Implementation of Mother Language in Early Childhood

Carmi Sriwidaningsih

Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, Indonesia

Carmisriwidaningsih_pls@student.upi.edu

Keywords: Mother Language, Early Childhood.

Abstract: The background of this research is because factual condition about communication pattern by using mother

tongue method is a thing that can add good ties between mother and child especially since child early age.

Mother is the place to learn everything, if the mother grows unconsciously so that the child will be sucked by

ignorance and openness. A child will learn from the mother about love, sincerity, patience, and life. Based on

these conditions the development of research on the mother tongue implemented to improve the

implementation of its use, especially for young children who still need a lot of vocabulary that can be received

well. This research was designed using literature review method. This approach is used to develop the

implementation of mother tongue to early childhood. This study aims to convey the formula of the use of the

mother tongue which consists of: Mother language as a manifestation of the language of love in attitude and

behavior, has 3 simple formula, that is 1) Flowing sense, 2) Planting and caring for good habits, and 3)

Planting and nurturing strong morals. The results conclude that the implementation of the use of mother

tongue is suitable for early childhood as this can help children know the language well from the mother.

1 INTRODUCTION

Human nature that tends to do a kindness, is the main

thing to life in the world. The role of parents in

educating children and making a relationship with

family members is very important in fostering good

natures. These natures can be transmitted to children

early on by both parents and their educational

environment. The more mature the children, the more

difficult it is for them to leave the bad natures.

Mothers have a psychological closeness to the child

from starting breastfeeding to two-year-olds. In the

process of two years occurs the process of

communication with children even be done before the

child was born, either through touch, or the mind of a

mother who was pregnant.

The effect of parent-child communication on

children's life experiences has a special place in

educational, social, and psychological studies.

Several factors can also lead to a family crisis.

Therefore a good communication with good language

is also needed to form emotional intelligence, plant

and maintain good natures, and follow the rules that

have been agreed together. Salovey and Mayer (1990)

define emotional intelligence as a type of social

intelligence that involves the ability to monitor social

feelings for oneself and others, sorting them all out

and using this information to guide thoughts and

actions. So it can be assumed that communication by

using a good language can play a role in monitoring

the feelings of self and others, this can be applied to

children from childhood. In a family relationship not

far from communicating with one another to convey

thoughts, desires, and feelings from each other this

level of communication will develop in every human

development, as it is known that the baby will cry if

he needs something, and an adult Should talk when

he wants something. When associated with parenting

often language is also one of the tools that often hurt

children’ heart, the accumulation of research shows

that forced parenting and punishment, in the form of

punches, are associated with higher levels of negative

child development (Gershoff, 2002; Gershoff and

Grogan- Kaylor, 2016). In addition to the direct

influence of environmental processes and childcare

on child outcomes, more evidence suggests that

environmental factors may also affect children

indirectly by way of their effect on parenting. Several

studies have reported that the environmental

weakness of menopause effectively, which in turn

impacted on problematic outcomes in childhood

(Church, Jaggers, and Taylor, 2012; Kohen,

Leventhal, Dahinten, and McIntosh, 2008; Mrug and

Windle, 2009).

Sriwidaningsih, C.

Implementation of Mother Language in Early Childhood.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 433-440

ISBN: 978-989-758-314-8

433

Based on the flow of idea above, so the mother

language is a communication tool that must be

arranged properly to be accepted by children from an

early age to form a person who has good natures, and

emotional intelligence, so this is really interesting to

discuss.

2 THEORETICAL STUDY AND

DISCUSSION

2.1 Limitations of the Meaning of

Mother Language

The mother language is taken from the meaning of

mother itself. Further (Aliyah Rashid, 1992) explains

that in the concept of mother also contains a social

content, because it refers to the preservation of family

institutions. In the concept of mother covered the

concept of father and includes the concept of the

child, because there is no mother if there is no father

and includes the future of the child, a someone

become a mother because she got a child. The concept

of mother has a group definition (team) and oriented

to the future. So the concept of mother has its own

characteristics not only include the gender, the point

of view only from the woman's itself (individual), and

oriented in the present, the woman's own age. The

concept in mother language motivates parents to

move forward and develop in their role as educators

of their children to instill good natures, to determine

the generational welfare of the generation and its

future.

Septriana Murdiani (2011) Mother language is the

language of love. While the Language according to

Gorys Keraf (1997) language is a means of

communication among members of the public symbol

of sound produced by human speech tools. So it can

be concluded that the mother language is a method of

communicating with the child through the nature of

mother and father to guide, teach, and reconcile their

children, in the formation of good natures. As it is

conveyed that the mother tongue is a tool and method

of family communication involving many people and

symbols to be understood by a child and can

understand each other in the nuances of kinship.

Mother language as a method to control and lead in

the children’ feeling, this is done to recognize the

self-emotions, emotional management, self-

motivation, recognize the emotions of others, and

foster relationships with others. The importance of

self-affirmation before communicating is a good self-

control, because who knows the feeling of ourselves

is ourselves not someone else, so emotional self-

control is needed when communicating with the

child. This emotion can be burned through the

emotional intelligence of a person. According to

Salovey and Mayer (1995) EQ is defined as a pursuit

to guard the feelings and emotions of self and others,

to differentiate between them and to use the edict to

lead one's actions and thoughts. The edict to lead

one's actions and thoughts.

Mother language is a language of love which

understands by the heart of someone who convey it to

someone who has a unique personality as well as the

way children treat it would be different from one

another, as Bredekamp (1987) puts it, children also

have their own uniqueness such as learning typicality,

talent, And family background. Because mankind

have general differences, humans also have the same

system of having the limbic system in which there is

the amygdala, which functions as a memory bank of

the emotions of the brain, where it stores all the good

memories of glory and failure, hope and fear,

frustration and aggravation, Other brain structures are

the hippocampus and the neocortex. In memory, the

amygdala and the hippocampus work together, each

storing and retrieving information independently.

When the hippocampus raises information then the

amygdala determines the information that has a

certain value (Potter, 2005). If the parents talk with

the words that are not fulfilling the child's feelings

and are unacceptable to the child, it may result in

unfavorable memories, such as prohibition, shouting,

scolding, comparison, and resentment. Thus the

mother language is the language of love and the

affection of parents against children, because the

feelings and sincerity of parents should be showed as

early as possible until in the end both parents will take

them off to become an adult person.

2.2 The Definition of Early Childhood

The definition of early childhood proposed by

NAEYC (National Association Education for Young

Children) is that the group of individuals is in the age

range between 0 -8 years. Early childhood is a human

who is in the growth process, and at that age the

experts call it the golden period (Golden Age) which

occurs only once in human life. The definition of

early childhood has a wide range of understanding

and age, some of which mean early childhood is a

blank paper, and others say early childhood has a

concept that cannot be developed The child's thinking

is empty. Hurlock (1980), early childhood begins

after a dependent infant, which is approximately two

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years of age until the child is mature sexually. It has

certain characteristics that are distinctive and not the

same as adults and will develop into real human

adults.

Early childhood has distinctive characteristics,

such as Richard D. Kellough (1996): (1) The child is

egocentric, he tends to see and understand things from

the point of view and self-importance, (2) the child

has great curiosity, (3) The child is a social being, the

child is happy to be accepted and be with his peers.

(4) Children are unique, children are individuals who

each have innate, different interests, capacities, and

life backgrounds with each other. (5) Children are

generally rich with fantasy. Children love with things

that are imaginary, so generally they are full of

fantasy. (6) The child has a short concentration of

power. In general, children are difficult to concentrate

on an activity in the long term. Berg (1988)

mentioned that ten minutes is a reasonable time for

children around 5 years old to be able to sit and pay

attention to something comfortably. (7) The child is

the most potential learning period, the early age is

called the golden age or magic years, NAEYC (1992)

suggests that the early days of life as a learning with

"Early Years are Learning Years", so that children

experience Growth and development very rapidly and

rapidly on various aspects. Therefore, during the

growth period, the child is in need of stimulus and

stimulation of the environment, in this case one that

influences it is a language that every day he heard

through the mouth of both parents and people who

exist in the environment.

2.3 The Function of Mother Language

for Early Childhood

Good language is used to the child to infect some

good habits. Language is one of the important

elements in communicating. Use of good language

will help the delivery of messages so that

communication objectives can be achieved. Potter

and Perry (1997) explain that the most effective

message must be clear and organized and expressed

in a way well known to the person who receives it.

The use of not good language in communicating can

affect the communication process. Mother language

is practical, will facilitate to get used to good habits,

without parents to be a lot of talk, while language is

one tool to stimulate children thinking and acting.

According to the results of research in the field of

neurology as performed by Dr. Benjamin S. Bloom,

an educational expert from the University of Chicago,

USA, suggests that the growth of brain tissue cells in

children aged 0-4 years to reach 50% (Cropley,

1994). This means that if at that age the child's brain

does not get the maximum stimulus then all the

growth of children both physically and mentally will

not develop optimally. The function of the mother

language where the process in which the parents play

a role in stimulating the feelings of children through

the affection of parents, why this is important because

in essence humans can love, love, and love, because

it is the need of every human.

3 RESEARCH METHODS

This study uses literature review method, literature

review in a scientific research is one important part of

the overall steps of research methods. Cooper in

Creswell (2010) suggests that literature review has

several objectives namely; informing readers of other

research results closely related to current research,

linking studies with existing literature, and filling the

gaps in previous studies.

Here is a synthesis of the steps to do literature

review by Donald Ary and Creswell (2010) as

follows:

 Begin by identifying research topic topics to

find relevant materials, references, and

literature;

 Reading abstracts of relevant research reports

can be obtained from library sources, journals,

books, and proceedings;

 Make a note of reading by way of making

literature map (sequence map) sequence and

relevance of research topics and bibliographic

references in full;

 Make a complete literature summary based on

the literature map, in accordance with the

sequence and topic relevance of each research

variable;

 Prepare literature review by arranging

thematically based on important theories and

concepts related to topic and research

variables.

At the end of the literature review, present general

views on research topics based on existing literature,

and explain the originality and importance of the

research topics to be conducted against existing

literature.

Implementation of Mother Language in Early Childhood

435

4 THE STRATEGY OF MOTHER

LANGUAGE

IMPLEMENTATION TO

EARLY CHILDHOOD

4.1 The Use of Mother Language

Formulas

Mother language as a manifestation language of love

in attitude and behavior, has 3 simple formula, that is

1) Flowing sense, 2) Planting and caring for good

habits, and 3) Planting and nurturing strong morals.

Each formula can be used to meet the different needs

of the child. The mother language as the language of

love is a way of loving the child so that the child feels

that he is loved.

4.1.1 Flowing Sense

The first formula of mother tongue as love language

consists of:

a. Listen. Have parents listened? Children also need

to be heard, not limited to the differences in

knowledge and experience between the child and

both parents. How to listen intently, if the child

is trying to say something, leave all the work you

are doing. Take time and listen to him. Look at

the child's eyes, sitting parallel to reach the eye

level. This shows that parents are really listening.

Tapuklah smooth your back. With this kind of

posture, in turn it will help you really listen. If at

that time you really cannot leave the job, say to

the child, "Ok, wait, yes. In five minutes we'll

talk after the mother finishes it." Listening is an

active process, which means, after listening, the

parent or can provide a feedback meaning to

signal to the child that the child is well received.

Feedback can be reinforced with words that

reveal that parents understand and try to

understand because with acceptance alone,

usually other info-info will come out of the

child's mouth by itself.

b. Accept feelings. Johnson & Medinnus (1967)

defines acceptance as a gift of unconditional love

so that the acceptance of the mother to her child

is reflected through the presence of strong

attention, love for children and the joyful attitude

of parenting. After listening and providing a

mirror feedback, the thing we do is accept all the

feelings of the child. Each feelings means

accepting child entirely, including: 1) Both

negative feeling and positive feeling, 2)

Unconditionally acceptance, and 3) Keep

accepting the feeling despite everything

happened, example if the circumtance is our

child who makes a mistake. We have to be able

to differentiate between feelings and action

caused by feelings or child’s need. The key is

accepting, accepting its feelings. Obviously it

takes a very serious effort from adults around the

child, especially child who has not been able to

communicate clearly.

c. Understanding. Take a Position that we

understand what the child feels, his story, by

guessing his feelings till we know that the child

is sick, happy, angry, or sad. Recognize his

emotions well. Add a little touch on their

shoulders or head to spread out what to say

easier. If the child is crying, wait till the weeping

ends with no crowd.

d. Appreciating the child is the highest important

award in his life. The child will feel that he is

expected, considered to exist, cherished, and

loved by his parents.

4.1.1.1 Block Communication in Mother

Language

Communicating is an active process of interacting

with information or messages representing ideas

through the language of symbols, in the form of

letters, movements, or images. The process of

interaction between teachers and students, between

parents and children both in the classroom and at

home. The main basis used in home communication

is the information the teacher has for the attention of

the students or our children. However, there are some

errors in the communication include:

a. Commanding, Showing, Commanding

"Mother said you have to do the task first play"

"Do not say that."

"You have to face the reality. Face it, face ... "

"Back to your friends say you're sorry!"

"Stop complaining and get back to work!"

"Back there, and play again with your friends"

It is advisable to do give rewards when they

are behaving well, for example, when playing in

harmony, or they want to share, or simple things

like when the child putting towels in place, for

example: "I'm glad to see you can put a book in

place after learning!"

Your child will be happy and will repeat it

again.

b. Blame, Judge, Criticize, Evaluate

"You do not think adults."

"You are lazy…!"

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"Do not you start a fight ..."

"Ooh, it's wrong to do that ..."

"You're not very good at dealing with friends

...."

"Well, that's all I'm tired of."

"That's stupid."

"You do not think clearly ..."

"Mother say what, do not climb, and so fall

right!"

Suggested when the child fell and weep, we

must teach him to rise. Even when we do not say

anything, the child will try to rise on his

own. Sometimes crying child actually happen

because parents are overreacting. Occasionally,

be quiet and give a nod of a smile or give Mother

and Father a hand to help her get up. If you feel

the need for emphasis, then you can tell him to

be careful and play again. If she is injured, just

hug her to stop her crying and invite her to treat

the wound. These actions are more efficient

words, more energy efficient, but more effective

for shaping positive behaviors. "This is a piece of

cake! Why you cannot fix it?". Often the age if

used as a reference about the amount of

knowledge as well as the number of

experiences. In ancient times this could have

been true, but for now, the condition is no longer

valid. Who gets more information and follow

activities, then he is the more know and

experienced.

c. Belittling, Making Guilt, Moralizing, Preaching.

Children want to help tidy up the floor or

mop we say "You do not have to do that! In order

to fix it, maybe you will just waste the soap and

water!".

Should replace bad epithets with good ones,

like, good kids, great kids, and wise children. If

you cannot find it simply by calling with his

favourite name only.

d. Giving Spirit, Sympathizing, Comparing

"Do not worry"

"Later you will be good to yourself."

"Come on cheer up!"

"What a pity…"

"I know how you feel, if it's actually not so bad."

"God just hassle."

"Why cannot you be like Lia? Try to see him

champion in a row unlike you! "

Parents want to motivate by example of

other people, but the child responds that he is not

loved, always on the opposite side. It can also

make the child feel that the parent is not caring,

and not interested in what the child says, it can

also mean communicating rejection. "Remember

every child is Unique". What should do, Prepare

the rules of the game before we talk; When

ready, approach the child, meet his eyes, and say

in a serious tone that we want him to stop playing

now or give us a choice, example "Honey, I want

you to learn. Do you want to study now or five

minutes? "If the answer is" five minutes to my

mom ".We replied, "Well, we agree after five

minutes you learn yes. But if it does not stop after

five minutes, you will have to keep the toy in the

closet until the day after tomorrow ". After five

minutes, approach the child, meet his eyes and

say it's five minutes, no bargaining or

compromise anymore. If the child does not obey,

immediately carry out the consequences.

e. To stamp

To stamp like naughty children, scared,

lazy, stupid, lazy, etc..

"You coward! To the bathroom still ask for

company. "

"Crying."

"You are selfish."

"Acting like an elementary school kid."

As a result in the mind of our child, I am like

that, what to do, so the child does not think to get

out of his own problems and accept what it is

with his condition at that time. Instead, speak

honestly and give understanding to the child as

we give understanding to adults because children

are actually capable of thinking adult. If the child

persists, say it with understanding and eye

contact, for example when the child is

crying. "You may cry, but Father and Mother

will not allow you to drink ice, because your

condition is sick, we love you." Let our child who

was forced to cry to silence by itself.

f. Threatening

"If you do not eat called the police!"

"If the snack will carelessly Mother law."

"Then you will not have friends anyway."

This will give effect to fear, and cause

rejection, anger and resistance. When a child

makes a serious mistake, try quitting our

activities, then ask the child to come. Talk firmly

but still gently, explain our feelings and show

which child behaviors should be corrected and

agree on the consequences to be gained if the

child repeats the negative behavior again, for

example. "Nina, I'm afraid that Nina is going too

far, if you want to play some distance, please go

to my mother so that you will accompany me

later." "Moses, lately I see Moses is very weak, I

do not eat too much, I do not want to see Moses

Limp, let the spirit and strong eat first..!"

Implementation of Mother Language in Early Childhood

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g. Advising, Providing Solutions, Recommending,

Providing Answers & Solutions.

"If I were, I would do ..."

"Have you tried this yet?"

"You have to learn to play with your other

friends."

"When I was your age, my burden was twice that

of you."

This kind of response will make the child

unacceptable and incomprehensible. Children

are not fortune-tellers who can exactly predict

what we want. We recommend using a specific

sentence on the behavior that is less precise and

focus on improving there. For example: "Bilqis,

Bilqis should have gone home before three

o'clock Afternoon If Bilqis is late to go home,

you can be late to bathe and pray, Bilqis

understand, right?" Nor let ourselves get lost in

anger, when the child has shown signs of

improving attitudes, taking control of himself

and receiving him back. This confirms that what

you do not like is his behavior and not his

personality.

h. Lie, Interrogation, Ask Questions.

"Ah just a little wound, tomorrow also

healed" (when tomorrow morning fitted bath,

still ill?"

Should Honest and proportional in

communicating with children. Express

lovingly. When leaving, convey what is actually

with words that he can easily understand such as

"Kids this morning Father wants to go to the

Office, later that afternoon Dad's back home we

can play again together." Perhaps the children

would complain, but over time she learned that

Dad would indeed go away, but by noon it would

come. This creates a sense of security in him.

i. Entertaining, Praising, Blind Agreement.

It means entertaining children who are sad to

give gifts, rewards at a less precise "for example"

fine, do not have to think, just watch the movie,

then without looking for a solution to the real

problem then the child will tend to run away

when encounter problems again. We can do

communication and proximity to evaluating the

things that constitute our child's behavioral

factors, replacing them with activities at home or

outdoors that are solid for children.

"Just hit him back ..."

"It must be your friend is wrong, you're a great

kid ..."

"Your friend is lousy."

The words above will make the child

independent and spoiled.

j. Disclaimer and Transfer of Discussion

"Let's talk the others, so it will not be

complicated." (With just ignore)

"Do not talk about it now, yes."

"Not here talking, not the place."

"Forget it."

"We've been through this before."

Make your child feel that you are not paying

attention, are not interested in what the child

says, and this is certainly a rejection. This

condition will often appear good when chatting,

when we are busy with work, even if we are still

resting. The key is to listen first to the story of

the child by positioning us is a good listener.

k. Insinuating, Persuading with Logical Reasons,

Patronizing, Inviting Arguments

"What a surprise! Faris is sweeping ..." but

what's the connection.

"This is where your fault is ..."

"In fact…"

"The fact is…"

"Think again."

Delivering with this kind of love, by

showing children's mistakes, or degrading praise,

will make the child feel foolish, guilty, and

unappreciated. The result will arise rejection to

the parents. Every human being is born with

unique character and character. So do not

compare once with each other. Record the

behavioral changes of each child. If you want to

compare, compare with their behavior in the past,

or with the ideal value they want to achieve. For

example, "Uh, usually my kids like to tidy up the

class, why not today?"

l. Analyzing, Diagnosing, Interpretationing,

Offering to see the matters deeper.

"What do I say? Because you did not bring the

book, you cannot learn in the school then ..."

"Oh, what happened to you is ..."

"You just feel jealous of him."

"All you need is ..."

The point is that parents or teachers want to

analyze the ability of children, from mistakes in

doing minimize to avoid repetition, but in fact

most parents who do not know many children

and make mistakes. Stop blaming each

other. Take our responsibilities as parents or

teachers in a balanced way. The success of

education is in the hands of parents. Education is

teamwork, not individual. Do not use the excuse

of no time, everyone equally has 24 hours a day,

so arrange our time in various ways and always

compact with our spouse.

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4.1.2 Planting and Caring for Good Habits

The second formula planted and cared for good

habits. What is taught to the child is the goodness in

the practical religious teachings. Make some good

habits with mutual agreement. For example, keep the

sandals in place, or smile and greets if meeting with

others. This can be done repeatedly and always

reminded in the morning before doing the activity

because this is a positive statement at the beginning,

including anticipation. Teach children about life

skills that should be mastered include:

a. Communication and communication skills

include; 1) communicate verbally and

nonverbally, 2) be able to express ideas, feelings,

and expectations, 3) cultivate healthy feelings

and self-esteem, 4) how to solve problems and

decisions, 5) skills to find alternative solutions to

a problem, 6 ) Understand actions, reactions, and

consequences, 7) listen to and understand the

needs of others, 8) respect the differences that

exist in every human being, and 9) work together

in a group.

b. Personal skills consist of stress management,

dealing with disappointment, sorrow, and fear,

facing loss, rejection and trauma, change

management, creative thinking processes,

accelerated learning processes, designing,

managing and pursuing short and long-term

goals, and time management to achieve aim.

c. Communication skills include, motivational

skills, leadership skills, negotiation skills, public

speaking skills, and relationship building.

d. Functional life skills include:

 Follow the basic instructions;

 Toilet training;

 Comb your own hair and choose your own

clothes;

 Table manner;

 Cleans garbage;

 Clean up the bed;

 Spend the money;

 Lock and unlock the door;

 Call the police or the fire department;

 Saving etc.

4.1.3 Planting and Urturing Strong Morals

4.1.3.1 Language as a Manager

The formula of the mother tongue as a manager is the

stage of the child to follow the rules that have been

agreed with his parents. The establishment of

regulatory principles that regulation is not just a rules,

the regulation of one of attitude and behavior

habituation, children sometimes need sanction for

awareness. Make a non-punished sanction because

sanctions give effect something must happen, making

the child uncomfortable with a relatively short period

of time. To be successful requires supervision and

upbringing from parents, instilling values on

respecting the rules and following the rules of mutual

agreement, the child will learn to appreciate the

discipline, the child will have the stimulus, the child

will have self-concept, and sanction is a symbol of

success. It is also a child's process of solving its own

problems why because the parents will not live

immersed with the child. In applying managerial to

children, especially positive discipline, there are

various strategies that must be understood so that

there is no mistake in communicating with the child

so that the impact when adult, one according to

Gossen (1993) five control positions, (1) Punisher,

rebuked, pointing, hurt, and sneer. (2) Guilter, blame,

embarrassment and focus on mistakes. (3) Buddy,

using praise, persuasion, and joke, this will lead to not

learning discipline as this will be trivial to him. (4)

Monitor, using rules and consequences, and (5) the

manager, focuses on what the child believes, the

strong relationship between the child and the parent,

teaches the child to solve his own problems, and the

motivation grows from within himself. How to make

good rules, (1) Declared in positive sentences, (2)

Consisting of few revelations, since children cannot

remember too many rules, (3) Must be enforceable,

otherwise delete them, (4) Not working, (5) Made

with children and understood by children, and (6)

When rules are violated, something must happen.

4.1.3.2 Principles of Sanctions and

Regulations

According to Septriana Murdiani (2011), the

application of sanctions should be based on

regulations. Must not apply sanctions before the rule.

The objectives of the regulations and sanctions are:

 Develop basic attitudes and behaviors;

 Maintain safety;

 Maintain rights and public interests;

 Keep harmony;

 Keep the benefits;

 Enforce the agreement.

Rules-making tips and implementation sanctions

for early childhood:

 Rules are stated positively;

Implementation of Mother Language in Early Childhood

439

 Better with few points;

 A single point of regulation should be enforced

together;

 Non-functional rules should be changed;

 Children are involved in making rules and are

given time to understand better;

 Give some time for the children to cultivate it;

 When the rules are in force, and violated,

something must happen;

 Distinguish between rules and procedures;

 The rules should be written and displayed.

5 CONCLUSIONS

The life of the community, especially the family is

inseparable from the existing value system in society,

the family order depicts the future of the next society.

Growing values in the family should be verbal and

non-verbal. Mother language is also a method and

tools that is composed of some of the possibilities in

a family to educate and reconcile the children in doing

the activity and provide learning in applying the

properties of the good environment with full of love

and affection. Methods of communication Mother

tongue for early childhood has three formulas Mother

Language as a manifestation of the language of love

in attitude and behavior, has 3 simple formula, that is

1) Flowing sense, 2) Planting and caring for good

habits, and 3) Planting and nurturing strong morals.

Be assured that mothers have more psychological

closeness than fathers, the kind that can be learn from

a mother, because the mother is able to feel the

feelings of her child, and the father is able to control

the course of the emotions that stream in a family.

Therefore, to build a child who has the ability in

intelligence, in the skills required good

communication early on.

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