Exploring Literacy Playshops in a Saudi Arabian Kindergarten

Abstract

Although children are surrounded by technologies and media in their home setting, kindergartens are still limited in how they incorporate practices related to digital technologies and popular culture. This qualitative case study seeks to explore a new curriculum called Literacy Playshop (LP) and to understand the influence of LPs on children’s literacy engagement, motivation and practices in one Saudi kindergarten. This study adapted Karen Wohlwend’s ‘Literacy Playshop’ curriculum design (Wohlwend, 2013). The curriculum developed connections between play and literacy in an approach that provided opportunities for young children to use digital technologies, popular culture and a variety of tools to produce videos by themselves. To achieve this aim, a LP was implemented for children aged 5-6 years old in a kindergarten in Riyadh. The sample consisted of eight child participants and their teachers and mothers. Structured observations were undertaken using the Leuven Involvement Scale during literacy and the LP for eight children. Semi-structured interviews with the teachers were undertaken prior to the LP. Throughout the LP, child observations were made using field notes, videos, and artifacts. Semi-structured interviews with teachers, the principal and the mothers of the children were also undertaken. Inductive and deductive thematic analysis were used to analyse the data. The thesis’ findings revealed that children’s literacy practices and engagement was enhanced through implementing the LP, both at kindergarten and at home. The LP seemingly motivated the children by providing the opportunity to experience and potentially satisfy needs for autonomy, competence, and relatedness. Teachers taking part in the study also felt that including the LP impacted on child engagement, and supported language and creativity, although applying the LP was challenging due to the existing curriculum and lack of equipment. These research findings have implications for early childhood curricula in Saudi Arabia, for policy makers, teachers and researchers. Recommendations are made for future research.