Children's Literacy Research Articles

COVID-19 prevention education using interactive comic and animated videos on the health literacy of school-aged children: Implications for healthcare policy and management

Background: Amidst the COVID-19 pandemic, the proliferation of fake news and an infodemic has highlighted the necessity to enhance health literacy, particularly among school-aged children in the concrete operational phase of cognitive development. However, current health literacy studies predominantly focus on the adult population and overlook COVID-19 prevention protocols. Objective: This study aimed to evaluate the effectiveness of COVID-19 prevention education utilizing interactive comic and animated videos on the health literacy of school-aged children in Sleman Regency, Yogyakarta, Indonesia. Methods: The study employed a quasi-experimental research design with pretest-posttest nonequivalent control groups conducted from July to November 2021. Non-random sampling was utilized to select elementary schools and students, resulting in seventy-eight respondents. Health literacy was assessed using the modified 22-item Indonesian version of the Health Literacy Scale of COVID-19. Data analysis employed the Wilcoxon test. Results: Significant improvements in children’s health literacy were evident within the intervention group from pretest to posttest (p = 0.046, p <0.05). Conversely, no significant change was observed within the control group post-intervention. Furthermore, comparable pre-intervention health literacy levels were noted across both groups, with a modest increase post-intervention, suggesting the intervention’s potential to enhance health literacy, albeit to a limited extent. Conclusion: The research highlights the significance of focused health education for school children, particularly in preventing COVID-19. Incorporating interactive media such as animated videos and comics in school programs can improve health literacy. Policymakers need to invest in creating and sharing engaging health education materials working with schools, communities, and parents. Moreover, integrating artificial intelligence-driven personalized learning platforms may be possible to enhance information delivery, enabling children to confidently address health issues in the digital era. These findings may also guide post-pandemic health education approaches, ensuring children are informed and ready for future health challenges.

I feel well, i play well, i learn well: Direct and indirect divergent thinking mediate the role of well-being in supporting literacy achievements

In this study, we focused on children's well-being and dual manifestations of divergent thinking (DT), both direct and indirect, to investigate how these constructs correlate with children's literacy achievements. For this purpose, 107 children (52 % boys, mean age: 5.5 years, standard deviation (SD = 0.47 years) were recruited. Children's well-being was studied by counting their negative and positive affects expressed during solitary play and indicated by the positivity ratio, an index commonly used in adult studies but not previously employed in child samples. The same play episodes were used to examine indirect DT through object substitution generation (e.g., using a banana as a telephone), whereas direct manifestations of DT were examined using an alternate uses task that provided an indication of DT's triadic dimensions: fluency, flexibility, and originality. Vocabulary, morphology, and letter recognition tests were used to measure children's literacy achievements. Structural equation modeling analysis indicated that well-being is related to literacy achievements through indirect DT manifestation, which drives the flexible thinking dimension when DT is induced directly. We concluded that allocating multiple representations of objects in a play setting provides children with an opportunity to practice flexible thinking, a critical mechanism that connects well-being with literacy skills. This study is significant in revealing the possible mechanisms that explain how well-being affects children's cognitive and academic development. Practically, it provides educational practitioners with insights into monitoring children's mental states and promoting flexible thinking, both implicitly through play activities and explicitly through structure tasks.

Upaya Meningkatkan Kemampuan Literasi Dan Numerasi Pada Anak Melalui Bimbingan Belajar Di Desa Sawoo Kabupaten Ponorogo

The free tutoring community service activity at the Al-Mutaqqin Prayer Room in Sawoo Village was carried out because so far there has never been a single non-formal tutoring program in the Sawoo Village area. Elementary school age children only study formally at school and some of them get additional education through independent study at home with parental guidance. This activity aims to explore students' abilities to improve literacy and numeracy to make it even better. Participants in this tutoring service activity are all students from grade 1 to grade 6 of elementary school. Tutoring was carried out in order to familiarize and also improve literacy and numeracy learning abilities for children in the environment around Sawoo Village. The implementation of the activity was carried out in 3 stages. First, make an activity plan by first observing students' literacy and numeracy skills. Second, the implementation takes the form of free tutoring which is held 4 times a week with a duration of 1 hour 30 minutes. Third, evaluate and monitor activities that have been carried out. The results obtained from this free tutoring activity are an increase in students' abilities in the areas of literacy and numeracy, students are also able to solve problems in the context of daily life and are able to follow and understand the material taught in this tutoring process well.

Investigation Of Cultural Literacy In Early Children Through An ATIK Learning Model

The decline of local culture in Indonesia is due to the heavy influence of foreign culture. So that the younger generation prefers foreign cultures. The decline in local culture is found in early childhood in the present era. So the cultivation of cultural literacy needs to be instilled from an early age at the educational level through appropriate learning models. So that when they grow up, children have knowledge and love for local culture. This study aims to describe and describe how to plan for planting cultural literacy and implementing cultural literacy in early childhood through the ATIK model at RA Bustanul Ulum Jayasakti. The research methodology is using a descriptive qualitative approach, the research location is at RA Bustanul Ulum Jayasakti, Central Lampung. This study used three research subjects, namely the principal and two class teachers. The results of the research conducted were that the RA Bustanul Ulum institution carried out planning in instilling cultural literacy in early childhood through three planning stages, namely planning for selecting activities, planning for budget costs and planning for determining activity schedules. The activities chosen in cultivating cultural literacy through the ATIK model are coloring pictures of traditional cultural clothes, traditional dances, and habituating good manners. With different activity schedules and costs incurred using BOP funds. While the implementation of these activities uses the ATIK model with 3 stages, namely children observing, imitating and doing. Cultivating literacy through careful planning and using the ATIK model makes the goal of cultural literacy achieved

An ecological dynamics approach to promote physical literacy and well-being of primary school children: a cluster randomised controlled trial study protocol

BackgroundLittle is known about the impact of an ecological dynamics (ED) intervention (EDI) on primary school children’s physical literacy and well-being in the Hong Kong context. The aim of this...

Design of Picture Book "Petualangan Onding" Containing Bugis Values for Early Childhood Character Education

The rise of moral degradation caused by the waning of knowledge and application of human values ​​contained in Bugis culture (Sipakatau, Sipakakainge’, Sipakalebbi) continues to increase. Seeing this condition, the design of picture storybooks as a medium for visual communication and introduction of cultural values ​​as educational materials were carried out with characters and increasing segmented visual literacy for early children. The title of the picture storybook is "Petualangan Onding". Contains 14 pages and tells the story of a Bugis child named Onding and a monkey endemic to South Sulawesi named Upe who invites readers on an adventure to get to know the three ancestral values ​​of the Bugis tribe: Sipakatau, Sipakainge', and Sipakalebbi. The work creation method is carried out in stages from data collection to the execution process. Data was collected by obtaining primary data from people closely related to the book "Petualangan Onding", and then secondary data from literature studies. The book design process uses visual elements such as colors with a refreshing color mood, typography from the font named “Amalia”, and the concept of flat design illustrations. These elements are mixed in such a way as to create a culture-based visual communication medium for early childhood learning and character education.

Hubungan Keterampilan Literasi Awal dengan Kemampuan Bahasa Ekspresif Tingkat Kata pada Anak Usia Prasekolah di RA Sunan Ampel Al-Jauhar Ngawi

Abstract Background: The education of children of preschool age is closely related to the development of children's literacy skills. The lack of readiness of early literacy skills will affect the child's success in communicating and speaking with their environment. Based on a survey conducted by the Program for International Student Assessment (PISA) released by the Organization for Economic Co-operation and Development (OECD) in 2019. Indonesia ranks 62nd out of 70 countries related to literacy rate, or is in the bottom 10 countries that have low literacy levels. Objectives: analyze the Corellation of Early Literacy Skills with Word-Level Expressive Language Skills in Preschool-Age Children at RA Sunan Ampel Al-Jauhar Ngawi. Methods: This study was a quantitative study using an observational analytic research design with a cross sectional approach. The sample size of this study was 32 respondents aged 3–6 years (preschool). The statistical test used in this study was the Kendall Tau test. Results: The Kendall's tau test results revealed that a significance value of 0.000 was obtained with corellation coefficient or a r value of 0.603 which means that the correlation value is strong and positive, so Alternative hypotheses is accepted. This means that there is a strong relationship between early literacy skills and word-level expressive language skills. The better the early literacy skills, the better the expressive language skills of children is, and vice versa. Conclusion: There is a strong and positive correlation between early literacy skills and expressive language skills in preschool children. Keywords: Early literacy skills, expressive language skills, preschoolers

LITERASI DIGITAL, MEMBEKALI ANAK DENGAN KEMAMPUAN DIGITAL

In the era of the Fourth Industrial Revolution, digital literacy becomes crucial in facing rapid technological changes. The digital literacy program at the "Istana Yatim Al-Jufri" Orphanage aims to enhance children's understanding and digital skills. Through training, interaction with parents, and the use of interactive learning resources, this program creates a safe learning environment in the digital age. Periodic evaluations are conducted to ensure the program's effectiveness, while collaboration with universities and communities helps enrich this initiative. This abstract also underscores the importance of digital literacy in addressing the negative impacts of the internet, such as the spread of hoaxes and unhealthy internet behavior. The community service activities organized by the Information Systems Study Program of the University of Batam and Universiti Teknologi Mara Cawangan Johor Malaysia aim to enhance the digital literacy of children and adolescents, focusing on wise and productive use of digital technology. In conclusion, the digital literacy program at the Orphanage has successfully increased understanding and community support for digital literacy, with recommendations to continue developing the program and increasing parental participation and digital access in the orphanage.

Patterns of cognitive and social-emotional parental stimulation practices among Ghanaian kindergarteners

Across geographically diverse samples, engagement in stimulating activities with young children is considered an important element of parenting that promotes cognitive, behavioral, and social-emotional development. Indicators of stimulation activities are often summed, based on the assumption that more stimulation is better and that different stimulating activities are equivalent. Instead, this study takes a household-centered analytic approach, applying latent class analysis to detect patterns of parental stimulation practices across six activities. We then examine predictors of the resultant latent classes and their implications for children's school readiness among a sample of Ghanaian kindergarteners (N = 2,117; Mage = 5.2 years; 51% male). Results support a 4-class solution that represents (i) Highly Stimulating; (ii) Social-emotionally Stimulating; (iii) Playful; and (iv) Playful and Academically Stimulating households. Multiple child and family characteristics differentially predict latent class membership, although class membership did not differentially predict children's literacy, numeracy, executive function, or social-emotional skills. Findings suggest that all combinations of parental stimulation are equivalently promotive of children's school-related skills and help reify a strengths-based perspective. The results deepen our understanding of the different configurations of parental stimulation and suggest that a tailored approach to parenting programs may be beneficial. Programs can build on activities that parents already do (e.g., social-emotional) to encourage increased stimulation in other areas (e.g., academic).

Inovasi Pendidikan: Dampak Metode Pembelajaran terhadap Peningkatan Literasi Anak Disleksia

Every citizen has the right to education, including children with special needs. One of the activities of education is learning. Learning is a way for a person to develop. By learning someone will have broad insight. But in reality there are some children who have learning difficulties, one of which is dyslexia. Therefore, a method is needed to help the learning process of dyslexic children in reading. The main purpose of this research is to explain some of the development methods that have been done by previous researchers so that they can become recommendations in conducting development methods for children with dyslexia. The results of the review of selected articles state that customizing learning approaches according to the individual needs of the child is very important to ensure the effectiveness of learning. There are three main approaches that can improve dyslexic children's literacy: multisensory approach, auditory approach and visual approach.

DEVELOPING CHILDREN'S LITERACY USING THE PROJECT BASED LEARNING MODEL, MASTERY LEARNING MODEL, NUMBER HEAD TOGETHER MODEL AND SAND MEDIA IN GROUP A

The low ability to recognize children's early literacy, low children's learning activities and low focus on learning activities that make children lack learning motivation and lack of desire to excel in a learning activity should be a concern in this study. The purpose is to analyze teacher activities, children's activities and literacy development results using sand media in Kenanga Banjarmasin Kindergarten. This research use Classroom Action Research with qualitative and quantitative approaches used in this study. It is conducted in three meetings with children from group A of Kenanga Banjarmasin Kindergarten, with a total of 8 children. The results showed that teacher activity always increased in every meeting starting from the 1st meeting obtaining a score of 26 with Good criteria, until the 3rd meeting obtaining a score of 34 with Very Good criteria. Child activity 1st meeting with 38% Active criteria, 2nd meeting with 75% Active criteria and 3rd meeting with 100% Very Active criteria. The results of child literacy development at the last meeting reached 100%. It was concluded that the combination of Project Based Learning, Mastery Learning, Number Head Together models using sand media was proven to develop children's activities and children's literacy development outcomes. It is recommended that principals, educators and subsequent analysis can be material to further develop learning in children.

The Squirrel, Omelette, and the Truths: An Ethnographic Narrative Exploration of Philosophical Dialogue and Literacy with Young Learners

Abstract: This paper explores the innovative approach of engaging young learners in philosophical dialogue through creative storytelling. Employing an ethnographic narrative methodology, it examines storytelling sessions between the first author and her eight-year-old son, focusing on the emergent discussions about multifaceted truths inspired by the whimsical tale of “Omelette”, a fish that, according to the young storyteller, lays pre-cooked omelettes. By integrating narrative theory and elements of folklore and mythology, this paper reveals how such narratives can significantly enhance literacy and philosophical understanding in children. This research highlights the potential of storytelling as a dynamic educational tool, offering insights into the development of critical thinking and literacy skills.

A rurális közegben élő szülők IKT-attitűdjei, nevelési stílusai - Az olvasóvá nevelés digitális kihívásai

The present paper is a continuation of a sociological study on reading - published in 2023 (Néma, 2023c) -, in which I present the results of my research in a rural setting in Transylvania (Parajd, Harghita County), focusing on the challenges of literacy education. The study, conducted in the autumn of 2022, aimed to gain narratives from graduate mothers, using a semi-structured interview method (10 interviews) to approach their children's literacy education in the context of increased digitalisation. In order to get a handle on parental digital literacy, I captured the perception of ICT tools along parenting styles. In parallel to identifying the spatial digitalisation context, I also subjected parents' ICT perceptions by content analysis. From the set of ICT-related statements (232 opinions) extracted from the narrative, I also identify a set of references reflecting on reading to explore the reasons for the passivity towards reading - as a research goal for my PhD dissertation research, too.

Exploring Parents’ Perceptions of Early Literacy Development in Early Childhood Education

This study explores early literacy concepts for young children among parents in low-class communities. It focuses on parents’ interpretations of their children’s development in early literacy and how these influence due to their children’s education. The aim of the research is to illuminate parents’ interpretations regarding early literacy in their children’s education. Through the classical phenomenological approach, seven mothers were interviewed, and the collected data was analyzed using Colaizzi’s method to describe the themes. The findings reveal that they perceived early literacy as an ability to read and write that children must achieve before they are seven years old. They also mentioned it for fulfilling entry requirements for the primary level, avoiding negative stigma from other parents, labeling smart children, and parents’ anxiety for children’s confidence in the future. As a consequence, it allows parents to have reading class preparation, over-involvement in children’s learning activities, providing learning posters, and parents’ home teaching. This study also discussed the concept of early literacy based on human development theories and how it can contribute to sustaining and empowering parents dealing with meaningful learning in cultivating literacy for children in the perception year.

Revisiting Reggio Emilia through a more-than-human lullaby: diffractive montages as documenting childhood (and) literacy otherwise

ABSTRACT The authors draw on posthumanism to expand Reggio Emilia’s pedagogical documentation techniques through a diffractive montage. Analysis of a phenomenon involving 4- and 5-year-old children singing a lullaby in a school in Seville (Spain), considers how this diffractive montage leads to a reconfiguration of the pioneering work of Reggio Emilia. The authors also contemplate the narrative of relationships, intra-actions and literacies materialised in this posthumanist diffraction of Reggio Emilia. The diffractive montage sheds light on the new material relations in the phenomenon to enable an expansion of the relational perspective of Reggio Emilia. Throughout this process, learning/play, observer/observed and human/non-human binaries dissolve which troubles the ontological premise of humanistic research. In the diffractive montage epistemic injustice relating to childhood literacies emerges, and so does the imperative to map their multiple familiarities from a de/colonising perspective.

Encourager la littératie au travers de l'album jeunesse lors de la prise en soins du langage d'enfants de 0 à 3 ans : état des lieux des pratiques actuelles en orthophonie.

Context: Numerous studies highlight the protective power of early parent-child interactions on language acquisition. In everyday life, shared book reading gives parents the greatest number of opportunities to support their child’s language development. However, despite existing recommendations on early literacy habits, many families are not familiar with children’s books. Because of their involvement in prevention, detection and intervention in case of language disorders, speech therapists are key to supporting parents with children's early literacy habits. Objective: In this study, we establish a picture of speech therapists’ knowledge of the use of children’s books to promote early childhood literacy in early language intervention. Methods: Speech therapists, working in France and taking care of children under 3 years old with language difficulties, completed a questionnaire assessing their sense of competency and their use of children’s books in session. Results: 173 speech therapists completed our questionnaire. The results show differences between the strategies used by speech therapists and the ones recommended in the literature. Conclusion: It reveals the necessity to help improve practices concerning children’s books in early intervention. In practice, it can help speech therapists support parents more efficiently in the shared reading habits.

Education runs quickly violence runs slowly: An analysis of closed captioning speed and reading level in children’s television franchises

Closed captioning is a great example of how efforts in technological equity can benefit all, as closed captioning has become a common tool in childhood literacy and new language learning for adults. In comparison to traditional print reading forms closed captioning is in its infancy. Popular methodologies for assessing reading level of text were invented before closed captioning existed. This study is an investigates an aspect of closed captioning that has historically received less attention, the content and reading level of the closed captions. While considerable research attention has been given to the role of speed in relation to reading comprehension of closed captioning, less attention has been given to specific analysis of closed captioning content. This study analyzed closed captioning text extracted from 337 episodes of popular children’s television shows through the lens of content and reading level analysis using both traditional literacy tools and tools for analysis of closed captions. The goal was to provide insight for language teachers, parents of deaf children, and other relevant practitioners to make more informed and equitable decisions about children’s programming. The 21 shows sampled displayed clear patterns based on genres and age. The data also provided insight into methodological assessment differences between closed captioning and traditional print forms.

Development and validation of assessment tools for literacy and numeracy skills in early childhood education

This study focuses on developing and validating a tool to assess literacy and numeracy skills in young children. A total of 137 children from five kindergartens participated. The tool was first evaluated for content validity through a review of existing literature and further refined by expert feedback. Then, its construct validity was examined using exploratory factor analysis, and its reliability was assessed using McDonald's Omega (ω) and Cronbach's alpha coefficient (α). The data were analyzed using SPSS to confirm the validity and reliability of the tool for each skill set. Both literacy and numeracy components showed high validity with a p-value of 0.000. The reliability for the literacy tool was also high, with Cronbach's alpha and McDonald's Omega both around 0.797. For the numeracy tool, reliability was acceptable, with Cronbach's alpha at 0.713 and McDonald's Omega at 0.705. The results confirm that the questionnaire is a valid and reliable instrument for evaluating literacy and numeracy skills in early childhood. This research contributes to the creation of two tools that can aid educators in various institutions interested in enhancing literacy and numeracy education at the kindergarten level. Further exploration of additional aspects is suggested for future research.

Study protocol of a prospective, interventional non-randomised trial investigating the impact of asthma education on specific disease understanding, health literacy and therapy outcome in childhood

IntroductionChildhood asthma is a highly prevalent chronic disease. A failure to implement patient education programmes may result in increased morbidity, despite the availability of distinct diagnostic and therapeutic approaches. Patients...

The effects of parent-child separation on the digital literacy of children and adolescents: A bidirectional perspective study

From a bidirectional perspective, the present cross-sectional study explored the impacts of parent-child separation on the digital literacy of children and adolescents. Drawing upon data from 1894 students (12–18 years, 49.33 % females) in Nanling county, China, we found that parent-child separation can negatively affect the digital literacy of children and adolescents, but effects differ between children experiencing parental migration or parental divorce. Parental mediation can act as a mediator in this process while children's digital feedback to parents may be considered as an auxiliary promoter. To further promote the digital literacy of children and adolescents experiencing parent-child separation, assigned tasks from adults in which children can practice knowledge and skills related to digital devices and the Internet are recommended.