AN EXAMINATION OF A FIRST-YEAR KINDERGARTEN TEACHER'S CONCEPTIONS AND USE OF MULTIPLE LITERACIES CURRICULUM DESIGN FOR AN ONLINE KINDERGARTEN

Abstract

This research takes a quantitative look at how a first-year online kindergarten teacher thinks about and uses several literacies in lesson planning. Data was gathered utilising a quantitative method approach, with an emphasis on digital, visual, and critical literacies, via surveys and evaluations of lesson plans. Analysed for literacy components as well as instructional methodologies were thirty online kindergarten lessons that were presented over the course of a semester. Results from statistical analysis showed that there were significant relationships between how often the instructor engaged in activities that used different literacies and their conceptual knowledge. When comparing conventional methods to those that incorporated various literacies, evaluations of student involvement during classes revealed a 25% increase in participation. It is crucial to assist first-year instructors in acquiring a thorough grasp of different literacies, especially in digital contexts, as the results show. There seems to be a disconnect between the teacher's theoretical understanding and their uneven actual execution. These findings highlight the importance of specialised training programs that provide new teachers with the tools they need to create and implement interesting online lessons. By highlighting the need for different literacies in creating successful online learning experiences, this research adds to the continuing conversation on early childhood education. To further understand how to assist first-year teachers in their professional development and curriculum creation, future studies should investigate varied situations and bigger sample sizes.