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Methods, Didactic Strategies, and Educational Experiences with ICT for Pre-Reading in Childhood

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Title: Methods, Didactic Strategies, and Educational Experiences with ICT for Pre-Reading in Childhood
Language: English
Authors: Gustavo H. Orozco Cazco (ORCID 0000-0003-2424-5945), Martha L. Ávalos Obregón (ORCID 0000-0001-6586-9733), Nancy I. Usca Pinduisaca (ORCID 0000-0001-6826-8255), Oscar I. Imbaquingo Cobagango (ORCID 0000-0002-6300-4952)
Source: South African Journal of Childhood Education. 2024 14(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
Peer Reviewed: Y
Page Count: 11
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Early Childhood Education, Preschool Children, Early Reading, Prereading Experience, Teaching Methods, Information Technology, Reading Skills, Technology Uses in Education, Multimedia Materials
ISSN: 2223-7674
2223-7682
Abstract: Background: Learning pre-reading skills through formal education in early childhood is vital for a child's future personal and professional development. In this regard, integrating appropriate teaching methods and didactic strategies with the support of information and communication technologies (ICT) can facilitate this phase in the development of reading skills. Aim: To conduct a systematic literature review (SLR) to investigate and analyse the scientific and academic production of methods, didactic strategies, and educational experiences with ICT applied to pre-reading development in children aged 3 years to 5 years. Method: This study was carried out through an SLR, involving eight steps that enabled the systematic and structured selection, evaluation, and analysis of qualitative research located in Scopus and Google Scholar, using quality criteria systematically and structurally. Results: The selected and analysed studies correspond to the period 2017-2022, responding to the research questions raised in this work. Notable methods include Global, Doman, Geempa, Montessori, and synthetic, among others. The integration of interactive stories, songs, images, role-playing, dramatisations, visual cards, and other strategies was highlighted to enhance pre-reading learning. Research demonstrates their importance in promoting pre-reading activities through the use of digital tablets, multimedia resources, e-books, and applications. Conclusion: The utilisation of suitable didactic methods and strategies, coupled with the implementation of educational practices involving ICT, enhances the pre-reading process in preschool children. Contribution: An amalgamation of methods, didactic strategies, and technological resources, transferrable to diverse contexts, facilitates the development of pre-reading skills in early childhood.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1435397
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1435397
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  Data: Methods, Didactic Strategies, and Educational Experiences with ICT for Pre-Reading in Childhood
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  Data: <searchLink fieldCode="AR" term="%22Gustavo+H%2E+Orozco+Cazco%22">Gustavo H. Orozco Cazco</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2424-5945">0000-0003-2424-5945</externalLink>)<br /><searchLink fieldCode="AR" term="%22Martha+L%2E+Ávalos+Obregón%22">Martha L. Ávalos Obregón</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6586-9733">0000-0001-6586-9733</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nancy+I%2E+Usca+Pinduisaca%22">Nancy I. Usca Pinduisaca</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6826-8255">0000-0001-6826-8255</externalLink>)<br /><searchLink fieldCode="AR" term="%22Oscar+I%2E+Imbaquingo+Cobagango%22">Oscar I. Imbaquingo Cobagango</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6300-4952">0000-0002-6300-4952</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Childhood+Education%22"><i>South African Journal of Childhood Education</i></searchLink>. 2024 14(1).
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
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  Data: 11
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Reading%22">Early Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Prereading+Experience%22">Prereading Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink>
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  Data: 2223-7674<br />2223-7682
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Learning pre-reading skills through formal education in early childhood is vital for a child's future personal and professional development. In this regard, integrating appropriate teaching methods and didactic strategies with the support of information and communication technologies (ICT) can facilitate this phase in the development of reading skills. Aim: To conduct a systematic literature review (SLR) to investigate and analyse the scientific and academic production of methods, didactic strategies, and educational experiences with ICT applied to pre-reading development in children aged 3 years to 5 years. Method: This study was carried out through an SLR, involving eight steps that enabled the systematic and structured selection, evaluation, and analysis of qualitative research located in Scopus and Google Scholar, using quality criteria systematically and structurally. Results: The selected and analysed studies correspond to the period 2017-2022, responding to the research questions raised in this work. Notable methods include Global, Doman, Geempa, Montessori, and synthetic, among others. The integration of interactive stories, songs, images, role-playing, dramatisations, visual cards, and other strategies was highlighted to enhance pre-reading learning. Research demonstrates their importance in promoting pre-reading activities through the use of digital tablets, multimedia resources, e-books, and applications. Conclusion: The utilisation of suitable didactic methods and strategies, coupled with the implementation of educational practices involving ICT, enhances the pre-reading process in preschool children. Contribution: An amalgamation of methods, didactic strategies, and technological resources, transferrable to diverse contexts, facilitates the development of pre-reading skills in early childhood.
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        PageCount: 11
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Preschool Children
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      – SubjectFull: Early Reading
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      – SubjectFull: Prereading Experience
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      – SubjectFull: Information Technology
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      – SubjectFull: Reading Skills
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      – SubjectFull: Technology Uses in Education
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