THE EFFECTIVENESS OF PARENTAL AND TEACHER INVOLVEMENT IN PROMOTING CHILDREN’S EARLY LITERACY THROUGH THE BOOK OF EMERGENT LITERACY (BELi)

The role of families and Early Childhood Education institutions in stimulating early literacy skills represents two main environments that complement each other. The use of a guidebook also strongly supports the smooth implementation of the early literacy stimulation process in children. This study was conducted at TK Kumara Kepakisan, Gianyar Regency. The research data were obtained from children aged 4–6 years. The data sources included: 1) teacher and parent involvement in improving early literacy skills; 2) teachers’ assessments of children using pre-test and post-test observation sheets; and 3) early childhood learners who served as the subjects of assessment. Data were collected using teacher and parent response questionnaires, as well as early literacy assessment instruments administered through pre-tests and post-tests. During the implementation stage, teachers used BELi as a guide for literacy activities at school, while parents applied the same literacy activities at home, allowing literacy stimulation to take place continuously. Quantitative data were analyzed using inferential statistics through a paired-sample t-test at a significance level of 0.05, as well as N-Gain Score analysis to determine differences in children’s early literacy skills before and after teacher and parent involvement. The results of this study showed an N-Gain Score of 0.766, which falls into the effective category. Therefore, it can be concluded that there was an improvement in the early literacy skills of children aged 4–6 years through the involvement of teachers and parents using the “Book of Emergent Literacy (BELi).”