Digital Fairy Tales: Children's Literacy Development During the Covid-19 Pandemic

Ni Putu Sinta Dewi; Sugito

doi:10.23887/ijerr.v5i2.49066

Authors

Ni Putu Sinta Dewi Universitas Negeri Yogyakarta
Sugito Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.23887/ijerr.v5i2.49066

Keywords:

Digital Fairy Tales, Early Literacy, Development

Abstract

Digital technology has become a part of most children's everyday experiences. In kindergarten, they tend to have many encounters with various forms of digital communication. The application of digital literacy in early childhood education is currently in the form of developing digital books and digital fairy tales. The purpose of this study is to describe and analyze the practice of developing digital fairy tales carried out in schools. This research uses the case study research method. The subjects of this study were 10 early childhood education teachers who became facilitators of digital fairy tale development. The selection of this subject was based on purposive sampling, with the consideration that the abilities and contributions of the informants could contribute to the understanding of the phenomenon under study. Data collection was carried out by in-depth interviews conducted through face-to-face meetings. Data analysis uses three types of activities, namely data reduction, data modeling, and drawing conclusions. The results of this study illustrate that the implementation of digital fairy tales and their development tend to lead to the application of digital fairy tale videos without direct interaction with early childhood. This application is not in accordance with the concepts and theories of digital literacy and digital fairy tales for early childhood. Thus, it is hoped that the development of digital fairy tales will take the point of view of the need for an important and more meaningful stimulus in early childhood without eliminating the interactions that are the core of storytelling activities.

References

Annisa, M. N., Wiliah, A., & Rahmawati, N. (2020). Pentingnya pendidikan karakter pada anak sekolah dasar di zaman serba digital. BINTANG, 2(1), 35–48. https://doi.org/10.36088/bintang.v2i1.558.

Bakken, L., Brown, N., & Downing, B. (2017). Early Childhood Education: The Long-Term Benefits. Journal of Research in Childhood Education, 31(2), 255–269. https://doi.org/10.1080/02568543.2016.1273285.

Bauer, J. R., & Booth, A. E. (2019). Exploring potential cognitive foundations of scientific literacy in preschoolers: Causal reasoning and executive function. Early Childhood Research Quarterly, 46, 275–284. https://doi.org/10.1016/j.ecresq.2018.09.007.

Beasley, K., Lee-Hammond, L., & Hesterman, S. (2021). A Framework for Supporting the Development of Botanical Literacies in Early Childhood Education. International Journal of Early Childhood, 53(2), 119–137. https://doi.org/10.1007/s13158-021-00291-x.

Birgisdottir, F., Gestsdottir, S., & Geldhof, G. J. (2020). Early predictors of first and fourth grade reading and math: The role of self-regulation and early literacy skills. Early Childhood Research Quarterly, 53, 507–519. https://doi.org/10.1016/j.ecresq.2020.05.001.

Buckler, E. J., Puterman, E., & Faulkner, G. E. (2021). Early childhood education and care: Do we need to develop the physical literacy of educators? Prospects, 50(1–2), 55–68. https://doi.org/10.1007/s11125-020-09476-z.

Bujuri, D. A. (2018). Analisis perkembangan kognitif anak usia dasar dan implikasinya dalam kegiatan belajar mengajar. LITERASI (Jurnal Ilmu Pendidikan), 9(1), 37–50. https://www.ejournal.almaata.ac.id/index.php/LITERASI/article/view/720.

Csima, M., Fináncz, J., Nyitrai, Á., & Podráczky, J. (2018). Research on the health literacy of professionals working in early childhood education. Kontakt, 20(4), e356–e362. https://doi.org/10.1016/j.kontakt.2018.10.002.

Fitriyah, Q. F., Purnama, S., Febrianta, Y., Suismanto, S., & ‘Aziz, H. (2021). Pengembangan Media Busy Book dalam Pembelajaran Motorik Halus Anak Usia 4-5 Tahun. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(2), 719–727. https://doi.org/10.31004/obsesi.v6i2.789.

Guo, Y., Dynia, J. M., & Lai, M. H. C. (2021). Early childhood Special education teachers’ self-efficacy in relation to individual children: Links to children’s literacy learning. Early Childhood Research Quarterly, 54, 153–163. https://doi.org/10.1016/j.ecresq.2020.09.002.

Hannust, T., & Kikas, E. (2007). Children’s knowledge of astronomy and its change in the course of learning. Early Childhood Research Quarterly, 22(1), 89–104. https://doi.org/10.1016/j.ecresq.2006.11.001.

Karima, R., & Kurniawati, F. (2020). Kegiatan Literasi Awal Orang Tua pada Anak Usia Dini. Al-Athfal : Jurnal Pendidikan Anak, 6(1), 69–80. https://doi.org/10.14421/al-athfal.2020.61-06.

Kaynar, N., Sadik, O., & Boichuk, E. (2020). Technology in Early Childhood Education: Electronic Books for Improving Students’ Literacy Skills. TechTrends, 64(6), 911–921. https://doi.org/10.1007/s11528-020-00520-5.

Khasanah, B. L., & Fauziah, P. (2020). Pola Asuh Ayah dalam Perilaku Prososial Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 909–922. https://doi.org/10.31004/obsesi.v5i1.627.

Korat, O., & Falk, Y. (2019). Ten years after: Revisiting the question of e-book quality as early language and literacy support. Journal of Early Childhood Literacy, 19(2), 206–223. https://doi.org/10.1177/1468798417712105.

Kumpulainen, K., Sairanen, H., & Nordström, A. (2020). Young children’s digital literacy practices in the sociocultural contexts of their homes. Journal of Early Childhood Literacy, 20(3), 472–499. https://doi.org/10.1177/1468798420925116.

Langub, L. W., & Lokey-Vega, A. (2017). Rethinking Instructional Technology to Improve Pedagogy for Digital Literacy: A Design Case in a Graduate Early Childhood Education Course. TechTrends, 61(4), 322–330. https://doi.org/10.1007/s11528-017-0185-1.

Lindsay-Smith, G., O’Sullivan, G., Eime, R., Harvey, J., & Van Uffelen, J. G. Z. (2018). A mixed methods case study exploring the impact of membership of a multi-activity, multicentre community group on social wellbeing of older adults. BMC Geriatrics, 18(1), 1–14. https://doi.org/10.1186/s12877-018-0913-1.

Lucas, C., Hood, P., & Coyle, D. (2021). Blossoming in English: Preschool Children’s Emergent Literacy Skills in English. Journal of Research in Childhood Education, 35(3), 477–502. https://doi.org/10.1080/02568543.2020.1742256.

Maharani, S., Nusantara, T., As’ari, A. R., & Qohar, A. (2020). Computational Thinking : Media Pembelajaran CSK (CT-Sheet for Kids) dalam Matematika PAUD. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 975–984. https://doi.org/10.31004/obsesi.v5i1.769.

Martono, M. (2019). Improving Students Character Using Fairy Tales. JETL (Journal Of Education, Teaching and Learning), 4(1), 180. https://doi.org/10.26737/jetl.v4i1.993.

Maureen, I. Y., van der Meij, H., & de Jong, T. (2018). Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities. International Journal of Early Childhood, 50(3), 371–389. https://doi.org/10.1007/s13158-018-0230-z.

McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507–517. https://doi.org/10.1016/j.ecresq.2018.07.004.

Morphis, E. A. (2018). The power of one-to-one coaching: Preparing pre-service teachers for the early childhood literacy classroom. Contemporary Issues in Early Childhood, 19(1), 85–87. https://doi.org/10.1177/1463949117740713.

Novitasari, K. (2019). Penggunaan Teknologi Multimedia Pada Pembelajaran Literasi Anak Usia Dini. Jurnal Golden Age, 3(01), 50. https://doi.org/10.29408/goldenage.v3i01.1435.

Ottley, J. R., Piasta, S. B., Mauck, S. A., O’Connell, A., Weber-Mayrer, M., & Justice, L. M. (2015). The nature and extent of change in early childhood educators’ language and literacy knowledge and beliefs. Teaching and Teacher Education, 52, 47–55. https://doi.org/10.1016/j.tate.2015.08.005.

Phillips, B. M., Kim, Y. S. G., Lonigan, C. J., Connor, C. M., Clancy, J., & Al Otaiba, S. (2021). Supporting language and literacy development with intensive small-group interventions: An early childhood efficacy study. Early Childhood Research Quarterly, 57, 75–88. https://doi.org/10.1016/j.ecresq.2021.05.004.

Risma, D., Solfiah, Y., Satria, D., Guru, P., Anak, P., Dini, U., & Riau, U. (2020). Pengembangan Media Edukasi Perlindungan Anak untuk Mengurangi Kekerasan Pada Anak Usia Dini. Jurnal Pendidikan Anak Usia Dini, 4(1). https://doi.org/10.31004/obsesi.v4i1.322.

Roberts, K. L., & Rochester, S. E. (2021). Learning through everyday activities: Improving preschool language and literacy outcomes via family workshops. In Journal of Early Childhood Literacy. https://doi.org/10.1177/14687984211005081.

Saidah, K., & Damariswara, R. (2019). Pengembangan Bahan Ajar Materi Dongeng Berbasis Kearifan Lokal Jawa Timur Bagi Siswa Kelas III SD. Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran, 9(1), 73. https://doi.org/10.25273/pe.v9i1.4320.

Saurina, N. (2016). Pengembangan Media Pembelajaran Untuk Anak Usia Dini Menggunakan Augmented Reality. Jurnal IPTEK, 20(1), 95. https://doi.org/10.31284/j.iptek.2016.v20i1.27.

Schachter, R. E., Spear, C. F., Piasta, S. B., Justice, L. M., & Logan, J. A. R. (2016). Early childhood educators’ knowledge, beliefs, education, experiences, and children’s language- and literacy-learning opportunities: What is the connection? Early Childhood Research Quarterly, 36, 281–294. https://doi.org/10.1016/j.ecresq.2016.01.008.

Setiyaningsih, G., & Syamsudin, A. (2019). Pengembangan Media Big Book Untuk Meningkatkan Kemampuan Literasi Anak Usia 5-6 Tahun. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(1), 19–28. https://doi.org/10.24246/j.js.2019.v9.i1.p19-28.

Shomiyatun, S. (2018). Menanamkan Budaya Literasi Pada Anak. Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah, 1(2), 148–172. https://doi.org/10.36768/abdau.v2i1.41.

Snow, C. E. (1991). The theoretical basis for relationships between language and literacy in development. Journal of Research in Childhood Education, 6(1), 5–10. https://doi.org/10.1080/02568549109594817.

Starman, A. (2013). The case study as a type of qualitative research. Journal of Contemporary Educational Studies, 64(1), 28–43. https://www.researchgate.net/profile/A-Biba-Rebolj-2/publication/265682891_The_case_study_as_a_type_of_qualitative_research/links/54183f560cf25ebee988104c/The-case-study-as-a-type-of-qualitative-research.pdf.

Sumaryanti, L. (2018). Membudayakan Literasi Pada Anak Usia Dini Dengan Metode Mendongeng. AL-ASASIYYA: Journal Of Basic Education, 3(1), 117. https://doi.org/10.24269/ajbe.v3i1.1332.

Suryani, L., & Seto, S. B. (2020). Penerapan Media Audio Visual untuk Meningkatan Perilaku Cinta Lingkungan pada Golden Age. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 900–908. https://doi.org/10.31004/obsesi.v5i1.601.

Trisnawati, W., & Sugito, S. (2020). Pendidikan Anak dalam Keluarga Era Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 823–831. https://doi.org/10.31004/obsesi.v5i1.710.

Weber-Mayrer, M. M., Piasta, S. B., Ottley, J. R., Justice, L. M., & O’Connell, A. A. (2018). Early childhood literacy coaching: An examination of coaching intensity and changes in educators’ literacy knowledge and practice. Teaching and Teacher Education, 76, 14–24. https://doi.org/10.1016/j.tate.2018.07.013.

Widayati, J. R., Safrina, R., & Supriyati, Y. (2020). Analisis Pengembangan Literasi Sains Anak Usia Dini melalui Alat Permainan Edukatif. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 654. https://doi.org/10.31004/obsesi.v5i1.692.

Wildová, R., & Kropáčková, J. (2015). Early Childhood Pre-reading Literacy Development. Procedia - Social and Behavioral Sciences, 191, 878–883. https://doi.org/10.1016/j.sbspro.2015.04.418.

Zahro, I. F., Atika, A. R., & Westhisi, S. M. (2019). Strategi Pembelajaran Literasi Sains Untuk Anak Usia Dini. Jurnal Ilmiah Potensia, 4(2), 121–130. https://doi.org/10.33369/jip.4.2.121-130.

Zucker, T. A., Cabell, S. Q., Petscher, Y., Mui, H., Landry, S. H., & Tock, J. (2021). Teaching Together: Pilot study of a tiered language and literacy intervention with Head Start teachers and linguistically diverse families. Early Childhood Research Quarterly, 54, 136–152. https://doi.org/10.1016/j.ecresq.2020.09.001.