Play And Development Of Phonological Skills Among Preschoolers In Public Early Childhood Education Centres In Rivers West Senatorial District Of Rivers State
Need help with a related project topic or New topic? Send Us Your Topic
DOWNLOAD THE COMPLETE PROJECT MATERIAL
Play And Development Of Phonological Skills Among Preschoolers In Public Early Childhood Education Centres In Rivers West Senatorial District Of Rivers State
ABSTRACT
The study used an experimental and descriptive approach to determine the impact of play on the development of phonological abilities in preschoolers. Phonological awareness is an applied linguistic word that refers to the ability to hear and modify language’s sound structure.
It is a broad phrase that refers to working with language sounds at the word, syllable, and phoneme levels, as well as many procedures. The study attempts to determine the impact of play on the development of phonological skills in pre-schoolers.
The sample included (160) preschoolers, 80 men and 80 females. The Phonological Awareness Skills Test and Cronbach Alpha Coefficient were used to assess development in four phonological awareness skills:
word recognition, word deletion, word blending, and word rhyming while reading a book. Pre- and post-Cloze tests were used to determine the participants’ reading levels.
In addition, simple percentages and T-tests were used to statistically analyse the data. The findings demonstrated that training in phonological awareness abilities considerably enhanced the reading performance of the experimental group.
Chapter One: Introduction
1.1 Background of the study
Early childhood is an important time for literacy development (Neuman, Copple, & Bredekamp, 1999; Shonkoff, 2000; Shonkoff & Phillips, 2000). Emergent literacy abilities play a significant role in children’s early language development and are influenced long before they begin formal teaching (Adams, 1990; Burns, Griffin, & Snow, 1999; Hart & Risley, 1995).
Children’s language development during preschool years is closely related to their ability to learn to read later (Burns et al.). Without a firm foundation of reading knowledge and skill, children will struggle to profit from their first grade teacher’s literacy training (Schickedanz, 1999).
Jacobson (1999) recently underlined the importance of reading and early literacy, determining that the disparity between poor readers and regular readers was more pronounced over time.
Despite getting remedial therapy for their reading handicap, Jacobson discovered that the experimental group continued to fall behind the control group, indicating a deficit rather than a lag model.
This deficit may contribute to a continued downward spiral. Scarborough, Dobrich, and Hager (1991) found that children of parents with weak reading skills performed worse in school because they were exposed to fewer reading and book experiences, whereas children of parents with normal reading ability performed better in school.
There is increased interest in the preschool educational programs that our children get. Most preschool curriculum incorporate developmental domains, however studies have shown that programs that do not include language, cognitive, and early reading instruction/activities do not promote school preparation.
Need help with a related project topic or New topic? Send Us Your Topic