Perkembangan literasi dan numerasi dalam kalangan kanak-kanak prasekolah luar bandar di Selangor

The development of literacy and numeracy among rural preschool children in Selangor

Abstract

Kajian ini meneliti penguasaan literasi dan numerasi dalam kalangan kanak-kanak prasekolah di kawasan luar bandar, dengan tumpuan khusus di Sekolah Kebangsaan di daerah Hulu Selangor. Tujuan kajian adalah untuk mengenal pasti tahap penguasaan serta faktor dan cabaran yang mempengaruhi perkembangan literasi dan numerasi kanak-kanak prasekolah di kawasan tersebut. Pendekatan kuantitatif digunakan melalui persampelan seramai 1532 orang kanak-kanak prasekolah bagi menentukan tahap penguasaan lietarsi dan numerasi, manakala seramai 62 orang guru prasekolah di Hulu Selangor dipilih sebagai responden untuk mendapatkan maklumat berkaitan faktor dan cabaran yang dihadapi. Data tahap penguasaan diperoleh melalui Instrumen Pentaksiran Prasekolah Kebangsaan (IPPK) manakala faktor dan cabaran dikumpulkan menggunakan instrumen soal selidik yang dibangunkan dan diedarkan kepada guru prasekolah di sekolah-sekolah terlibat. Dapatan menunjukkan bahawa tahap penguasaan literasi dan numerasi adalah berada pada aras tinggi. Faktor seperti kemudahan asas (termasuk bekalan elektrik dan akses internet), persekitaran pembelajaran, serta penglibatan ibu bapa dan guru dikenal pasti memainkan peranan penting dalam menyokong penguasaan literasi dan numerasi kanak-kanak. Kajian ini memberi implikasi yang signifikan kepada guru dan ibu bapa dalam memperkukuh strategi pengajaran serta meningkatkan sokongan terhadap perkembangan kognitif (literasi dan numerasi) kanak-kanak prasekolah.

(This study examines the literacy and numeracy proficiency of preschool children in rural areas, with a specific focus on national schools in the Hulu Selangor district. The purpose of the study is to identify the level of proficiency as well as the factors and challenges that influence the development of literacy and numeracy among preschool children in the area. A quantitative approach was employed, involving a sample of 1,532 preschool children to determine their level of literacy and numeracy proficiency, while 62 preschool teachers in Hulu Selangor were selected as respondents to provide information regarding the factors and challenges encountered. Data on proficiency levels were obtained through the National Preschool Assessment Instrument (IPPK), while information on factors and challenges was collected using a questionnaire developed and distributed to preschool teachers in the participating schools. The findings indicate that the literacy and numeracy proficiency levels are high. Factors such as basic facilities (including electricity supply and internet access), learning environment, as well as parental and teacher involvement were found to play an important role in supporting the literacy and numeracy development of preschool children. This study provides significant implications for teachers and parents in strengthening teaching strategies and enhancing support for the cognitive development (literacy and numeracy) of preschool children.)