Early literacy materials and teacher practices in preschool classrooms

Abstract

In this qualitative study, the aim was to examine early literacy materials used by teachers in preschool classrooms as well as teachers’ practices that were related to early literacy instruction. The participants of this qualitative study were 52 preschool teachers working in 22 public schools in the city of Uşak, Turkey. The Early Literacy Material Control Form was used to examine materials in the classrooms and one-to-one interviews were made with a semi-structured interview form to understand the practices of teachers. Results indicated that the preschool classes were lacking a sufficient amount and type of early literacy materials as well as activities chosen to stimulate early literacy skills development among children. There were shortcomings in effective literacy environment, book variety and the inclusion of diverse and interesting visuals in classroom. It was determined that teachers generally do mathematical activities and asked children to engage in drawing lines for their early literacy skills development. The most used method in the implementation of activities was the use of books and/or worksheets. Based on these findings, alternative ways to support early literacy skills and carrying out training programs which place more emphasis on early literacy materials and classroom practices are recommended.