Early Childhood Literacy Research Articles

Method Digital Learning for Increase Ability Early Childhood Literacy

One of the learning media is a digital fairy tale application available with pictures​ for download on the Google Play Store. The objective of this study is to learn in a way comprehensive how using digital learning media increases the ability of literacy children age early. Research quantitative This uses articles and journals accredited nationally as data sources and references. Research This in a way special see how digital learning media can help children Study literacy. Knowledge of letters, knowledge of sound letters, consciousness of phonemics, and comprehension of the concept of writing are indicators important to skills literacy. Digital applications that can be accessible to everyone, including teachers, parents, and students, used in the study This For looks for solutions for problem literacy. Study This is classified as in type study qualitative and using approach studies case. Analysis results study show that using learning media digital can also increase the skills and literacy child age early in PAUD institutions with give teachers the tools they need need for use it. Research This shows that tool digital learning can be used to increase ability literacy child age early PAUD institutions.

Positive impact of an inpatient early childhood literacy programme on literacy practices and family experience in a paediatric heart centre.

CHD predisposes children to neurodevelopmental delays. Frequent, prolonged hospitalisations during infancy prevent children with heart disease from participating in recommended language and cognitive development programmes, such as outpatient early childhood literacy programmes, and contribute to caregiver stress, a risk factor for adverse developmental outcomes. This study aims to describe the implementation of a single-centre inpatient early childhood literacy programme for hospitalised infants with heart disease and assess its impact on reading practices and patient-family hospital experience. Admitted infants ≤1 year old receive books, a calendar to track reading frequency, and reading guidance at regular intervals. Voluntary feedback is solicited from caregivers using an anonymous, QR-code survey on books. A prospective survey also assessed programme impact on hospital experience. From February 2021 to November 2023, the Books@Heart programme provided 1,293 books to families of 840 infants, of whom 110 voluntarily submitted feedback. Caregivers reported a significant improvement in access to books (p < 0.001) and increased reading frequency after learning about Books@Heart (p = 0.003), with the proportion reading to their child daily increasing from 27% to 62%. Among 40 prospective survey responses, caregivers reported feeling a sense of personal fulfillment (60%), self-confidence (30%), connection (98%), and personal well-being (40%) while reading to their child. An inpatient early childhood literacy programme is a well-received intervention for infants with heart disease that promotes development, improves book access, increases reading exposure, and engages families. Further studies are needed to assess its impact on sustained reading practices and neurodevelopmental outcomes.

THE GLOBAL RESEARCH TRENDS ON THE EARLY LITERACY IN EARLY CHILDHOOD EDUCATION

This study examines global trends in early literacy articles published in the Web of Science (WoS) database. Using a descriptive survey model and bibliometric analysis, 2879 articles from 1985 to 2023 were analyzed. According to the results, the number of articles and citations has increased significantly since 2005. The Journal of Early Childhood Literacy is the most prolific journal in this field. Most studies originate from developed countries, notably the USA, Canada, and Australia, with English being the predominant language. Key contributing institutions include the State University System of Florida and Florida State University. The author Justice, L.M., is a leading contributor with 42 articles. The most cited article, by Sénéchal &amp; LeFevre, at 2002 has 1044 citations. The 'Education &amp; Educational Research' category leads with 1751 articles, covering topics like education, psychology, and language and linguistics. Literacy, emergent literacy, phonological awareness, reading are the prominent keywords and recent trends include topics such as literacy environments and dual language learners. Researchers from the USA, Canada, and Australia are prominent in collaborative efforts. This study analyzes global trends and key contributors in early literacy research, providing valuable insights for researchers and decision-makers about future directions and research gaps in the field.

Teacher's understanding of early childhood physical literacy: thematic analysis based on teaching experience from an Indonesian perspective

ABSTRACT Background Early childhood is a critical period for the formation of physical literacy from an early age. Teachers play an important role in supporting the growth of children's physical literacy. Unfortunately, in Indonesia, the understanding of the concept of physical literacy has yet to fully permeate early childhood education. There are no special regulations from the government to include physical education in early childhood education so that children can achieve physical literacy. Traditionally in Indonesia, teachers provide physical activity games with the aim being only to master children's gross motor skills. Therefore, the presentation of physical activity through play provided by teachers needs attention to understand children's physical literacy. These teachers can help inform the provision of physical education for early childhood education in supporting children's physical literacy in the future. Purpose This research aims to reveal the experiences of early childhood education teachers in Indonesia who are used to providing physical activity learning through games. Through this experience, this research also aims to explore teachers’ meanings regarding children's physical literacy. Method Through a phenomenological study in accordance with the physical literacy theoretical framework, semi-structured interviews were conducted with 13 early childhood education teachers in West Java, Indonesia. A sample of teachers was taken and interviewed from 5 schools that met the criteria, namely that they were used to teaching physical activity through play for the purpose of developing children's gross motor skills. To add to the description of teachers’ experiences, photo-elicitation interviews were conducted. Top-down thematic and bottom-up thematic analysis was carried out to analyze all the data that had been obtained. Results Physical literacy is interpreted as something related to children's health, meaning physical activity carried out by young children to keep their bodies fit and healthy so they can live their lives independently. Pedagogical experience from an educational background other than physical education is recognized as an obstacle to understanding physical literacy comprehensively. Thus, the teching learning practices carried out in the field only emphasize the meaning of children's physical motor activity. In accordance with the teachers’ experience, the teaching they often do every day is only giving physical activity’ games, this is assumed by them to support the physical literacy of early childhood. Motor physical activities that lead to physical literacy in early childhood are carried out in open field areas or playgrounds. The safety of teaching motor and physical activities for children is also a concern for teachers. Conclusion The findings from this study suggest that teaching experience with an educational background other than physical education can limit the understanding of physical literacy, even if the teachers are used to teaching physical activity in an early childhood education environment. The long-term implications may be that if early childhood education and physical education work together, they will be able to inspire more meaningful experiences in teaching physical activities that contribute to the formation of children's physical literacy.

The Influence of Multimedia Learning Media on the Development of Early Childhood Literacy

Early childhood education is essential since this is a delicate time, sometimes called the golden age. It is crucial to promote development through literacy throughout this time. This project aims to provide multimedia-based literacy learning to improve child development. The research uses a pre-experimental design and a quantitative technique, utilising the one-group pretest-posttest method with evaluations for both the pretest and posttest in addition to observation. These evaluations yielded data, which were then subjected to descriptive analysis. The study, which involved 15 students from group A at Dharma Wanita Persatuan 1 Kucur Kindergarten, revealed a significant difference between pretest and posttest scores at a significance level below 0.05. Children's conduct changed noticeably before and after participating in multimedia literacy instruction. Six kids showed reading comprehension at first, whereas nine did not. Three of the nine kids struggled with literacy after the intervention, while the other six made progress. This implies that the development of early childhood reading is positively impacted by multimedia learning.

The Influence of Reading and Writing Literacy in Introducing Islamic Values in Early Childhood at TK Putra II Serang

This study aims to analyze the effect of reading and writing literacy on the understanding and acceptance of Islamic values in early childhood at Putra II Kindergarten, Serang District. Using associative method and quantitative approach, this study examines the relationship between the independent variable, namely reading and writing literacy, and the dependent variable, namely understanding and acceptance of Islamic values. This study used SPSS version 24 software to analyze numerical data obtained from questionnaires and observations. The research subjects were early childhood children with an age range of 4 to 6 years old with a total of 54 children. This research is required to make an important contribution to the development of more effective Islamic religious education methods at the early childhood education level. The hypothesis tested is that there is a positive and significant influence between reading and writing literacy and understanding of Islamic values in early childhood. The research was conducted at TK Putra II Serang from May to June 2024. The limited time for data collection and analysis may have affected the findings. This research will also analyze the long-term impact of implementing learning that integrates literacy and Islamic values in early childhood. Thus, this study can provide empirical evidence on the benefits and effectiveness of this approach in preparing children to have good literacy skills and a strong understanding and appreciation of religious values. The results showed that the value of r is smaller than the level a used which is 0.000 or 0.000 &lt;0.05 so that Ho is rejected and Ha is accepted, which means that there is a significant effect of reading and writing skills on Islamic values at Putra II Serang Kindergarten

Translanguaging and early childhood literacy: Themes and possibilities for theory, pedagogy, and policy

Translanguaging and early childhood literacy: Themes and possibilities for theory, pedagogy, and policy

Pentingnya Penerapan Literasi Membaca untuk Meningkatkan Berbahasa dan Menulis Bagi Anak Usia Dini

This article discusses the importance of implementing reading literacy for early childhood in improving language and writing skills. Reading literacy is the ability to understand and use written texts in everyday life. The application of reading literacy in early childhood has significant benefits in developing children's language and writing skills.In this article, we will explain why reading literacy is important for young children. Apart from that, we will also discuss the benefits that children gain in developing language and writing skills through the application of reading literacy. Finally, this article will provide several practical strategies and suggestions for parents and educators to implement reading literacy in early childhood.In conclusion, implementing reading literacy in early childhood is very important in improving children's language and writing skills. By introducing children to reading literacy from an early age, children will have a strong foundation in understanding written texts, develop language skills, and improve writing abilities. It is hoped that this article will provide useful insights for parents and educators in understanding the importance of reading literacy for early childhood.

Motor development: A precursor to support Grade R literacy learning – Lessons from BuddingQ

Background: In South Africa, low literacy rates among children, particularly in early grades, present a critical challenge to the nation’s educational development. This study addresses the pressing issue of inadequate early childhood literacy education, aiming to bridge the gap between research and practice by advocating for effective interventions in the South African context.Objectives: The study seeks to understand the systemic challenges that hinder early literacy development in South Africa and to explore evidence-informed methods for improving literacy outcomes. By focusing on key elements of effective interventions, such as early initiation, evidence-based programme design, resource allocation, and monitoring and evaluation frameworks, this research aims to provide practical insights into reshaping literacy education in the country.Method: We conducted a qualitative case study of the BuddingQ intervention in Makhanda, South Africa, using interviews, observations, and content analysis.Results: The study revealed that prioritising early intervention, investing in evidence-informed programmes, proper resource allocation, and implementing robust monitoring and evaluation mechanisms are critical components of successful early literacy interventions. BuddingQ, by emphasising foundational skills development through play and movement, demonstrated a positive impact on children’s emergent literacy capabilities.Conclusion: South Africa needs transformative leadership and policy reforms for early childhood literacy. Evidence-based methods can promote educational equity, social justice, and improved literacy outcomes.Contribution: This study provides insights into effective early literacy interventions in South Africa, offering practical recommendations for policymakers, educators, and researchers to reshape literacy education and foster progress.

Penerapan Metode Membacakan Buku Cerita Untuk Meningkatkan Kemampuan Literasi Anak Usia Lima Sampai Enam Tahun di Tk XYZ [Application of the Story Book Reading Method to Improve the Literacy Skills of Five to Six Year Old Children in XYZ Kindergarten

&lt;div&gt;&lt;p class="1eAbstract-text"&gt;The results of the Organization for Economic Co-operation and Development (OECD) research on the literacy test of Indonesia's Program for International Student Assessment (PISA) show that Indonesia's literacy ability is still low. Literacy skills are needed as a twenty one century skill that must be mastered from an early age. One way to increase literacy is to read storybooks. This study aims to analyze the relationship between the method of reading storybooks to early childhood literacy skills. The method used in this study is quantitative descriptive by distributing questionnaires using five Likert scales (always, often, sometimes, rarely, never). The research was conducted in a private kindergarten in Central Jakarta with a research subject of one hundred and nine students. The results of the research obtained are that there is a relationship between the method of reading storybooks to early childhood literacy skills. The longer the duration of reading stories to children, the higher their literacy skills. Therefore, the method of reading storybooks should be done with a longer duration and frequently, so that children's literacy skills can be maximized.&lt;em&gt;&lt;/em&gt;&lt;/p&gt;&lt;/div&gt;

Tantangan dan Solusi Orang Tua dalam Membangun Kecakapan Literasi Anak Usia Dini

This research aims to identify and analyze various challenges and solutions for parents in building early childhood literacy skills. This research uses a literature study method obtained from various sources. The results of this study show that one of the challenges is that the lack of knowledge and understanding of literacy can be overcome by holding training or workshops for parents on how to support children's literacy by focusing on reading techniques, playing with words and introducing books from an early age. Another example is that time limitations and busyness can be overcome by creating a daily routine that involves short literacy activities such as reading together before bed or listening to audio stories by paying attention to the abilities of parents and early childhood skills.

LITERASI ANAK USIA DINI: OPTIMALISASI PENGGUNAAN PERPUSTAKAAN TAMAN KANAK-KANAK

Early childhood literacy is essential to children's cognitive and social development. A literacy environment helps build children's interests, including reading and writing. Reading readiness is very important so young children can develop a basic understanding of letters and sounds before formal learning at school. One practical approach to increasing early childhood literacy is to utilize kindergarten libraries. They are optimizing Kindergarten Libraries as a form of accommodating Early Childhood literacy. This research uses descriptive qualitative so that the author can describe in detail and interpret the data or symptoms obtained during the study, which was carried out at Kindergarten Pelita Hati Jember. Data collection techniques include interviews, observation, and documentation, with purposive determination of informants. So the informants chosen were the Principal, Class Teacher, Student Teacher, Library Teacher, and Students. The data analysis technique used is the Miles and Huberman data analysis technique. The research results show two developments in the optimization of the kindergarten library at Kindergarten Pelita Hati Jember, namely the development of book collections that are relevant to early childhood development and the development of new learning models. The library at Kindergarten Pelita Hati Jember is based on the tasks and functions of the library, including being a place for early childhood literacy activities. The room design and arrangement of books and other supporting equipment are very neatly arranged, with unique colours and a lovely study table.

Ethnomathematics in Traditional Food: Enhancing Mathematical Literacy in Early Childhood

Ethnomathematics in Traditional Food: Enhancing Mathematical Literacy in Early Childhood

Enhancing Early Childhood Literacy through Game-Based Interactive Digital Media Development

Literacy skills are one of the important skills needed by early childhood. Digital games are one of the media that can be developed into teaching materials. As we know, games have developed into many types. In this case, the research aims to develop digital games that can be useful for improving early childhood literacy skills. The game that was developed was then assessed for its feasibility to become teaching material by media experts. the results of the research by the two media experts showed 79.50%, which means that digital games are feasible to use to improve students' literacy skills. After going through an expert assessment, the digital games are implemented to early childhood to see the level of readability of letters by students. In the implementation stage carried out by giving pre tests and post tests, there was an increase in the readability of letters by children. Then the N-Gain test was conducted to find out how effective digital games are for improving literacy in children. The results of the N-Gain test found that digital games are very effective for use in learning with an N-Gain score of 77%.

Psychosocial Support After Galodo in Jorong Panti, Nagari Rambatan, Tanah Datar

The Galodo disaster that struck Jorong Panti, Rambatan District, Tanah Datar, not only caused physical damage but also had a significant impact on the psychosocial condition of the community. The loss of homes, family members, and livelihoods created a need for assistance that goes beyond material support, emphasizing the importance of psychosocial care. This community service program aimed to restore the psychosocial condition of disaster victims, reduce post-disaster trauma, enhance community skills and knowledge, and support local economic recovery. The method used in this service was Participatory Action Research (PAR), allowing direct community involvement in the recovery process. Activities included psychological support for families and children, reviving Quranic learning programs (TPA) that had stopped, enhancing early childhood literacy through storytelling and drawing, and organizing political education to prepare for local elections, as well as entrepreneurship workshops to reignite the survivors' work spirit and improve their skills. The results of this program show that the psychosocial assistance provided successfully reduced trauma impacts, particularly on children, and increased community participation in social and religious activities. Additionally, the entrepreneurship and political education programs contributed positively to local economic recovery and improved the community’s political awareness. In the final week, the program concluded with religious competitions and cultural performances as a form of appreciation and an effort to strengthen social traditions and values. In conclusion, this community service program had a positive impact on the psychosocial and economic recovery of the Jorong Panti community following the Galodo disaster by actively involving the community in every phase of recovery

Development of Read Aloud-Based Video Learning to Improve Early Age Children's Literacy Al-Quran

This study aims to develop Read Aloud-based learning videos to improve Early Childhood Literacy at Early Childhood Education Al-Quran Dian Asshobri which is appropriate and effective. The development of Read Aloud-based learning videos was developed with a System-based R &amp; D research model, namely ADDIE. Product feasibility was tested by three experts, namely material experts, instructional design experts, and learning media experts as well as student feasibility tests through one-to-one tests, small-scale and large-scale tests. The sample media in this study were group B students with an age range of 5-6 years. The results showed that the quality of the Read Aloud-based learning videos developed was classified as good (89.71%), good for one-to-one trials (88.67%), good for small groups (90.20%) and very good for large groups (92.76%). Meanwhile, the t_count value is 7.87459 and the t_table value at a significant level of 5% is 2.306004, so t_count &gt; t_table or 7.87459 &gt;2.306004, so h_a is accepted and h_0 is rejected. This means that there is a significant difference in student learning outcomes before and after being given treatment. This shows that the Read Aloud-based learning videos are feasible and effective and can improve student learning outcomes.

Literasi Anak Usia Dini: Optimalisasi Perpustakaan Taman Kanak-Kanak

Early childhood literacy is essential to children's cognitive and social development. A literacy environment helps build children's interests, including reading and writing. Reading readiness is very important so young children can develop a basic understanding of letters and sounds before formal learning at school. One practical approach to increasing early childhood literacy is to utilize kindergarten libraries. They are optimizing Kindergarten Libraries as a form of accommodating Early Childhood literacy. This research uses descriptive qualitative so that the author can describe in detail and interpret the data or symptoms obtained during the study, which was carried out at Kindergarten Pelita Hati Jember. Data collection techniques include interviews, observation, and documentation, with purposive determination of informants. So the informants chosen were the Principal, Class Teacher, Student Teacher, Library Teacher, and Students. The data analysis technique used is the Miles and Huberman data analysis technique. The research results show two developments in the optimization of the kindergarten library at Kindergarten Pelita Hati Jember, namely the development of book collections that are relevant to early childhood development and the development of new learning models. The library at Kindergarten Pelita Hati Jember is based on the tasks and functions of the library, including being a place for early childhood literacy activities. The room design and arrangement of books and other supporting equipment are very neatly arranged, with unique colours and a lovely study table.

Game-based Digital Media Development to Improve Early Children's Literacy

One aspect of early childhood development that is very important is the language aspect, including early literacy skills. To enhance this development component, media development—including digital-based media—is required. In light of this, the goal of this research is to create digital media that is based on games to enhance early childhood literacy. Assessment/Analysis, Design, Development, Implementation, and Evaluation are the five stages that make up the Lee and Owens paradigm. The kids in the study ranged in age from 4 to 5. Techniques for gathering data include documentation, interviews, and observation. Digital media is designed using the Android operating system. The results show that the N-Gain Score value is 0.77 and the N-Gain Score (%) is 77.00%. Thus, it shows that game-based digital media is effective in improving literacy skills in early childhood with an effectiveness value of 77.00% with very high level of effectiveness.

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

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.