Phonics programmes and early literacy development among preschool children:
| dc.contributor.author | Ojur, Joseph | |
| dc.date.accessioned | 2023-12-16T08:33:00Z | |
| dc.date.available | 2023-12-16T08:33:00Z | |
| dc.date.issued | 2023-11 | |
| dc.description | A dissertation submitted to the college of education open distance and e-learning in partial fulfillment of the requirements for the award of a degree of master of education in early child hood education of Kampala international University | en_US |
| dc.description.abstract | The study investigated the effect of phonics programmes on early literacy development in preschool children of Kinderkare Pre-Schools, Kampala Central Division, Kampala Central Division. The study was guided by specific objective, (i) to examine the effect of all-board phonics on early child literacy development in preschool children at Kinderkare Pre-Schools, Kampala Central Division, Uganda, (ii) To ascertain the influence of Jolly phonics on early child literacy development in preschool children at Kinderkare Pre-Schools, Kampala Central Division, Uganda, (iii) To analyze the effect of Letter land phonics on early child literacy development in preschool children at Kinderkare Pre-Schools, Kampala Central Division, Uganda, and (iv) To establish the effect of phonic programmes on early child literacy development in preschool children at Kinderkare Pre-Schools, Kampala Central Division, Uganda. This study followed a descriptive survey design. The target population was 150 of the administrative staff and the lower teaching staffs. From the study results, all-board phonics programs had a significant effect on early child literacy development in preschool children with a coefficient of 0.655(**) at a significance level of 0.000. Further, Jolly phonics had a great effect on early child literacy development which was positive with probability value (p = 0.000), and Letter land phonics had a relatively strong positive effect on early child literacy development with a correlation coefficient of 0.575(**) at a significance level of 0.000. The study concluded that if the school management properly applied all-board phonics programs, then early child literacy development in preschool children will improve. It is further concluded that if there is effective use of Jolly phonics programs, early child literacy development in preschool children will improve definitely children at Kinderkare Pre-Schools, Kampala Central Division, Uganda. It was further concluded that early child literacy development in preschool children was enhanced with the effective uptake and usage of Letter land phonics. The study however recommends that there is need to have strong activities that engage your students. Here are six different activities that build on different ways kids can learn. Further, the study recommends that when planning your lessons, be sure to add a group component. Partner work and sharing motivate students to participate and learn together. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/14402 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of education, open distance and e-learning. | en_US |
| dc.subject | Phonics programmes | en_US |
| dc.subject | Early literacy development | en_US |
| dc.subject | Preschool | en_US |
| dc.subject | kinderkare | en_US |
| dc.subject | children | en_US |
| dc.subject | Uganda | en_US |
| dc.title | Phonics programmes and early literacy development among preschool children: | en_US |
| dc.title.alternative | a case study of kinderkare pre-schools, Kampala central division, Kampala, Uganda | en_US |
| dc.type | Thesis | en_US |