Nurturing the Foundations: Teaching Strategies Employed by Preschool Teachers in Enhancing Early Literacy Skills

This qualitative research study was conducted within the constructivist framework to investigate the teaching practices, strategies, and techniques employed by preschool teachers in fostering early literacy skills among preschool-aged children. The study emphasized the importance of early literacy development and the role of teachers in enhancing children’s skills. Data was generated through in-depth interviews with preschool teachers, and the data obtained from the participants were content analyzed. The results of the analysis revealed the effectiveness of various instructional practices, such as dialogic reading, storytelling, and interactive learning activities. These strategies were found to effectively prepare children for primary school and enhance their readiness for learning. Additionally, the participating preschool teachers recommended several measures to improve early literacy instruction, including acknowledging and accommodating individual learning paces, improving the home-school connection, providing greater teaching resources, and enhancing professional development opportunities. However, the study also identified financial challenges and limited access to educational materials as barriers to effective teaching. The findings of this study suggest the need for further research to explore preschool teachers’ knowledge and understanding of early literacy.

Literacy Skills, Early Literacy, Preschool

1. Asmawi, A., & SeyedHendi, N. (2016). Preschool English Teachers’ Practices in Early Literacy Instruction: A Multiple Case Study. Asian Education Studies, 1(2), 72-86. https://doi.org/10.20849/aes.v1i2.72 [Google Scholar] [Crossref]

2. Beckley, P., Compton, A., Compton, A., & Marland, H. (2011). Problem Solving, Reasoning and Numeracy (Supporting Development in the Early Years Foundation Stage). Continuum. [Google Scholar] [Crossref]

3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa [Google Scholar] [Crossref]

4. Braun, V., & Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners (1st ed.). Sage. [Google Scholar] [Crossref]

5. Bredekamp, S. (2017). Effective practices in early childhood education: building a foundation (3rd ed.). Pearson Education, Inc. [Google Scholar] [Crossref]

6. Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Research Methods, Design, and Analysis (12th ed.). Pearson Education Limited. [Google Scholar] [Crossref]

7. Dennis, L. R., & Horn, E. (2011). Strategies for Supporting Early Literacy Development. Young Exceptional Children, 14(3), 29-40. https://doi.org/10.1177/1096250611420553 [Google Scholar] [Crossref]

8. Eckhoff, A. (2008). The Importance of Art Viewing Experiences in Early Childhood Visual Arts: The Exploration of a Master Art Teacher’s Strategies for Meaningful Early Arts Experiences. Early Childhood Education Journal, 35, 463-472. https://doi.org/10.1007/s10643-007-0216-1 [Google Scholar] [Crossref]

9. Gestwicki, C. (2016). Developmentally Appropriate Practice: Curriculum and Development in Early Education (6th ed.). Cengage Learning. [Google Scholar] [Crossref]

10. Johari, F. M., & Yunus, F. (2019). Preschool Teachers’ Practices in English Early Literacy Instruction: A Case Study. Creative Education, 10(12), 2701-2710. https://doi.org/10.4236/ce.2019.1012196 [Google Scholar] [Crossref]

11. Johari, F. M., & Yunus, F. (2021). Teaching Techniques Implemented by Preschool Teachers in English Early Literacy Instructional Practices: A Case Study. Creative Education, 12, 21-30. https://doi.org/10.4236/ce.2021.121002 [Google Scholar] [Crossref]

12. Jones, M. E., & Christensen, A. E. (2023). Constructing Strong Foundations Constructing Strong Foundations. Routledge. https://doi.org/10.4324/9780429284021 [Google Scholar] [Crossref]

13. Jorgensen, R., & Graven, M. (2021). Merging Numeracy with Literacy Practices for Equity in Multilingual Early Year Settings (1st ed.). Springer Ltd. https://doi.org/10.1007/978-981-16-7767-0 [Google Scholar] [Crossref]

14. Kholowa, F., & Ellis, S. (2010). Growing up in rural Malawi: dilemmas of childhood. In M. M. Clark, & S. Tucker, Early Childhoods In A Changing World (pp. 67-76). Trentham Books, Stoke-on-Trent. [Google Scholar] [Crossref]

15. Kucirkova, N., Snow, C. E., Grøver, V., & McBride, C. (2017). The Routledge International Handbook of Early Literacy Education: A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. Routledge. [Google Scholar] [Crossref]

16. Mertens, D. M. (2015). Research and Evaluation in Education and Psychology: Integrating Diversity with Quantitative, Qualitative, and Mixed Methods (4th ed.). SAGE Publications, Inc. [Google Scholar] [Crossref]

17. Sop, A., & Sezgin, Z. Ç. (2021). Preservice Teachers’ Knowledge and Awareness of Supporting Early Literacy. Psycho-Educational Research Reviews, 10(3), 173–188. https://doi.org/10.52963/PERR_Biruni_V10.N3.11 [Google Scholar] [Crossref]

18. Taylor, J. B., Branscombe, N. A., Burcham, J. G., & Land, L. (2011). Beyond Early Literacy: A Balanced Approach to Developing the Whole Child. Routledge. [Google Scholar] [Crossref]

19. Vaisarova, J., & Reynolds, A. J. (2022). Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness. Educational Assessment, Evaluation and Accountability, 34, 195–226. https://doi.org/10.1007/s11092-021-09376-6 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study