Fiji has been facing persistent low literacy levels, a situation that has troubled both teachers and students for many years. The literature used in schools, such as “The Silent One” and “I Heard the Owl Call My Name,” has remained unchanged since the late 1990s, highlighting a lack of progress in the education system.
Currently, there is a noticeable absence of Early Childhood Education (ECE) materials on the Ministry of Education’s website, as structured reading instruction does not begin until grade one. Despite research suggesting that younger children are capable of learning to read if given the chance, kindergarten programs in Fiji are not designed to support early literacy development.
There are several factors contributing to this delay. Many kindergarten teachers lack formal training in reading instruction, and suitable reading materials have only recently become available. Furthermore, the Ministry of Education has not incentivized parental involvement in supporting early reading, leading to a general neglect of this critical educational phase. While play is essential at the ECE level, the focus on literacy skills development has been insufficient during this crucial time.
A successful model for early literacy can be observed in Laos, where a curriculum for kindergarten students includes the learning of 220 Dolch sight words. These simple, frequently used words make up a large portion of printed material, and teaching them effectively allows children to read more than half of the words they encounter. In Laos, young learners quickly grasped sight words through repetitive practice and engaged with large print books, boosting their confidence and reading ability through class support.
Inspired by this approach, a local educator in Fiji recognized the potential of introducing sight words in kindergarten classrooms to better prepare students for reading by grade one. Addressing the lack of appropriate texts, the educator created four large print books that incorporate local content, complete with illustrations from local artists. Additionally, a guide for parents and educators was developed to assist in teaching sight words and include engaging activities.
Encouraging parental participation in their children’s literacy journey can enhance learning outcomes. Parents, even those with limited literacy skills, can assist by teaching sight words and reading together using simple materials. Second-hand books and DIY sight word cards are readily accessible resources that can foster a love for reading.
As the renowned author Dr. Seuss once pointed out, reading opens doors to knowledge and experiences. Enhancing literacy skills early on can greatly impact a child’s future potential.