Exploration of critical literacy skills in teaching environmental issues to early childhood in the coastal region

Authors

  • Waode Eti Hardiyanti Universitas Negeri Gorontalo
  • Rifda Mardian Arif Universitas Negeri Gorontalo
  • Sulkifly Universitas Negeri Gorontalo

DOI:

https://doi.org/10.26555/jecce.v7i1.9301

Keywords:

critical literacy, early childhood education, picture book

Abstract

With the amount of abundant information in an online environment, critical literacy is needed to encounter misinformation and disinformation. Critical literacy can be taught from the early age to strength the ability to understand information and to think the meaning of information, stories, events, pictures and others. The research aim was to explore the critical literacy activities in early childhood education using a picture book and contextual setting with the theme of environment activities. The research used a qualitative approach using thematic analysis. Themes were gathered through observations and conversations with children. All information and patterns were coded and interpreted to create themes. The sample used purposive sampling, from 13 children aged 5 to 6-year-old in the coastal region of the Tomini Gulf during their literacy activities. The results showed that children had an awareness to connect the issue from the topic to their daily lives. These activities give children the chance to voice their opinion and solution even though the exploration to this activity has not been fully maximized. Lastly, children engaged in the literacy activity through identifying and creating meaning from the pictures and other clues of the book. Therefore, implementing critical literacy should integrate familiar settings and picture books that in line to children’s literacy.

References

Barnes, E. M., Dickinson, D. K., & Grifenhagen, J. F. (2017). The role of teachers’ comments during book reading in children’s vocabulary growth. Journal of Educational Research, 110(5), 515–527. https://doi.org/10.1080/00220671.2015.1134422

Bjerknes, A. L., Wilhelmsen, T., & Foyn-Bruun, E. (2024). A Systematic Review of Curiosity and Wonder in Natural Science and Early Childhood Education Research. Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.2023.2192249

Bringing Together What We Know about Literacy and Equity : A Discussion about What ’ s Important . (2020).

Brosseuk, D., Exley, B., & Neumann, M. (2020). “You Know, I Could Trip and Fall Onto the Track!”: Inspiring Text Production. Reading Teacher. https://doi.org/10.1002/trtr.1865

Churchward, P., & Willis, J. (2019). The pursuit of teacher quality: identifying some of the multiple discourses of quality that impact the work of teacher educators. Asia-Pacific Journal of Teacher Education. https://doi.org/10.1080/1359866X.2018.1555792

Creswell. (2014). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (5th ed.). NSW: Pearson Australia.

Derby, M., Macfarlane, A., & Gillon, G. (2022). Early literacy and child wellbeing: Exploring the efficacy of a home-based literacy intervention on children’s foundational literacy skills. Journal of Early Childhood Literacy, 22(2), 254–278. https://doi.org/10.1177/1468798420955222

Freebody, P. R. (2003). Qualitative Research in Education. SAGE Publications Ltd.

Gleim, L., Iorio, J. M., Hamm, C., & Sadler, K. (2022). Children as capable: daily plans in a preschool community. Contemporary Issues in Early Childhood. https://doi.org/10.1177/1463949120966089

Hasanah, S. N., Sunarno, W., & Prayitno, B. A. (2021). Improving Students’ Critical Thinking Skills Trough Contextual Teaching and Learning Science Module. JIPF (Jurnal Ilmu Pendidikan Fisika). https://doi.org/10.26737/jipf.v6i2.1828

Holyoke, E., & Ries, E. (2023). “I Didn’t Think About That Perspective”: Preservice Teachers’ (Dis)comfort in Applying Critical Literacy and Race-Visible Discourse. Literacy Research and Instruction, 00(00), 1–21. https://doi.org/10.1080/19388071.2023.2208184

Honan, E., Exley, B., Kervin, L., Simpson, A., & Wells, M. (2013). Rethinking the literacy capabilities of pre-service primary teachers in testing times. Australian Journal of Teacher Education. https://doi.org/10.14221/ajte.2013v38n10.3

Irawati Dini, Iqbal Aji Muhamad, Hasanah Aan, & Arifin Bambang Samsul. (2022). Profil Pelajar Pancasila Sebagai Upaya Mewujudkan Karakter Bangsa. Edumaspul Jurnal Pendidikan.

Juliani, A. J., & Bastian, A. (2021). PENDIDIKAN KARAKTER SEBAGAI UPAYA WUJUDKAN PELAJAR PANCASILA | Juliani | PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG. Prosiding Seminar Nasional ….

Kim, S. J. (2019). Children as Creative Authors: The Possibilities of Counter-Storytelling with Preschool Children. Kappa Delta Pi Rec, 55(2), 72–79.

Kim, So Jung, & Yang, S. J. (2021). Enriching Critical Literacy Through Children’s Literature: A Case Study in South Korea. Publishing Research Quarterly, 37(1), 69–89. https://doi.org/10.1007/s12109-021-09790-0

La Croix, L., Ward Parsons, A., Klee, H. L., Vaughn, M., & Yun, S. (2023). A Snapshot of Early Childhood Teachers’ Read-Aloud Selections. Early Childhood Education Journal, June. https://doi.org/10.1007/s10643-023-01534-3

Law, H.-Y. (2020). Critical literacy in early childhood education: Questions that prompt critical conversations. He Kupu.

Luke, A. (2012). Critical Literacy: Foundational Notes. Theory into Practice. https://doi.org/10.1080/00405841.2012.636324

Misirli, O., & Ergulec, F. (2021). Emergency remote teaching during the COVID-19 pandemic: Parents experiences and perspectives. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-021-10520-4

Mufdillah. (2009). Soft skills surfacing in collaborative reading practices at home and early childhood centre. Asuhan Kebidanan Ibu Hamil.

O’Halloran, Tan and E. (2013). 1–38.

OECD. (2018). PISA 2018 reading literacy framework. PISA 2018 Assessment and Analytical Framework.

Rodriguez Leon, L. (2023). Meaning, relationships, identities: An exploration of motive and intent in early childhood literacies. Journal of Early Childhood Research, 1995. https://doi.org/10.1177/1476718X231188468

Sari, D. A. K., & Setiawan, E. P. (2023). Literas Baca Siswa Indonesia Menurut Jenis Kelamin, Growth Mindset, dan Jenjang Pendidikan: Survei PISA. Jurnal Pendidikan Dan Kebudayaan, 8(1), 1–16. https://doi.org/10.24832/jpnk.v8i1.3873

Trott, C. D., & Weinberg, A. E. (2020). Science Education for Sustainability: Strengthening Children’s Science Engagement through Climate Change Learning and Action. Sustainability, 12(16), 6400. https://doi.org/10.3390/su12166400

UNESCO. (2017). Literacy Rates Continue to Rise from One Generation to the Next. Unesco, 2016(45), 5.

Willis, L. D., & Exley, B. (2018). Using an online social media space to engage parents in student learning in the early-years: Enablers and impediments. Digital Education Review. https://doi.org/10.1344/der.2018.33.87-104

Yang, Q., Zimmermann, K., Bartholomew, C. P., Purtell, K. M., & Ansari, A. (2023). Preschool Classroom Age Composition and Physical Literacy Environment: Influence on Children’s Emergent Literacy Outcomes. Early Education and Development, 00(00), 1–18. https://doi.org/10.1080/10409289.2023.2247953

Yoon, H. S. (2020). Critically Literate Citizenship: Moments and Movements in Second Grade. Journal of Literacy Research, 52(3), 293–315. https://doi.org/10.1177/1086296X20939557

Downloads

Published

2024-03-30

How to Cite

Hardiyanti, W. E., Arif, R. M., & Sulkifly. (2024). Exploration of critical literacy skills in teaching environmental issues to early childhood in the coastal region. Journal of Early Childhood Care and Education, 7(1), 50–65. https://doi.org/10.26555/jecce.v7i1.9301

Issue

Section

Articles