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Journal of Early Childhood Education and Teaching
Published by CV Berkah Syahdin Trust
ISSN : 31095917     EISSN : 31092276     DOI : 10.64840/jecet
Core Subject : Education, Social,
Social Sciences Other
Journal of Early Childhood Education and Teaching (JECET) is an open-access journal that publishes high-quality research in the field of early childhood education. Theoretical and empirical double-blind peer-reviewed articles are published either in Indonesian or in English. This journal is targeted at researchers, educators, students of early childhood education, and early childhood education professionals, along with stakeholders of early childhood education around the world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 11 Documents
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Literature Review : Syllabic Method and the Role of Orthography in Early Childhood Literacy Development Etin Nuurhayati Etin; Mukti Amini; Dzakirman Dzakirman; Erie Siti Sarah
Journal of Early Childhood Education and Teaching (JECET) Vol. 1 No. 3 (2025): Journal of Early Childhood Education and Teaching
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jecet.v1i3.81

Abstract

Purpose – This study aims to analyze the role of orthography in early childhood literacy development by emphasizing the importance of syllable-based learning in languages with transparent orthography, such as Indonesian. Understanding how orthographic structure influences phonological awareness is essential for designing effective literacy instruction during early childhood. Design/methods/approach – This study employed a Systematic Literature Review (SLR) approach guided by the PRISMA protocol. A total of 29 peer-reviewed articles published between 2019 and 2024 were selected through strict inclusion and exclusion criteria to ensure methodological rigor and research quality. The review focused on examining the relationship between orthographic transparency, phonological awareness, and early literacy acquisition. Findings – The results demonstrate that phonological awareness, which begins with syllable recognition before progressing to phoneme-level awareness, is a strong predictor of early literacy success in transparent orthographic systems. The synthesis identified three major themes: (1) literacy acquisition in transparent orthographies, (2) syllable introduction as the initial stage of phonological awareness development, and (3) key predictors influencing early literacy development. These findings indicate that syllable-based instruction can significantly support early reading and writing acquisition. Research implications/limitations – This study is limited to a systematic literature review and does not include experimental validation. Future research is recommended to conduct empirical investigations examining the effectiveness of syllable-based literacy instruction among preschool-aged children in Indonesia and other contexts with transparent orthographic systems. Originality/value – This study offers a comprehensive synthesis of recent scholarly works examining the relationship between orthography and early literacy development. It provides valuable insights for educators, policymakers, and curriculum designers by highlighting the importance of aligning literacy instruction with linguistic characteristics, particularly through syllable-based learning approaches in early childhood education.

Page 2 of 2 | Total Record : 11

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