Creating Pop-Up Book as a Multimedia Support for Young Filipino Children and Early

Literacy Learning

Habito, Maria Monica

MAS100 / A1

CHAPTER 1
 INTRODUCTION

1.1 Background of the Study

Technology is continuously developing to address and cope with our fast paced lifestyle.

The use of technology has become common and natural in our lives, including among

children. Because of the electronic media development in recent years, more and more

children likes to watch television, searching the internet or play computer games, instead of

reading a book. DepEd (2013) reported that teaching children to read the slow- paced old

fashion way is no longer working.

Reading is very important for children to develop their reading skills. It can be an

interesting and imaginative activity for children if they have the proper reading sources.

Developing literacy among the beginning learners is a challenging task. Reading and writing

abilities don’t just happen. They are acquired, refined and nurtured through the acts of those

who provide appropriate instructional contexts and support (Strickland 2003).

The use of appropriate learning media in teaching learning process can influence the

students’ achievement in learning literacy. It is appropriate with Nana Sudjanas’ said

“Learning media” in learning process gives advantages to make learning more attractive,

material of learning more clearly, learning methods more have variation”.

In the development of the education at the present time, there are many kinds of media

that can be applied in early literacy learning. One of them is pop-up book. Pop-up story book

is a book that has moving parts or have a three-dimensional elements and provide useful

tools with which children can develop and practice their literacy and begin to understand its

nature - the production of meaning (Barbara Samuel, 1895).

 The generalized definition of pop-up book is Play book or Toy book, (Lai, Shu-ya, 2004)

indicate that children pop-up book is a toy readable function. Yeh, Ching -hua (1997)

indicate that most of pop-up book should call “Playbook”. Because there is not only “pop-

up” motion in books but have many plane motions like perspective, flip and cut shape. Yu

Chun- lan (1998) indicate that pop-up book is an abbreviated name of “pop-up illustration

book”.

Book reading between parents and children has long been considered a valuable

educational practice. In addition to enhancing a child’s emotional and cognitive development

increasing a child’s interest in books, providing factual information about the world, and

being an enjoyable activity, it is also assumed to enhance a child’s written and oral language

skills and later success in reading. Several studies have supported a positive association with

language and literacy development as summarized in two meta-analytic reviews of the

literature (Scarborough & and Dobrich, 1994: Bus, van IJzendoorn, & Pellegrini, 1995).

Therefore, the researchers aim to create a pop-up book learning medium as a teaching

media which is regarded more interactive and thus more engaging to young readers. Research

has shown that when additional literacy props and tools are added to various centers in

preschool classrooms, children's conversations and understanding of written language are

enhanced (Neuman & Roskos, 1991; Schickedanz, 1999).

The focus of interest in this research study is in the nature of promoting the pop-up book

to increase motivation in reading to preschool and kindergarten as well as to familiarize

children with the classic Filipino nursery rhymes.

References

Neuman, S. 8. (1999). Books make a difference: A study of access to literacy. Reading Research
Quarterly, 34,286-311.

Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers.

Developmental Review, 14, 245–302.

A Short History of Pop-Ups, from http://www.markhiner.co.uk/history-text.htm

Ann Montanaro, A Concise History of Pop-up and Movable Books, from

http://www.libraries.rutgers.edu/rul/libs/scua/montanar/p-intr o.htm/