Building Bonds: Stoytelling by Parents Shapes Literacy for Preschool Students

https://doi.org/10.23960/jpm-ip.vol.4i.2.985
Diterbitkan: Sep 30, 2025

Abstrak:

Abstract

Recognizing the foundational impact of early literacy, this study investigates the impact of parental engagement in early literacy through storytelling, emphasizing how structured socialization sessions can enhance parents’ awareness, skills, and practices. The research was conducted during May 2025 at TK Islam Al-Furqan, Minasa Upa, Makassar, South Sulawesi, and involved 15 parents of preschool students, with an average of 12–14 attending each session. Over four consecutive Saturdays, parents participated in 90-minute sessions that introduced the importance of storytelling, demonstrated effective storytelling techniques, explored vocabulary and comprehension strategies, and encouraged collaboration between parents and teachers. Data were collected using FGDs and survey. Attendance data indicated consistently high participation, with an average rate of 83%. Survey results showed that 82% of parents strongly agreed that their understanding of storytelling’s role in literacy improved, 73% felt more confident in storytelling, and 64% had begun applying storytelling practices at home. Thematic analysis of FGD transcripts revealed that parents no longer viewed storytelling as merely entertainment but as an educational tool that enriched children’s vocabulary and comprehension, fostered emotional connection, and cultivated a love for reading. Parents also highlighted the value of consistent storytelling practices across home and school. The findings suggest that parental storytelling is a powerful strategy for fostering children’s literacy development and that structured socialization can empower parents to implement it effectively. The study concludes by emphasizing the need for collaboration between educators and parents in developing storytelling-based programs that provide sustainable benefits for preschool children’s literacy growth.

Penulis:
1 . Abd Halim
Universitas Negeri Makasar
2 . Nur Mutmainnna Halim
Universitas Negeri Makassar
3 . Muhammad Hasbi
Universitas Negeri Makassar
4 . Fitriyani Bakri
Universitas Negeri Makassar
5 . Mardiyanah Nasta
Universitas Negeri Makassar
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Cara Mengutip
Halim, A., Halim, N. M., Hasbi, M., Bakri, F., & Nasta, M. (2025). Building Bonds: Stoytelling by Parents Shapes Literacy for Preschool Students. Jurnal Pengabdian Masyarakat Ilmu Pendidikan, 4(2), 227–240. https://doi.org/10.23960/jpm-ip.vol.4i.2.985
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Vol 4 No 2 (2025): September 2025
Articles
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Artikel ini berlisensiCreative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Referensi

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    Hajisoteriou, C., Panaou, P., & Angelides, P. (2022). Empowering children to speak up and act on social justice issues: The use of folktales and collaborative storytelling as tools of social imagination. British Educational Research Journal, 48(2), 253–271.

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  1. Batini, F., Luperini, V., Cei, E., Izzo, D., & Toti, G. (2021). The association between reading and emotional development: A systematic review. Journal of Education and Training Studies, 9(1), 12–50.
  2. Beecher, B., & Jones-Diaz, C. (2014). Extending children’s literacies through partnerships between children, families, educators and communities. Diverse Literacies in Early Childhood: A Social Justice Approach, 41–64.
  3. Bonds, C. (2016). Best storytelling practices in education. Pepperdine University.
  4. Bus, A. G., Neuman, S. B., & Roskos, K. (2020). Screens, apps, and digital books for young children: The promise of multimedia. AERA Open, 6(1), 2332858420901494.
  5. Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Paul H. Brookes Publishing Co.
  6. Epstein, S., Sparer, E. H., Tran, B. N., Ruan, Q. Z., Dennerlein, J. T., Singhal, D., & Lee, B. T. (2018). Prevalence of work-related musculoskeletal disorders among surgeons and interventionalists: a systematic review and meta-analysis. JAMA Surgery, 153(2), e174947–e174947.
  7. Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning.
  8. Grøver, V., Snow, C. E., Evans, L., & Strømme, H. (2023). Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda. Acta Psychologica, 239, 103997.
  9. Gunawardena, M., & Brown, B. (2021). Fostering values through authentic storytelling. Australian Journal of Teacher Education (Online), 46(6), 36–53.
  10. Hajisoteriou, C., Panaou, P., & Angelides, P. (2022). Empowering children to speak up and act on social justice issues: The use of folktales and collaborative storytelling as tools of social imagination. British Educational Research Journal, 48(2), 253–271.
  11. Hindman, A. H., & Wasik, B. A. (2023). Professional Development in Early Language and Literacy. Handbook on the Science of Early Literacy, 224.
  12. Hjetland, H. N., Lervåg, A., Lyster, S.-A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 111(5), 751.
  13. Hornburg, C. B., Borriello, G. A., Kung, M., Lin, J., Litkowski, E., Cosso, J., Ellis, A., King, Y., Zippert, E., & Cabrera, N. J. (2021). Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective. Journal of Numerical Cognition, 7(2), 195.
  14. LeBlanc-Haley, J. (2020). A storytelling voyage: searching for storytelling spaces in classrooms.
  15. Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2020). More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior. Early Childhood Research Quarterly, 51, 338–351.
  16. Lothe, J. (2013). Narrative ethics (Vol. 267). Rodopi.
  17. Luwisch, F. E. (2006). Teachers’ voices: Storytelling and possibility. IAP.
  18. Melzi, G., McWayne, C., & Ochoa, W. (2020). Family engagement and Latine children’s early narrative skills. Early Childhood Education Journal, 1–13.
  19. Murphy, D. D. (2024). Child and Adolescent Literature: An Exploration.
  20. Palmer, B. C., Harshbarger, S. J., & Koch, C. A. (2001). Storytelling as a constructivist model for developing language and literacy. Journal of Poetry Therapy, 14, 199–212.
  21. Parfitt, E., Parfitt, & Christie. (2019). Young people, learning and storytelling. Springer.
  22. Quam, C., & Roberts, T. (2023). Language Development. In Oxford Research Encyclopedia of Psychology.
  23. Ramamurthy, C., Zuo, P., Armstrong, G., & Andriessen, K. (2024). The impact of storytelling on building resilience in children: A systematic review. Journal of Psychiatric and Mental Health Nursing, 31(4), 525–542.
  24. Reese, E., Sparks, A., & Leyva, D. (2010). A review of parent interventions for preschool children’s language and emergent literacy. Journal of Early Childhood Literacy, 10(1), 97–117.
  25. Rice, D. R. (2022). Understanding Caregiver Perceptions on School Partnerships. Michigan State University.
  26. Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A five‐year longitudinal study. Child Development, 73(2), 445–460.
  27. Sénéchal, M., & LeFevre, J. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85(4), 1552–1568.
  28. Sommer, D., Pramling Samuelsson, I., & Hundeide, K. (2013). Early childhood care and education: A child perspective paradigm. European Early Childhood Education Research Journal, 21(4), 459–475.
  29. Stephens, J., & McCallum, R. (2013). Retelling stories, framing culture: traditional story and metanarratives in children’s literature. Routledge.
  30. Trumbull, E., Rothstein-Fisch, C., Greenfield, P. M., & Quiroz, B. (2001). Bridging cultures between home and school: A guide for teachers. Routledge.
  31. Vettori, G., Bigozzi, L., Incognito, O., & Pinto, G. (2022). Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers. Frontiers in Psychology, 13, 946142.
  32. Walker, R., Swain, J., & Pellicano, E. (2022). “It’s about sharing a moment”: Parents’ views and experiences of home reading with their autistic children with moderate-to-severe intellectual disabilities. Research in Developmental Disabilities, 128, 104289.
  33. Wasik, B. H., & Wasik, B. H. (2012). Handbook of family literacy (Vol. 2). Routledge New York, NY.