The Relationship between Kindergarten Teachers' Use of Environmental Print and Four-Year-Old Children's Name Recognition
DOI:
https://doi.org/10.37134/esss.vol5.1.1.2024Keywords:
environmental print, name recognition, early literacy skills, literacy language, nurseryAbstract
Environmental print, or the text found in a child's environment, plays an important role in literacy development. However, few studies have looked at the role of environmental print in children's literacy development outside the classroom and how this might shape children's experiences in wider places. This study was conducted to (1) identify the level of practice of using environmental prints by teachers in nursery for four-year-old children, (2) identify the level of name recognition of four-year-old children and (3) identify the relationship between the use of environmental prints by kindergarten teachers with a level of name recognition. A survey research design was used involving a total of 123 nursery school teachers using a questionnaire through the Google Form application. The findings of the study show that the level of practice of using environment prints by nursery teachers is at a high level with a mean score value of 3.61 and a standard deviation of 0.77. The research findings for the level of children's name recognition are at a moderate level with a mean score of 3.38 and a standard deviation of 0.83. While the value of the correlation coefficient r between the practice of using environmental print in the nursery and four-year-old children's name recognition is r = .599. This result is supported by a modest r value. These findings give exposure to early childhood education teachers about the importance of using environmental prints among children to help improve the development of early literacy skills.
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