Building Early Readers: Exploring Kindergarten Learners’ Early Childhood Literacy Experiences

Abstract

Early childhood literacy provides the foundation for later reading comprehension, communication, academic participation, and lifelong learning. This qualitative study explored the early childhood literacy experiences of kindergarten learners at Aglipay East Central School in Aglipay, Quirino, Philippines. Specifically, it examined how young learners experienced storytelling, oral language activities, alphabet and sound awareness, print-rich activities, play-based literacy tasks, and interactions with teachers and peers. The study employed a qualitative descriptive design with an interpretive orientation. Kindergarten learners were purposively selected, while data were gathered through developmentally appropriate conversations, classroom observations, learner outputs, and teacher-supported literacy activities. Data were analyzed using reflexive thematic analysis. Five interconnected themes structured the findings: (1) Stories Open the Door to Reading, (2) Sounds and Letters Become Meaningful Through Play, (3) Teacher Interaction Builds Confidence to Communicate, (4) Familiar Words and Experiences Make Literacy Meaningful, and (5) From Emerging Readers to Confident Literacy Learners. The findings suggest that early literacy developed through interconnected experiences involving oral language, stories, print, phonological awareness, meaningful interaction, play, and contextualized learning rather than through isolated reading exercises. The study underscores the importance of child-centered and developmentally appropriate literacy environments in supporting emerging readers in rural elementary education.