Exploring the Effects of Teachers’ Practices in the Early Childhood Literacy Classroom Environment on Children’s Acquisition of Literacy Skills

Bibliographic Data

ID22049112
AuthorsMerfat Ayesh Alsubaie (0000-0002-8830-3254, King Faisal University, corresponding author)
Year2024
Volume14
Issue5
Pages453
Publication date2024-04-25
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14050453
OpenAlexW4395465605
LanguageEN
Citations received1
References cited46

The primary focus of this study is to explore the relationship between the early childhood literacy classroom environment and teachers’ practices to promote an understanding of their influence on Arabic-speaking children’s acquisition of literacy skills. This study utilizes a quantitative methodological approach, whereby null and alternative hypotheses were formulated to examine the association between Arabic-speaking children’s acquisition of literacy skills and the early childhood literacy classroom environment. Data analysis was conducted using a statistical technique known as structural equation modeling. The results of this study indicate that the literacy classroom environment, teachers’ practices, and Arabic-speaking children’s acquisition of literacy skills affect each other and have an evidence-based interrelationship. Based on this relationship, the results and recommendations of this study may be considered inspirational ideas for teachers, researchers, and decision-makers working in early childhood who seek to make positive educational changes in this field

Developmental psychology · Early childhood education · Early literacy · Emergent literacy · Literacy · Mathematics education · Pedagogy · Early Childhood Education and Development · Educational Research and Pedagogy · Educational Systems and Policies · Psychology

Tools

Open DOIOpen Access