The influence of flashcards on reading skills in early childhood
Keywords:
flashcards, reading skills, early childhoodAbstract
This study aims to evaluate the effect of using flashcards on early reading skills of young children, while considering the potential drawbacks of overuse. The background acknowledges that although flashcards are effective for letter recognition and pronunciation, repetitive usage may cause learners’ boredom—flashcards may serve as a solution to learning fatigue, yet variation remains essential (digilib.uinkhas.ac.id). This Classroom Action Research (CAR) was conducted over two cycles—planning, implementation, observation, and reflection—with 15 group B children in early childhood education. Results showed improvement in reading abilities—letter recognition, sound pronunciation, and simple syllable formation. However, the findings also emphasize the importance of integrating other media, such as Augmented Reality, to maintain engagement and prevent monotony (edukatif.org). Therefore, while flashcards are an effective and engaging learning tool, their usage should be accompanied by creative variation to sustain effectiveness and learner interest.
References
Andriani, T. (2020). The Effect of Flashcard Use on Kindergarten Children's Beginning Reading Skills. Journal of Early Childhood Education, 9(1), 45–52.
Kemmis, S., & McTaggart, R. (1988). The Action Research Planner. Victoria: Deakin University Press.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd Ed.). Thousand Oaks: Sage Publications.
Nikmah, F., Setyawan, A., & Rahmawati, L. (2025). The Use of Flashcards in Early Childhood Learning: Opportunities and Challenges. Journal of Early Childhood Education, 14(2), 112–120.
Sadiman, A. S., Rahardjo, R., Haryono, A., & Rahardjito. (2014). Educational Media: Definition, Development, and Utilization. Jakarta: Rajawali Pers.
Sari, R. (2021). Application of flashcard media to improve early childhood reading skills. Scientific Journal of Education, 5(3), 200–208.
Susanto, A. (2011). Early childhood development. Jakarta: Kencana.
Syafrudin, D., et al. (2023). Analysis of early childhood reading difficulties. Journal of Early Childhood Education, 8(2), 120–130.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press
Published
How to Cite
Issue
Section
Copyright (c) 2025 Sipa Dwi Arta, Ira Anggraeni
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
KIDDIE: Early Chilhood Eduaction and Care Journal allow the author(s) to hold the copyright without restrictions and allow the author(s) to retain publishing rights without restrictions and authors who publish with this journal agree to the following terms:
In developing strategy and setting priorities, KIDDIE: Early Chilhood Eduaction and Care Journal recognize that free access is better than priced access, libre access is better than free access, and libre under CC-BY-SA or the equivalent is better than libre under more restrictive open licenses. We should achieve what we can when we can. We should not delay achieving free in order to achieve libre, and we should not stop with free when we can achieve libre.
KIDDIE: Early Chilhood Eduaction and Care Journal has a CC-BY SA license or its equivalent as the optimal license for publication, distribution, use and reuse of scientific work. This license is under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
