ORGANIZING COMMUNICATIVE ACTIVITIES FOR IMPROVING PHONOLOGICAL AWARENESS IN CHILDREN
Keywords:
phonological awareness, early literacy, reading skills, early childhood education, parental involvement, interactive learningAbstract
Early childhood education is a critical period for cognitive, social, and emotional development. High-quality early learning programs can have long-lasting positive effects, including improved academic performance, better social skills, and reduced behavioral problems.
Phonological awareness is a vital skill for early literacy development, enabling children to decode words, understand word structures, and develop proficient reading and overall academic performance. By reviewing existing literature and presenting a range of interactive and engaging activities, this study underscores the effectiveness of playful and interactive methods in fostering phonological skills through different methods.
The article outlines various activities, including rhyming games, syllable clapping, and phoneme manipulation exercises, that can be easily implemented in both educational settings and at home. These activities are designed to capture children's interest and make learning enjoyable, thus promoting better retention and application of phonological concepts.
The study addresses the effectiveness of implementing these activities. The survey highlights how teachers implement phonological activities and the significant impact of communicative activities on improving phonological awareness. This article aims to provide educators and parents with actionable insights and practical tools to enhance children's literacy through engaging and meaningful communicative activities.
References
2.Fowler, A. E. (2013). How early phonological development might set the stage for phoneme awareness. In Phonological processes in literacy (pp. 97-118). Routledge.
3.Kozminsky, L., & Kozminsky, E. (1995). The effects of early phonological awareness training on reading success. Learning and Instruction, 5(3), 187-201.
