Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9)

The Pre-School Teachers' Understanding on Early Literacy: Implementation and Obstacles in Teaching-Learning Activities

Authors
Nia Kurniawati
Corresponding Author
Nia Kurniawati
Available Online November 2016.
DOI
https://doi.org/10.2991/conaplin-16.2017.29How to use a DOI?
Keywords
pre-school teachers; early literacy; implementation; and obstacles
Abstract

Early literacy plays a key role in enabling the kind of early learning experiences that research shows are linked with academic achievement, reduced grade retention, higher graduation rates, and enhanced productivity in adult life (Strickland & Riley-Ayers, 2006). This case study focused on pre-school teachers' understanding on early literacy policy, and the basic concepts. It also investigated the implementation of early literacy concept in teaching-learning activities, and the difficulties the teachers encountered during the implementation. This study employed a qualitative design. Ten pre-school teachers were involved in this study. They came from several pre-schools in suburb areas. For validity purpose, data triangulation was applied. Therefore, this current study used several instruments, including open-ended questionnaires, non-participant classroom observations, and semi structure interviews conducted immediately after the completion of all activities in the classroom observations. It was found that the pre-school teachers' understanding on early literacy policy and concept still needs to be improved. It can be seen from the partial implementation of the concept in teaching-learning processes, most pre-school teachers considered that early literacy only covered pre-schoolers' ability to read and to write printed material. Some obstacles were also found in the implementation of the right concept related to the early literacy; those obstacles were mainly caused by the teachers' unsuitable education level, parents' high expectation, and lack of facilities. Based on the findings, it is recommended that the early literacy policy and concepts should be comprehended thoroughly by pre-school teachers immediately to enhance the quality of the teaching learning to young learners. It is also recommended that further study include more participants and broader scope.

Copyright
© 2017, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
November 2016
ISBN
978-94-6252-322-7
ISSN
2352-5398
DOI
https://doi.org/10.2991/conaplin-16.2017.29How to use a DOI?
Copyright
© 2017, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Nia Kurniawati
PY  - 2016/11
DA  - 2016/11
TI  - The Pre-School Teachers' Understanding on Early Literacy: Implementation and Obstacles in Teaching-Learning Activities
BT  - Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9)
PB  - Atlantis Press
SP  - 135
EP  - 138
SN  - 2352-5398
UR  - https://doi.org/10.2991/conaplin-16.2017.29
DO  - https://doi.org/10.2991/conaplin-16.2017.29
ID  - Kurniawati2016/11
ER  -