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

Abstract

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.