Instruction of phonological awareness and print concepts in kindergarten

Abstract

This research investigates instruction of phonological awareness and print concepts in kindergarten classrooms across Malta. Phonological awareness and print concepts refer to foundational skills and knowledge that children develop before formally learning how to read and write. The development of these emergent literacy skills promotes personal growth and development, and is foundational for educational success. A cross-sectional quantitative design was used to collect data through a questionnaire administered to kindergarten educators (KGEs) across three school types in Malta. A total of 54 responses were received and data were analysed using IBM SPSS. Findings show that instruction of some aspects related to phonological awareness differs between pre-school level (KG1 and KG2) and across school types (namely state, independent and church schools). Variations on instruction of phonological awareness were related to rhyming, syllable structures, and syllable blending. Greater consistency was observed on instruction of print concepts between the two pre-school levels when compared to instruction of phonological awareness. No statistically significant associations however, were found between the three school types in the instruction of print concepts. Findings serve to inform educators, policy-makers and other professionals about local variations in instructional practices across pre-school levels and school types. By understanding these differences, educators and stakeholders can reflect on current teaching methods and consider adjustments to better support early literacy development amongst young learners.