Child centered learning, Classroom routine, Mentoring, Kindergarten

Full Text:



Barrera, A., Braley, R. T., & Slatec, J. R. (2010). Beginning teacher success: An investigation into the feedback from mentors of formal mentoring programs. Mentoring and Tutoring: Partnership in Learning, 18(1), 61-74.

Beres, J. L., & Dixon, J. C. (2016). Examining the role of friendship in mentoring relationships between graduate students and faculty advisors. Collected Essays on Learning and Teaching, 9, 111-124.

Brooker, E., Blaise, M., & Edwards, S. (2014). Introduction. In E. Brooker, M. Blaise, & S. Edwards (Eds.), SAGE Handbook of Play and Learning in Early Childhood (pp. 1-4). SAGE.

Burden, P. R. (2003). Classroom management: Creating a successful learning community. John Wiley & Sons, Inc.

Carty, M. (2018). Surviving and thriving: Making classroom management and organization work for you and your students. Pembroke Publisher.

Ciuffetelli Parker, D., & McQuirter Scott, R. (2010). From mentorship to tenureship: A storied inquiry of two academic careers in education. Mentoring & Tutoring: Partnership in Learning, 18, 405-425. 10.511849

Cleary, M., Jackson, D., Sayers, J. M., & Lopez, V. (2017). Building early academic career capacity through mentoring. Issues in Mental Health Nursing, 38(11), 971-973.

Colvin, G., & Lazar, M. (1995). Establishing classroom routines. In A. Deffenbaugh, G. Sugai, & G. Tindal (Eds.), The Oregon Conference Monograph 1995, Vol. 7 (pp. 209-212). University of Oregon.

Croasmun, J., Hampton, D., & Hermann, S. (2000). Teacher attrition: Is time running out? The University of North Carolina at Chapel Hill.

Devos, A. (2010). New teachers, mentoring and the discursive formation of professional identity. Teaching and Teacher Education, 26(5), 1219-1223.

Elvin, P., Maagerø, E., & Simonsen, B. (2007). How do the dinosaurs speak in England? English in Kindergarten. European Early Childhood Education Research Journal, 15(1), 71-86.

Farber, K. (2016). 8 tips for creating classroom routines and norms. Tarrant Institute.

Fitriani, S. (2018). Behavior contract and class routine for primary students: A case study in non-formal English institution. Jurnal Inovasi Pendidikan Dasar, 4(1), 1-12.

Fitriani, S., & Ilyas, H. P. (2021). Teknik pembelajaran bahasa Inggris yang menyenangkan untuk taman kanak-kanak. Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS), 4(2), 259.

Geuna, S., & Giacobini-Robecchi, M. G. (2002). The use of brainstorming for teaching human anatomy. The Anatomical Record, 269(5), 214-216.

Griffin, S. M., & Beatty, R. J. (2012). Hitting the trail running: Roadmaps and reflections on informal faculty mentorship experiences. In M. S. Barrett & S. L. Stauffer (Eds.), Narrative surroundings: An anthology of narrative inquiry in music education (pp. 251-273). Springer Science + Business Media. 0699-6_14

Hammond, L. D. (2003). Keeping good teachers: Why it matters, What leader can do. Educational Leadership, 60(8), 6-13.

Jokinen, H., Heikkinen, H. L. ., & Morberg, Å. (2012). The Induction phase as a critical transition for newly qualified teachers. In P. Tynjälä, M. L. Stenström, & M. Saarnivaara (Eds.), Transitions and Transformations in Learning and Education (pp. 169-185). Springer Science+Business Media.

Jyoti, J., & Rani, A. (2019). Role of burnout and mentoring between high performance work system and intention to leave: Moderated mediation model. Journal of Business Research, 98, 166-176.

Landefeld, T. (2010). Mentor and mentoring. In T. Landefeld (Ed.), Mentoring and diversity: Tips for students and professionals for developing and maintaining a diverse scientific community. (pp. 11-17). Springer.

Learning Theories Knowledgebase. (2012). Social development theory. Http:// Www.Learning-Theories.Com/Vygotskys-Social-Learning-Theory.Html.

Lindberg, P. (2010). Early childhood education and care staff support: Mentoring and professional development in Finland. In International Encyclopedia of Education (3rd ed., pp. 162-168).

Mullen, C. A. (2005). The mentorship primer. Peter Lang.

Muschallik, J., & Pull, K. (2016). Mentoring in higher education: does it enhance mentees' research productivity? Education Economics, 24(2), 210-223.

Nolan, A., & Molla, T. (2018). Teacher professional learning in Early Childhood education: insights from a mentoring program. Early Years, 38(3), 258-270.

Osborn, A. F. (1963). Applied imagination: Principles and procedures for problem-solving (Third edit). Charles Scribner's Sons.

Paul, D. (2003). Teaching English to children in Asia. Longman Asia ELT, 2003.

Savage, T. V. (1999). Teaching self-control through management and discipline. Allyn & Bacon.

Schuler, R. S. (2014). The brainstorming technique is an informal technique or tool for. In Wiley Ensyclopedia of Management. JohnWiley & Sons, Ltd.

Sullivan, B., Hegde, A. V., Ballard, S. M., & Ticknor, A. S. (2015). Interactions and relationships between kindergarten teachers and English language learners. Early Child Development and Care, 185(3), 341-359.

Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34-41.

Vygotsky, L. (1986). Thought and language. Massachusetts Institute of Technology Press.

Vygotsky, L. S. (2000). Thought and language. MIT Press.

Watson, K. J., & DiCarlo, C. F. (2016). Increasing completion of classroom routines through the use of picture activity schedules. Early Childhood Education Journal, 44(2), 89-96.

Zhang, C., & Quinn, M. F. (2018). Promoting early writing skills through morning meeting routines: Guidelines for best practices. Early Childhood Education Journal, 46(5), 547-556.



  • There are currently no refbacks.

Copyright (c) 2022 Aksara: Jurnal Ilmu Pendidikan Nonformal

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Magister Pendidikan Nonformal Pascasarjana Universitas Negeri Gorontalo
Jl. Soedirman No. 06 Gorontalo 96128 e-mail: