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Early childhood Literacy abstract
Language and literacy development preschool
Emergent literacy in young children
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Literacy is most commonly understood as reading and writing. But before children can read and write, they need to learn about sound, words, language, books and stories (Raising Children, 2015). Children begin to develop and gain knowledge quite differently and with support and developmentally appropriate learning skills children will also come to understand the connection between letters and sounds. Literacy development or early literacy is the most essential in the first three years of life as it the earliest experience children have with language, sound and the positive interactions between child and adult. Vygotsky (1978) believed in how children developed, and the important role of adults in leading child’s early development. The interactions …show more content…
In doing so I had chosen two activities based on the learning domain literacy, the first resource exposes the child to blocks and the second was an alphabetic sensory table, both of theses resources provided the basic understanding of how literacy can develop from play based learning. Blocks can be placed in any part of the early childhood setting either indoors or outdoor play spaces, however the sensory table can be used in any indoor play space area. As educators we all know that the first few years of any child’s life is essential to their learning, development and growth, and with theses activities we can give new meaning to the interactions young children have towards language, communication and their …show more content…
For toddlers it is a learning process and the first thing they learn about print is through their sight (Cowling, 2012). As an educator we can initiate children in early literacy experiences through conversations and play. Early literacy experiences can include a range and diverse activities such play as an alphabetic sensory table that will make connections to letter recognition, writing and reading and many other pathways of literacy. By putting together a sensory table the children have fun and it involves hands on way for them to become exposed to letters. This resources involves foam shaped letters, a sensory table and some containers and scoops, the short coming of this design and application is the fact that as an educator I do not expect toddlers to know the alphabet, however by exposing them to letters early on through play, I can show them that theses letters having meaning and as they get older, not only can they recognise the letters in their names, but also names of their peers and family
Jones Diaz, C. (2007). Literacy as social practice. In L. Makin, C. Jones Diaz & L. McLachlan (Eds.), Literacies in childhood: Changing views, challenging practice. (pp. 203-216).Marrickville, NSW: Elsevier.
… Being read to has been identified as a source of children’s early literacy development, including knowledge of the alphabet, print, and characteristics of written language. By the age of two, children who are read to regularly display greater language comprehension, larger vocabularies and higher cognitive skills than their
Landers, C. (n.d.). The Talking Page Literacy Organization - Early Childhood Development from Two to Six Years of Age. The Talking Page Literacy Organization - Early Childhood Development from Two to Six Years of Age. Retrieved May 6, 2014, from http://talkingpage.org/artic012.html
Fellowes, J., & Oakley, G. (2010). Language, literacy and early childhood education. South Melbourne, Victoria: Oxford University Press.
Support from parents has proven to be of extreme importance in the literacy success of a child. This often begins with the simple ritual of “bedtime stories” in the home. Studies show that children who are read to as infants perform better in literacy later in life. From a young age, children begin to understand the workings of the written word if they are exposed to it frequently. Babies who are nowhere near having the mental capacity to read and comprehend a book are still able to “follow along” when their parents or caregivers read to them. These children understand that each segment of writing represents a word and they are even able to recognize when a text is upside-down because they are accustomed to the appearance of writing. This puts the child significantly ahead when the time comes to learn to read.
The fact that we wait so long to start to teach our children literacy is absurd. Teaching reading and writing should be done to all children in day care facilities, child development centers as well as head start programs and preschools. We cannot however just take the programs currently used in first grade classes and apply them to children in day cares and preschools. These would be developmentally inappropriate. (Strickland and Morrow 5) The program used for these younger learners must be based around “meaningful activities that involve reading and writing in a wide variety of ways.” The children should want to participate in the literate society that they are surrounded by everyday in their classroom, home and community. If this is accomplished there will automatically be a connection between literacy and experience, which is very beneficial to the learning process. Most importantly in the early childhood literacy curriculum that we apply the focus should always be on the child’s learning and not on the teaching. (6)
In the study performed by Cairney and Munsie, Parent participation in literacy learning, the relationship between parents, teachers, and the community was explored in regard to their children’s literacy development. Researchers believe that parental involvement has become a term that means different things to different people, and makes expectations between parents and teachers difficult to maintain. Cairney and Munsie believe that by using the Talk to a Literacy Learner program (TTALL) they can break down the barriers between home and school “to enable both teachers and parents to understand the way each defines, values, and uses literacy as part of cultural practices.” (Cairney & Munsie, 1995) The authors of this study aim to bring parents to a place where they are more intimately involved in the literacy development of their children, and establish a stronger relationship with the schools. Through this they wish to change the nature of interactions adults have with their children as they’re learning to read and write, introduce parents to new literacy practices related to schooling, and increase involvement within the community.
The Early Literacy Skills Builder is for elementary-aged students with moderate and severe cognitive disabilities who have not acquired print and phonemic awareness. In the Early Literacy Skills Builder (ELSB) all responses have been developed for either verbal responding or nonverbal responding. Nonverbal students may use assistive technology, pointing, or eye gazing to make target responses. Guidelines are offered for promoting active student participation in reading (e.g., saying a repeated story line) and understanding the story. Students who complete the ELSB are ready for instruction in a beginning reading
IMPORTANT DETAILS/ HIGHLIGHT Reading aloud or shared bookreading is influential for early childhood it is to promote development of language and other emergent literacy skills to prepare them to school. They will learn the basic parts of reading like recognizing letters and words, turning the pages of the book, and understand the print concepts. The parents should promote awareness of sound patterns, letter-sound relationships, and storytelling. Establish vocabulary growth for children. Two parental styles were designed: describer style and the performance-based oriented style were applied to children.
Introducing literacy to children at a young age is important. The child may not be reading yet but they can gain a lot from being read to; such as directionality, the front of the book, picture word relations, and even how to turn the page. Most of the children in the kindergarten classroom I am observing in are learning to read. They have small groups daily and one small group is always a reading group where the teacher and the children all read the same book multiple times. This reinforces directionality, page turning, and letter and sound correspondence. As stated in the webinar it is also important for children to be exposed to routines. In the classroom I am observing in during morning meeting, some call it circle time, the children go over their schedule for the day. Going over their schedule for the day reinforces the predictability for their entire day and children need that to feel secure about their school day.
As a teacher, you need to encourage all attempts at reading, writing, speaking, and allowing children to experience the different functions and use of literacy activity (The Access Center, n.d.). Moreover, it is crucial for educators to understand phonological awareness and phonics; know what constitutes good children’s literature and how to use it; know children who need additional assistance with beginning reading and writing (Cunningham et al, 2004 as cited in McLachlan et al, 2013, p. 112). Educators also need to plan effective activities to assist children experience reading aloud, listening to other children read aloud, listening to tape recordings, and videotapes so children have opportunities to integrate and extend their literacy knowledge (The Access Center, n.d.). Morrow (1990 as cited in The Access Center, n.d.) notes that classroom with greater teacher facilitation promote literacy behaviours, so it is educators’ role to provide literacy rich
SHANNON LOCKHART (2012) 'Supporting Communication, Language, and Literacy Learning With Infants and Toddlers', 26(3), pp. [Online]. Available at:http://www.highscope.org/file/NewsandInformation/Extensions/ExtVol26No3_low.pdf(Accessed: 18-Mar-2014).
As a child enters a classroom they should be surrounded by literacy in every learning center around the room. “A learning center is a defined space where materials are organized in such a way that children learn without the teacher's constant presence and direction.” (Cited Landry, et al., 2014, pg. 12) These areas consist of blocks, dramatic play, music, toys and games, discovery, sand and water, art, easel, writing, library computer and listening. Each center needs to be set up to ensure supervision is assessable from all areas of the room as well as provide child friendly hands-on activities that generate individual creativity, observations and real life experiences. “Children should also receive multiple opportunities to experience specific linguistic concepts in diverse contexts and experiences organized to foster repetition as an integral part of the classroom routine.” (Cited Justice, 2004, pg. 42)
The aim of this essay is to explore language acquisition and compare and contrast different theories of language acquisition and language development. Language in its most basic form is used to communicate our needs and wants. It encompasses a range of modes of delivery including signing, spoken and written words, posture, eye contact, facial expressions and gestures. So how do we learn ‘language’? Are we born with the skills for communication, or is it something that we have to learn or have taught to us? Four theories are looked at in this essay to determine how children acquire and then develop language. These theories include behaviourist, nativist, cognitivist and sociocultural. This essay will highlight some similarities and differences in each theory and what impact these have on a child’s acquisition and development of language. Lastly we will look at the implications of these theories when working with children. Can a classroom teacher deliver a quality literacy program based on just one of these theories or does it need to incorporate components of all four? Sims, (2012) pp. 21 states ‘’High-quality learning experiences in the early years of life enhance children’s cognitive and language skills’’. This places a great responsibility on educators and teachers alike to provide an environment which is rich in learning opportunities that will encourage both the acquisition and development of language.
There are many documented theories about early childhood development, contemporary research still concurs with some of these theories. It suggests, however, that we should be thinking more holistically, taking into consideration; respect for diversity, the wider community and equity, play based curriculums, intentional teaching and ongoing reflective practices when planning for optimal educational experiences for children (Department of Education, Employment and Workplace Relations, 2009). I acknowledge that ongoing professional learning and reflective practices are a key element of the Early Years Learning Framework (DEEWR, 2009). I accredit working and collaborating with other teachers, families and local communities collectively contribute