Implementation of the Early Literacy Stimulation Program for Beginning Reading Skills: A Qualitative Descriptive Study at TK IT Bina Bangsa, Serang-Banten, Indonesia
DOI:
https://doi.org/10.30736/akh44866Keywords:
Literacy Stimulation Program, Early Childhood Reading Skills, Early Childhood Education, Qualitative Descriptive StudyAbstract
Early reading acquisition in children aged 5 to 6 is a critical stage characterized by the emergence of their ability to decode information based on sounds or symbols. Amidst the current era of pervasive device usage and rapid digital information flow, the active role of parents and teachers is crucial in providing optimal stimulation for children. Consequently, research on early childhood educators' strategies for building children's literacy foundations in the digital age is essential. This study aims to analyze the efforts of the class teacher in implementing early reading activities for Group B (Rabi’ul Akhir class) at TK IT Bina Bangsa in Serang, Banten. The research focuses on the understanding held by parents and educators regarding the implementation of early reading activities, as well as the factors that facilitate or hinder these activities. A descriptive qualitative method was employed, utilizing interviews, observation, and documentation for data collection. The findings indicate that the teacher's efforts to implement early reading activities were not yet optimal, as the approach remained heavily reliant on reading books. Factors supporting the teacher's efforts included the media, methods, and strategies employed. Conversely, hindering factors included a lack of collaboration between parents and the school, as well as insufficient reinforcement of learning when the children were at home. The study recommends enhancing the understanding of both parents and educators regarding early reading for children in the 5–6 age group.
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