Early Childhood Literacy Research Articles

The Role of Literacy in Increasing Children's Reading Interest in Early Childhood

Children's ability to understand reading information still needs to be guided and directed. Children's ability to think, increase their vocabulary, and develop a literacy culture still needs to improve in optimizing children's brain performance. This study aimed to explore the role of literacy in increasing early childhood interest in reading. This study uses a qualitative methodology with data collection methods using observation and interviews. The subjects in this study were five students' parents as the primary informants who were randomly selected. The data analysis technique uses the Miles and Huberman approach, and the validity of the data uses source triangulation. The findings show that literacy skills are very close to children's daily lives and can be built from infancy. They start when the child can recognize pictures, writing, and numbers to assemble letters into words. Children's reading ability can be influenced by the surrounding environment, namely the family, both parents and teachers. The role of parents can be reading storybooks to children, singing, and reciting nursery rhymes, which is a valuable way of developing literacy in early childhood. So far, learning to read in early childhood is limited to using reading books to provide letter recognition opportunities. Here, the role of literacy through reading books will give a meaningful impression to children learning to read that many people have never known so that it becomes a new thing. The advantage of the results of this study is that the child's reading level has more insight to increase knowledge and a way of thinking to apply much vocabulary.

DIGITAL BOOK FOR IMPROVING LITERACY IN CHILDREN AT THE RUMI BANTAR GEBANG READING CENTER

According to a survey conducted by the Program for International Student Assessment (PISA) which was released by the Organization for Economic Cooperation and Development (OECD) in 2019 stated that Indonesia ranked 62nd out of 70 countries with regard to literacy levels. with literacy levels. Based on this survey, one way to increase Indonesian people's interest in reading is by teaching literacy education from an early age. From some of the research results that have been reviewed, we have not found any research that designs or creates e-book applications as a way to improve literacy. research that designs or creates e-book applications as one of the media to support early childhood literacy to support early childhood literacy. Increasing interest in reading can be done in various ways, one of which is by presenting a reading literacy house in the community. Facing the problems and phenomena above, the community service team plans to mobilize interest in reading in children. devotion team plans to mobilize interest in reading in children or cultivate reading literacy assisted by the e-book application. PKM location selection about increasing literacy at the Umi Reading House located in the Bantar Gebang landfill site Area Village, Sumur Batu, is one of the literacy movements that started from the coverage of areas that are less considered by the local government. The solution that the team team plans to foster interest in reading in children, especially children, namely; 1) Provide reading books, especially reading books for children, 2) Build an e-book application that can always be used by children to read, 3) Conduct socialization and mentoring on how to use the e-book application.

Can Technology Initiate The Enhancement of Digital Literacy in Early Childhood? Evidence From Indonesia

This research aims to investigate the impact of technology, parental involvement, and educator support on the digital literacy enhancement of young children in Indonesia. A mixed-methods approach was employed, combining surveys, interviews, and document reviews. The research confirmed several key findings: effective use of technology significantly influences digital literacy in early childhood; parental involvement and educator support play pivotal roles in shaping a supportive digital learning environment. Furthermore, the study revealed that access to technology moderates the relationships between these factors and digital literacy enhancement, emphasizing the need for equitable technology access. This study contributes to our understanding of how technology, family involvement, and educator guidance collectively shape young children’s digital literacy. It underscores the importance of fostering effective digital learning environments and ensuring inclusive access to technology. The findings have practical implications for educators, parents, and policymakers in their efforts to promote responsible and safe technology use in early childhood education.

Review: Abigail Hackett ‘More‐than‐Human Literacies in Early Childhood’

Review: Abigail Hackett ‘More‐than‐Human Literacies in Early Childhood’

Populärkultur som kunskapskälla i förskolan

The present study examines how students in preschool teacher education perceive the role of popular culture in preschool education. By focusing on how to increase the knowledge of pre-service prescool teachers’ perceptions of popular culture in preschool, the study is an empirical contribution to early childhood literacy research. Further, the results can contribute to an understanding of how popular culture can be addressed in future preschools. The empirical data consists of focus group discussions with 67 preschool teacher students and individual interviews with seven preschool teacher students. A thematic analysis was carried out. Concepts of dimensions of literacy and funds of knowledge were used in analysis and discussion. The results reveal that participating preschool students perceived popular culture as a source of increased equity, learning, and critical literacy but also as challenging concerning equity and preschool's existing culture and value base. The main conclusion in the article is that future preschool teachers see that, together with a pedagogical idea, popular culture can be seen as a resource among others for learning and developing social competencies. However, the students did not uncritically celebrate popular culture as they highlighted the importance of preschool teachers' competencies regarding creating possibilities for critical reflections concerning popular culture that challenges democratic values.

Journal of Early Childhood Literacy: Special Issue Translanguaging pedagogies

Journal of Early Childhood Literacy: Special Issue Translanguaging pedagogies

Big Book Storytelling: Stimulation Strategies in Early Childhood Literacy

Background: Early childhood literacy plays an important role in overall personality development. Literacy can be developed in various ways, one of which is by using various interesting learning tools such as big books and storytelling. Aim: The purpose of this research is to analyze the application of big book storytelling media to early childhood literacy. Method: The type of research is experimental research with a one-group-pretest-posttest design. In the sampling technique, purposive sampling was used. The research was conducted at TK Negeri Pembina Ngimbang, Lamongan Regency with a total sample of 85 children. Data collection techniques used observation sheets and documentation. The data analysis technique used the Wilcoxon Test. Result: The results of the Wilcoxon test mean the rank between the pretest and posttest is 9.50, with a Z of -4.243 and a significance of 0.000 <0.05 indicating that there is a significant difference between the pretest and posttest. Conclusion: The results of this study big book storytelling media can stimulate early childhood literacy. This has implications that PAUD educators can maximize the use of big book storytelling media to increase early childhood literacy.

Effectiveness of Dialogical Reading Literacy Programs in Improving Language Skills and Literacy of Early Students

Literacy programs for early childhood students are currently not optimal in involving parents in supporting program implementation. The purpose of this study was to investigate the effectiveness of the dialogical reading literacy program intervention on the development of language skills and literacy skills of early childhood students. The research method used in this study was a quasi-experimental method to test the effectiveness of a dialogical reading literacy program at home on language development and literacy in early childhood students. The 200 early childhood students participated in this study, and at the same time involved their parents. The duration of this study was one year so that the impact of this preschool-home partnership intervention could be seen more clearly. The instruments used in this study included a questionnaire to reveal students' reading habits with their families, language and literacy assessments, receptive and expressive vocabulary assessments, taxonomic ability assessments, print awareness assessments, and activity sheets for dialogic reading activities. Validity and reliability tests were carried out empirically. Data analysis in this study used a linear hierarchical model with two levels of random intercept. The research findings show that the dialogical reading literacy program has proven effective in improving students' reading skills and literacy. Overall improvement was seen in four aspects of students' language skills and literacy, namely skills of receptive vocabulary, skills of expressive vocabulary, skills of print awareness, and taxonomy skills. So, the intervention of dialogical reading literacy programs by involving parents in dialogic reading activities is very effective in language development and early childhood literacy. This happens because there is mutual trust, a positive relationship between mentors and students, clear and focused goals, and is balanced between stimulus and response. The implication of this research is that parents must be active in carrying out reading activities together with their children to support language and literacy development, so that they are better prepared when they enter a school age.

Family literacies as peacemaking: Representations in Children’s literature

This paper presents an analysis of the discursive contours of peacemaking within families as represented in children’s literature. We turned to the Jane Addams Children’s Book Award (JACBA), which recognizes literature that engages children in thinking about peace and social justice. We analyzed the 2015-2021 collection of twenty-six award winning books for younger children. We found at least ten pathways of peacemaking that families engage in through their multimodal literacy practices. Drawing on family-centric peacemaking episodes, we present analytically rich portraits of how peacemaking unfolds at textual, ideational, and interpersonal levels across time, space, and generations. We argue this analysis provides us insight into the historical, political, and social realities that inform students and families’ lives in early childhood literacy classrooms.

Literacy in Early Childhood with Hearing Loss: Challenges and Strategies in Education

This research analyzes literacy development in children with hearing loss, focusing on the challenges faced and strategies used in the educational context. Literacy plays a vital role in learning and social integration, yet children with hearing loss may face barriers in developing these skills. Through interviews with notable education experts, parents and teachers, this study identifies specific literacy development patterns and uncovers the challenges faced. The results of this study are expected to provide a better understanding of literacy development in children with hearing loss and provide insights into the challenges and effective educational strategies. The implications of this study can contribute to the development of better inclusive curricula and the provision of appropriate support for children with hearing loss in developing their literacy skills.

Creating a web of multimodal resources: Examining meaning-making during a children’s book project in a multilingual community

While many children grow up in linguistically and symbolically diverse communities, it is still rare that they encounter an early educational experience adapted to the complexities of their everyday communicational reality. This paper takes an ecological and multimodal approach to a preschool’s book project in a multilingual community. The study examines the web of resources that emerges from activities, actors and their interrelations during the book project. It is shown how multimodal resources emerge when supported by active pedagogical community engagement, and how resources underpinning early childhood literacy cross linguistic and modal boundaries. The paper uses a multimodal interaction analysis to show how the socioecological resources emerging during the project come together in multimodal interaction. Pedagogical potentials building on multimodal resources involving the wider ecology of actors in linguistically complex settings are discussed.

URGENSI MEMBANGUN LITERASI PADA ANAK USIA DINI

Literacy is an ability that must exist from an early age. Literacy in early childhood is synonymous with the child's ability to recognize and understand. Literacy also plays an important role in a child's life, besides being useful for being able to communicate children are also expected to be able to solve problems. The method of this research is to use the study library research method which aims to examine more deeply related to early childhood literacy. In obtaining this research data obtained from journals and related articles that can support the answers to the problem formulation in this study. Data analysis techniques were carried out in three stages, namely collecting, processing and concluding. The results of the study show that building literacy in children can be done by reading fairy tales to children, inviting children to read in the park as a form of providing opportunities for children to learn in a new atmosphere, providing a reading platform namely "Cakruk Read Moves", then using the He's Handsome method. namely by the method of communication with fellow friends

MENINGKATKAN KEMAMPUAN KEAKSARAAN AWAL ANAK USIA 5-6 TAHUN MELALUI MEDIA PAPAN PINTAR

<p><em><em>The introduction of early literacy in early childhood should be done in a fun way. One fun way to improve literacy skills in early childhood is to use smart boards. The smart board is a square area that is used as a medium for pronouncing letter sounds. This study used the type of Classroom Action Research (CAR) and was conducted at the Surabaya State University (UNESA) 1 Labschool Kindergarten with research subjects children in group B2 consisting of 11 children, with 5 boys and 6 girls in the age range 5-6 years. The data collection technique used in this study was observation and documentation, while the data analysis technique used was quantitative descriptive. The results showed that there was an increase in the ability to recognize letters in group B2 TK Labschool Unesa 1. In cycle 1, children's initial literacy skills using smart boards were 63.63%. In cycle 2, the child's initial literacy skills through the smart board media in group B2 at TK Labschool Unesa 1 had reached a percentage of 81.81%, thus this study was successful. Therefore, it can be concluded that the use of smart board media can improve early literacy skills in children with an age range of 5-6 years in group B2 TK Labschool Unesa 1.</em></em><em></em></p><p><strong><em><span lang="EN-US">Keywords </span></em></strong><span lang="EN-US">- <em>Smart Board Media; Early Literacy Ability; Classroom Action Research </em></span></p>

Needs Analysis on Robmanjar (Learning Partner Robot) Game Design to Stimulate Early Childhood Literacy

<p><em>The purpose of this study was to analyze the learning needs of early childhood by designing the Robmanjar</em><em> </em><em>(</em><em>Learning</em><em> Partner Robot) game to stimulate the development of basic literacy in children's SPNF SKB Pontianak City Playgroup. The design of the Robmanjar game was prepared based on an analysis of the needs of the children's learning outcomes in the Pontianak City SPNF SKB Play Group in the first quarter of the odd semester of the 2022/2023 school year. The research method used </em><em>was</em><em> survey research. The number of respondents consisted of 1 educator, 8 parents of students</em><em>,</em><em> and 8 children of the SPNF SKB Playgroup in Pontianak City. Data collection techniques us</em><em>ed</em><em> interviews, observation</em><em>,</em><em> and questionnaires. The data analysis technique used was descriptive quantitative and qualitative analysis. The results </em><em>showed</em><em> that the average results of the elements of achievement in learning the basics of literacy </em><em>were</em><em> still low because the level of achievement of children who develop</em><em>ed</em><em> as expected </em><em>was</em><em> still below 50%. The details of the developmental achievements of the elements of the basics of child literacy in the Pontianak City SPNF SKB Play Group </em><em>were</em><em> 40.6% of children who ha</em><em>d</em><em> not yet developed; 42.2% of children started to develop; 15.6% of children developed as expected; and 1.6% of children developed very well. For the learning achievement elements of basic literacy to increase, it is necessary to design types of games that can stimulate children's development in the learning achievement elements of basic literacy. The Robmanjar game is expected to stimulate aspects of child development in the Pontianak City SPNF SKB Playgroup in the learning achievement elements of basic literacy</em>.</p>

Financial Literacy: The Foundation for Children to Live Prosperly in the Future

This study aims to determine the financial literacy profile of early childhood, especially in Garut. Early childhood is considered too young to know and learn about finance. In the current digital era, the process of borrowing money is so easy that it makes many people trapped in online lending practices that are detrimental to various parties. In addition, the practice of the latter pay payment system is one of the factors that people get entangled in online loans. This happened because of the hedonistic nature of society and the lack of ability to manage finances properly. The approach used in this study is a qualitative approach with a case study method where the data collection process is carried out through observation, interviews, and documentation. The subjects in this study were kindergarten children, totaling 17 people. This research was conducted within 2 months. Based on data obtained from the field, early childhood literacy skills are very low, children do not yet understand the concept of currency, distinguish between wants and needs, the value of money, and the concept of saving.

Teacher's Understanding of Project Learning Models through Children's Comics with STEAM Content in Indonesia

Comic media is one of the learning media that can contain messages and information about various knowledge, experiences, and events in a complete, interesting, and meaningful way. The contents of these stories can also accommodate a variety of learning content such as science, technology, engineering, art, and mathematics known as STEAM content (Science, Technology, Engineering, Art, and Math). This study aims to obtain information on teachers' understanding of the project learning model and STEAM content used in ECE units. Based on survey research and case studies, this research involved 34 ECE teacher participants representing teachers in the Seribu Islands district, DKI Jakarta. Data collection was carried out using a Google form questionnaire, participatory observation, focused discussions, and document analysis. The research produced several findings, first, comic media is very effective and interesting to provide an overview of STEAM project activities and content for ECE units. Second, learning projects containing STEAM content can be designed through learning tools and teaching modules based on maritime themes. Third, project learning with STEAM content can be one of the characteristics of the implementation of the independent curriculum in ECE units. Finally, the use of comic media in project learning with STEAM content can increase early childhood maritime cultural literacy. It is hoped that the use of comic media will help ECE educators in the Seribu Islands Regency improve their understanding of maritime cultural literacy in early childhood.
 Keywords: teacher's understanding, ECE steam content, children's comics

Book matters: The effect of Cocky’s Reading Express on student performance

The literature argues that children are more likely to succeed academically if they acquire strong reading skills and a love of reading at a young age. In this paper, I evaluate an early childhood literacy program, Cocky’s Reading Express (CRE), to understand how reading events at school and the gifts of books impact learning. Combining the CRE visit records with administrative student data, I find that CRE leads to 0.02–0.03 of a standard deviation increase in statewide English Language Arts test scores among low-income students one year after the visit and find suggestive evidence that CRE improves the math scores for subgroups of students in poverty. In particular, the CRE effect varies based on locality and access to reading materials, with a larger effect on students residing in metropolitan areas or close to public libraries. However, the positive effects on low-income students diminish over time; CRE does not show impacts on the scores of students from better-off families either.

Basic Education and Reading Readiness Skills: An Appraisal of Early Childhood Kindergarten in Imo State, South-East of Nigeria

Reading is a basic tool of education and also a crucial aspect in the Nigerian language curriculum. As a receptive skill, it involves the ability to meaningfully interpret or decode written or graphic symbols of a language. It is not merely about how to pronounce words; it is significant that the children understand the meaning of the words they read in order to unfold the hidden treasure of knowledge and also participate in the words’ universal culture and civilization. It becomes imperative to kindle reading culture among the children who are faced with several competing leisure time activities. The early childhood or the kindergarten, being the best time to imbibe reading culture and early literacy skills in children, is also the time to get them reading ready. This research, therefore, was mainly initiated to investigate how reading readiness could enhance children’s early literacy and factors that affect reading readiness among the kindergarten in Imo State. The sample of the study was drawn from the population of nursery/ primary school teachers in the three educational zones using stratified sampling technique. The main objective of the study being to ascertain the essence of reading readiness in building early childhood literacy skill; thus, a qualitative research method was employed. The findings indicated that the majority of the kindergarten teachers are unqualified and inexperienced to impart reading culture into the children. Other factors are overcrowded classrooms and poor environment that prohibit one-to-one teacher/pupil relationship in the reading class. It was suggested that the government should always organize all-inclusive workshops to train the teachers on the steps in teaching reading. Also, parents should always be provided with regular information on the reading progress of their children for them to make their own input in the reading skill of their children. All the above will help to build a solid reading skill which will promote basic functional education in Imo State.

PERAN GURU DAN ORANG TUA TERHADAP STIMULASI KEAKSARAAN ANAK USIA DINI

The research method used is a reference-based literature or library study that is relevant to the topic of the problem and of course varies. The purpose of this study is to determine the role of teachers or parents when stimulating early childhood literacy. Early literacy is one aspect of language development in early childhood. Language and literacy are inextricably linked. The ability of the underlying skills of children begins when the little child feels colors, shapes, understands images, understands pictures, false letters towards the beginning of his name records the letters of his name, notes his considerations despite the fact that the letters are still turbulent or fragmented, pronounces words that most of the time are repeated in a storybook, spelling letters, reading without others, the relationship of sounds to letters, referring to the names of numbers can be indicated by pictures. Methods or methods in literacy, namely: ability in literacy, building reading habits, writing, parental stimulation, implementing learning, creating a language-rich environment, early literacy skills and basic early childhood numeracy, learning media and pre-literacy learning. Without language, a person cannot communicate with others, therefore language plays an important role in allowing people to communicate with each other. This is in line with the belief that various forms of media have a positive effect on the child's thinking and concentration, fine motor skills (eye and hand coordination), patience, language skills, the skill of understanding meaning and knowledge of vocabulary.

Digital courseware meets professional learning community: blended learning to improve the teaching of early literacy in a developing country

ABSTRACT This article reports on a study of a teacher professional development (TPD) course that combined digital courseware with a face-to-face professional learning community. The aim of the course, implemented in a developing country, was to improve teacher knowledge and practice in early childhood literacy and numeracy. Using interview and questionnaire data, this article focuses on teachers’ views on the literacy modules of the course; that is, their views on the impact of the course on their learning and teaching and the design features of the blended course. The findings highlight that the blended course was successful overall despite a number of challenges associated with contextual conditions in a developing country. Themes related to teacher knowledge, views and practices, positive features of the course design and limitations of the course design. The findings have implications for future development, delivery and evaluation of blended learning courses for teacher professional development in developing countries.