Bridging Educational Disparities: Evaluating the ELLN Program's Effectiveness in Promoting Early Language, Literacy, and Numeracy
Keywords:
Early Language, Literacy, Numeracy, ELLN program, Home Environment, Socioeconomic StatusAbstract
This study investigates the effectiveness of the Early Language, Literacy, and Numeracy (ELLN) program focusing on its impact on student outcomes in language, literacy, and numeracy amidst the challenges posed by the COVID-19 pandemic. Through a systematic literature review, key factors influencing early literacy and numeracy development are explored, including the role of the home environment, socioeconomic status, and teacher quality. The ELLN program emphasizes enhancing teacher capabilities, promoting evidence-based instructional practices, and creating supportive learning environments to foster early literacy and numeracy skills. Preliminary findings suggest promising results, with teachers adapting to online platforms and maintaining student engagement. The study underscores the importance of early childhood education in laying the foundation for academic success and highlights the need for comprehensive approaches to address educational disparities. Moving forward, continued monitoring and evaluation of the ELLN program, coupled with efforts to address systemic barriers, are essential for promoting educational equity and empowering all children to thrive academically.
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Copyright (c) 2024 Osias Kit T. Kilag, Cries V. Lagnason, Michelle V. Lagnason, Jenbe E. Calunsag, Yancy B. Dogomeo, Leda T. Baluyot (Author)
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