The effectiveness of classroom-based supplementary video presentations in supporting emergent literacy development in early childhood education
This study investigates the impact of supplementary video presentations in supporting young children’s emergent literacy development. Videos are produced by teachers using prototype software developed specifically for the purpose of this study. The software obtains media content from a variety of resources and devices, including webcam, microphone, PowerPoint slides, drawing board, and typing board in a simplified manner. Videos are supplemented to children who were identified as at risk to be viewed at home individually or with their parents. Participants are teachers and children in a full-day kindergarten in Sultanate of Oman. Teacher Rating of Oral Language and Literacy (TROLL) scale and parents’ interview were administered to measure literacy skills and development of children in early childhood classrooms and understand children’s reactions to the use of classroom video presentations respectively.