Examination of early literacy skills development levels in children aged 48-69 months

Abstract

The aim of this study is to examine the relationship between early literacy skills and developmental levels in children aged 48-69 months attending preschool education. The study was conducted on 100 children attending private preschools in Istanbul, using a correlational survey design from quantitative research methods. The Early Literacy Assessment Tool (ELAS) and the Denver II Developmental Screening Test were used as data collection tools. According to the research findings, no significant relationship was found between early literacy skills and general developmental levels. Statistically significant differences were also not found in terms of variables such as gender, parental education level, and birth order; however, some sub-skills showed differences between girls and boys, parental education level, or birth order. In particular, positive correlations were found between phonological awareness and story comprehension and pre-writing skills; and between writing awareness and story comprehension and pre-writing skills. However, a low-level negative correlation was found between maternal age and pre-writing skills. In conclusion, it is emphasized that children's early literacy skills should be supported regardless of their developmental level. It is recommended that teachers incorporate more early literacy activities, that parents increase their children's interaction with books, and that fathers take an active role in family education. Future research is also advised to include larger samples from different socioeconomic levels and to utilize a variety of developmental tests.