A Needs Analysis of Reading Media to Support Reading Engagement and Partnerships for the Goals in Early Childhood Education

Abstract

This study investigates the need for reading media that support preschool children's reading engagement and integrate Sustainable Development Goal 17 (Partnerships for the Goals) into early childhood education. The study was motivated by the limited availability of developmentally appropriate English reading materials that can facilitate shared reading activities and simultaneously promote collaboration and partnership values among preschool learners. The research aimed to identify the characteristics of an English Big Book needed to enhance reading engagement and support the integration of SDG 17 at Singaraja Montessori School. This qualitative study involved preschool students aged four to six years and a preschool teacher. Data were collected through classroom observations and semi-structured interviews and analyzed using the interactive model of Miles and Huberman. The findings revealed that existing reading materials were limited in terms of visual accessibility, vocabulary suitability, and the incorporation of partnership values. Although shared reading activities had been implemented effectively, the available media did not fully support students' engagement. Therefore, there is a strong need for an interactive and visually accessible appropriate Big Book that integrates SDG 17 values to foster both literacy and social awareness in early childhood education.