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CHAPTER 1

INTRODUCTION

1.1 Introduction

The purpose of this research was to determine whether emergent reader, early reader and fluent
reader affect early childhood literacy. This chapter will explain the background of research,
statement of the research problem, purpose of research, importance of research, limitations of
research, definition of terms, and summary.

1.2 Background of research

Pre-school education is a basic education for children before entering mainstream schools. The
primary goal of preschool education is to broaden the potential of four to one-year-old children
in a holistic and integrated manner in the faculty of emotionally, emotionally, spiritually,
intellectually and socially through a learning environment of consciousness, nourishing, as well
as fun, creative and meaningful activities (Ministry of Education, Malaysia 2003). Based on
the National Preschool Standard Curriculum (Ministry of Education Malaysia, 2009), the
objective of pre-school education is to give birth, children who are able to develop their fitness,
health and safety, master the fine motor skills and basic motor gross, have emotional maturity,
has a positive self-concept and identity, bold expressing views and feelings, being able to
interact with others, can work alone and in groups, respecting feelings and rights others and
thus form a positive relationship with adults as well as peers.

The Ministry of Education (2009) based on the National Preschool Standard Curriculum also
emphasizes some aspects of early development that children need to master, namely the
development of socio-cultural, spiritual, physical, cognitive, personality, preparatory to
primary school and 4M skills exposure (read, think, write, claim). Teaching and learning
approach also emphasizing some methods such as hands-on learning, learning through
learning, discovery inquiry, project-based learning, classroom outdoors learning, contextual
learning, constructivist learning and master learning. The approach used should provide
opportunities. Learning is not limited to students and takes into account the diversity of student
intelligence. Hence, pre-school education is created not only to master basic skills and
preparation for the first year but also to create a child capable of mastering various skills
intrapersonal and interpersonal.

In Malaysia, the scenario of parents and, in turn, the community that prioritizes child
achievement in terms of IQ (intellectual quotient) is very significant. Achievement in terms of
EQ (Emotional Quotient) is less emphasized despite the fact that the success of an individual
is not solely in academic wisdom is influenced by emotional and social maturity1 (E1ksnin &
Elksnin, 2006). Teaching and learning in Malaysian praselco is more about a formal approach.
Teaching and learning focus on the concept of 3M mastery (reading, writing and calculating
basics), this situation occurs in parental demand who want their child to master the 3M skills
(Saayah Abu, 2003). In addition, the lack of understanding of the concept of the development
of children. Children and learning benefits through play also became the main cause of the
system. Pre-school education has not yet achieved the true objective of both. Great objective
is that primary education is to produce strong children in terms of its social skills.

Teaching and learning in early childhood education is more effective if performed through play
activities as play is part of the world of children. According to Moyles (2005) play is the best
teaching and learning experience and is a priority in early childhood education. Through game
play activities, children learn about the environment and understand the issues happening
around in a state of encouragement. When children are happy to learn something, they continue
to be interested in participating in learning, the effect of focus on something is getting better.
Through play activities, children are more focused on everything related to game
activities. Hence, children have a meaningful learning experience and the teaching and learning
process is better. Unfortunately, many parents even have teachers and entrepreneurs of early
childhood education center to assume that play methods are less important and emphasize the
focus on academic achievement. As a result, many early childhood education programs use
training methods and ignore play activities in the early childhood education curriculum (Miller
& Almo 2009).
The children's developmental theory of Erikson (1950) and Piaget (1980) emphasize different
capabilities that children can perform at different levels. This level is in line with the
development of children and these developments can be honed and enhanced according to the
needs of children. According to Ornstein and Hunkins (2004), learning can not be separated
from the everyday life of children, but learning must be based on the needs and interests of
children. Early childhood education research institute, the National Association for the
Education of Young Children (NAEYC), believes that children learn according to their needs
and development. NAEYC (2008) has always emphasized best practices and teaching and
learning approaches in early childhood education should be in line with Child Development,
Developmentally Appropriate Practices (DAP) or Practices Appropriate with Child
Development. The DAP focuses on the use of teaching and learning methods that involve
children actively through various activities appropriate to the age, abilities, talents and interests
of children. Playing activities, inquiries, exploring and investigating, experimenting and
making projects are strongly encouraged in DAP (Berk 2008; Roopnarine & Johnson 2005).

1.3 Statement of Research Problem

Playing is the natural instinct of a child, just like eating and sleeping. This is because in play
activities, preschool children can be directly and indirectly raised to develop a comprehensive
and balanced self-development of intellectual, spiritual, emotional and physical aspects. When
playing, children use all their sensory members like their eyes, ears, nose and skin. Therefore,
when children play using outdoor games, they can especially explore, investigate things in their
surroundings while creating, exploring, building and so on.

However, how does the function of this outdoor preschool instrument help teachers in the
development of children? Is the condition of the outdoor game provided complies with the
standards and is completely safe to use as determined by the Ministry of Education? Is the
facility provided to be fully enjoyed by teachers and preschoolers? The researcher is interested
in studying this problem based on the events experienced by the self-studying school. There
are a total of 39 pre-school children involving two pre-school classes in service centers who
are unable to enjoy the convenience of playing outdoor games since 2005 until now. Nearly
two years of preschool children do not get their rights like other preschoolers. Problems arise
when some pre-school children are injured while using a 'monkey bar' and a cradle. This injury
is caused by the condition of the outdoor tool that has been rusted and less safe to use. Hence,
the administrator has instructed that this preschool playground be closed to an effort to replace
the new outdoor gaming tool. Hence, researchers want to explore and investigate the use of
outdoor toys for the development of children for children who enjoy the convenience and vice
versa.

A meaningful learning occurs especially when playing. Children can stimulate curious
instincts, reinforce coordination of coarse motor and fine motors, use creative power, enhance
social skills and discipline when they play. In addition, it can help children to express their
feelings when playing. Play is the basis of a developmentally appropriate practice program
(Developmentally Appropriate Practice). Robinson & Schwartz (1972), believes that the
development of children can be strengthened through specific activities: "The natural form of
activity for the young child is usually referred to as play. Very early in life, a child begins
learning through play. He engages extensively in many types of play activities through which
he develops most of his acquired skills and understanding. "Balancing play and learning or
making work becomes an important framework for developing curriculum and learning
environment. as well as child interactions with teachers and friends can help teachers plan
learning through play more efficiently. According to neurologists, neurons that are stimulated
from the very beginning will rapidly develop and form complex synaps. Early childhood
development is the best time to take on the important changes in children's lives, while children
are more likely to receive positive or negative environmental influences as the use of outdoor
toys is part of the pre-school curriculum , then researchers want to study the use of this tool as
a catalyst that helps preschool teachers in the effort to develop the full potential of children.
The theoretical framework of the research is given in Figure 1.1. This research
attempted to determine whether Emergent Reader, Early Reader, and Fluent Reader affect
Early Childhood Literacy.

Figure 1.1 Theoretical Framework of the Research

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