Fiji has long faced challenges with low literacy rates, a situation that has persisted for decades. Both students and teachers have been battling with this issue, as evidenced by the outdated texts still being used in schools today, such as “The Silent One” and “I Heard the Owl Call My Name,” which have been on the curriculum since 1999.
Currently, if one searches for Early Childhood Education (ECE) materials on the Ministry of Education’s website, they will find it lacking. The reason behind this is that formal reading education is not introduced until grade 1, leaving many children unprepared for early literacy. Research suggests that children are capable of learning to read at a younger age when provided with the right opportunities.
Several factors contribute to this situation. Kindergarten educators often lack formal training in teaching reading, and previously, there has been a shortage of appropriate materials available for classroom use. Additionally, the Ministry of Education has not actively encouraged parents to assist in their child’s reading development at the kindergarten level, leading to a widespread apathy towards early literacy.
While play is undoubtedly important in early education, there seems to be an excessive focus on general play rather than developing crucial literacy skills during this formative stage of a child’s life.
An example of effective early literacy practices can be seen in Laos, where an educator taught kindergarten students in English. The curriculum was comprehensive, covering various subjects including English, and students were required to learn 220 Dolch sight words, essential for achieving reading proficiency. These sight words, primarily small common words, make up a significant portion of printed text—a fact that underscores their importance in literacy education.
In Laos, students learned these sight words quickly, using methods such as daily practice with visible word cards. They also benefited from using large print books, which helped them recognize and understand the words they learned. This approach greatly boosted their confidence, enabling them to read aloud and engage with their peers.
Upon returning to Fiji, the author realized that a similar strategy could be implemented in Fijian kindergartens. To address the lack of suitable reading materials, she authored four large print books with local themes and illustrations, along with a guide for parents and educators on teaching sight words through fun, practical activities. These resources are now available for purchase.
Involving parents in their children’s literacy journey can also provide significant support. Parents can assist by teaching sight words and reading together, even if they aren’t highly literate themselves, as the words are quite simple. Simple materials such as old cardboard can be repurposed to create sight word cards, and inexpensive books can be sourced from second-hand shops to enhance the child’s reading experience.
As noted by renowned author Dr. Seuss, reading expands a child’s knowledge and experiences. Helping children to read a year earlier can significantly enhance their future prospects.