A model of good practice in the development of early reading in the mother language |25 June 2015

‘Aprann Lir avek Papiyon’ (Alap) or Learn to Read with Butterfly project was officially launched in 2009 and was part of the education reform agenda. More specifically, for early childhood learners, this aspect of the reform was concerned with the review of the early childhood curriculum to increase focus on literacy, thus enhancing the economic and social advantages of having three national languages.

The main components of the Alap reading project were:

a)        The development and production of very high quality curriculum materials in the mother language, and the implementation of the programme;

b)        The evaluation of the main phases of the implementation of the programme by taking into consideration inputs in terms of the materials used and the schooling conditions, process in terms of teaching and learning and instructional practices, and outcomes in terms of pupil learning;

c)         Establishing a baseline in pre-reading to gauge the level of readiness of children before entering primary one.

One of the hallmarks of the project was the use of an action research model that provided teaching support to teachers while monitoring instructional practices in the classroom. This model also provided an evaluation framework which ensured the professional development of teachers in crèche classes and leaders in early childhood education. Another pleasing feature of the project was the high level of parental engagement, interest and support.

The evaluative component also meant a before-and-after measurement methodology. For instance, an extensive test battery consisting of 116 items was administered at the start of the programme. This helped to produce a pre-reading competency framework which not only established a baseline but was also used by teachers as an instructional tool.

After training, support and monitoring, the children were again tested using the same tool towards the end of the final term in crèche two, and the results showed a significant improvement in the pre-reading ability. About 91 percent of this first research cohort had reached a pre-reading level deemed appropriate for entry into primary one and for the two cohorts that followed the figures improved to 92 percent in 2010 and 96 percent in 2011.

Another important result was the performance of the research cohort on the Key Stage 1 Assessment in English reading comprehension. In 2008, the baseline year for the Key Stage Assessment, 50 percent of the pupils had reached level 3 and in comparison, for the Alap cohort, the figure was 64 percent having reached this same level.

The project received excellent reviews both locally and internationally and it was also one of the projects shortlisted for educational best and innovative practices awards in countries of the Commonwealth for which it received a prize during the 18th Conference of Commonwealth Education Ministers held in Mauritius in 2012.

In an assessment report on the implementation of the 2009 education reforms, a precursor to the 2011-2015 Medium Term Strategy, funded by the European Union, Dr Hughes D’ Aeth had this to say:

An Alap (Aprann Lir Avek Papiyon) literacy programme in early childhood is ongoing. It has been well researched and implemented. Training sessions have been carried out for the early childhood coordinators (ECC) and teachers. In summary, an impressive and professionally carried out literacy programme undertaken with enthusiastic professionalism by a very ‘results-oriented delivery’ team…

The Alap project was hugely successful due to its instructional and parental support structure, high quality but locally produced curriculum materials, test design, the high degree of collegiality and above all, the level of achievements of pupils who benefited from the project.

To conclude, it is indeed an exemplary project for the foundation stage in children’s learning. As professor Janna Fox from Carlton University in Canada, puts it: “…it sets the standard of excellence that other international reading schemes would envy”.

Alap is a model of good practice in early childhood education and in the development of the Creole language – both for the education system of Seychelles and other Creole-speaking countries.

A contribution from the:

Institute of the Early Childhood Development (IECD) in joint collaboration with the education sector

Special thanks to:  Mr Egbert Benstrong

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