Fiji has long grappled with low literacy levels, a challenge that continues to affect both educators and students. The literature used in schools, such as “The Silent One,” “Village by the Sea,” and “I Heard the Owl Call My Name,” has remained unchanged since 1999, highlighting stagnation in educational materials over the decades.
The Ministry of Education’s website provides no resources for Early Childhood Education (ECE), as formal reading instruction is not expected to begin until grade 1. This raises the question of whether children are indeed incapable of reading at an earlier age; research indicates they are quite capable if given the appropriate opportunities.
Children are undeniably being held back by several factors. Many kindergarten teachers lack formal training in teaching reading, and suitable teaching materials have only recently become available. Additionally, parents are not adequately encouraged by the Ministry to engage in their children’s early reading development, resulting in a lack of accountability.
While play is essential at the ECE level, there is an excessive focus on general play rather than on the critical development of literacy skills during this formative stage.
A successful model for early literacy teaching was observed in Laos, where a curriculum for kindergarten included instruction in English using 220 Dolch sight words, which are basic words that cannot always be decoded phonemically. By focusing on sight words, children can read more than half of most printed texts they encounter.
In Laos, the children quickly learned these sight words through consistent practice, identifying them on boards and cards. They had access to large print books that facilitated reading. As their confidence grew, they were encouraged to read aloud to their classmates, promoting a supportive learning environment.
The author of this initiative returned to Fiji and recognized the potential to implement sight word instruction in local kindergartens, allowing children to be ready for reading by grade 1. To facilitate this, the author created four large print books showcasing local content, accompanied by practical resources for parents and educators on teaching sight words.
Involving parents in their children’s literacy journey can yield significant benefits. Parents, regardless of their own literacy levels, can assist their children in learning sight words and reading together. Simple sight word cards can be created using recycled materials, and affordable books can be sourced from second-hand shops.
Collecting a diverse range of books with large print and appealing illustrations is crucial in fostering a love for reading. Dr. Seuss once said, “The more that you read, the more things you will know.” By enabling children to read a year earlier, they can unlock new opportunities for learning and growth.