A Transformative Model for Strengthening Teachers' Roles in Fostering Literacy Practices in Under-Resourced Preschool Classrooms

Abstract

Background: Early literacy development of preschoolers strongly depends on teacher actions, which promote literacy practices. Preschool teachers who work in underfunded educational environments encounter multiple difficulties because they must manage insufficient resources and lack both educational resources and professional development opportunities. The challenges limit successful application of literacy practices which results in detrimental effects on early literacy growth of children. The researchers focused on creating and assessing a Preschool Literacy Practice Model as an organised structure to boost preschool teachers' contributions to developing literacy practices within classroom environments.

Method: The researchers applied a descriptive phenomenological qualitative method to understand teachers' practices for literacy development. A total of 15 preschool teachers who teach children between three to five years old in Centurion-based preschools took part in intense interview sessions. The research team analysed the gathered information with thematic methods, leading to the development of the model. The Preschool Literacy Practice Model followed Walker and Avant’s theory development process and received evaluation through Chinn and Kramer’s theory evaluation system. A group of experts used the Delphi technique to evaluate the model for clarity as well as its applicability and consistency, and its relevance to the field.

Results: The Preschool Literacy Practice Model introduces a transformative approach to strengthening literacy instruction in under-resourced classrooms. It comprises five interdependent components: context, inputs, processes, outputs, and outcomes, creating a structured roadmap for sustainable literacy development. By integrating strategic teacher training, targeted resource allocation, enhanced classroom literacy interactions, and ongoing evaluation mechanisms, the model provides a scalable and adaptable framework that empowers teachers. Its application enhances instructional effectiveness, fosters a more engaging and literacy-rich environment for pre-schoolers, and strengthens foundational literacy skills that extend into formal schooling.

Conclusion: The model serves as a practical and evidence-based framework for preschool teachers, policymakers, and education stakeholders. Its implementation can revolutionise early literacy education by improving teaching strategies, optimising resource utilisation, and bridging the literacy gap in under-resourced preschool settings.