Development of Big Book Media to Support Early Literacy in Early Childhood Education

Early literacy provides an important foundation for children’s later reading and writing development, requiring appropriate and engaging learning media. This study aims to develop Big Book media to support early literacy and determine its feasibility for children aged 5–6 years. This research employed a Research and Development (R&D) approach adapted from Borg and Gall through eight stages: identifying potentials and problems, gathering information, product design, design validation, revision, limited product testing, product revision, and final product. Participants included one content expert, one media expert, one early childhood education practitioner, and 12 children aged 5–6 years. Data were collected through interviews, observations, validation sheets, practitioner feedback, and child response observation sheets, and analyzed descriptively using quantitative and qualitative approaches. Content expert validation obtained 100%, media expert validation 89.33%, and practitioner validation 92.86%, all categorized as very good. In the limited trial, 89 of 96 observations (92.71%) indicated that the expected behaviors appeared, while 7 (7.29%) did not. The occurrence rate across eight indicators ranged from 75% to 100%, indicating positive responses, interest, attention, and involvement. The Big Book is suitable for supporting early literacy in early childhood education.