what is a childs earliest introduction to literacy?
Literacy is the style that we communicate with each other using symbol systems. Traditionally the term 'literacy' has been used to refer to skills in reading, writing and maths, but many in the field of early babyhood didactics now consider 'literacies' every bit encompassing a wider range of ways that young children communicate meaning with others including oral language, play, move, mark-making and technologies. Literacies vary across cultures, and children larn to communicate in means that reflect their home learning environments. The development of literacy begins from nascency, well before children formally learn to read, write or talk. This is sometimes referred to as emergent literacy. Teachers, family members and peers all play a pregnant role in helping immature children to develop literacy in early childhood education settings.
How can early childhood education teachers support early on literacy development?
The development of children'due south language and literacy skills are essential for their cognitive development, literacy accomplishment and academic skills, as well every bit for their social skills and mental wellbeing. Research shows that teacher-kid interactions are a critical aspect of supporting children's linguistic communication and literacy learning in educational settings. Teachers can foster and extend the development of early literacy development in many ways.
Oral language and social interaction
Teachers and peers are communicative partners who play an of import role in supporting children'southward early on literacy development in ECE settings. Communication encompasses oral language and social interaction, including the understanding and use of spoken words (receptive and expressive language) as well equally non-exact aspects of communication such as torso movements, gestures and facial expression. Communication likewise involves the sounds used in linguistic communication (phonological awareness).
Engaging in reciprocal interactions provides opportunities for children'southward oral linguistic communication and social skills to develop. This supports literacy development, because children learn that communicating face-to-face with others involves using symbols that represent and express their thoughts and feelings, just every bit in other forms of literacy. Spoken or signed words are examples of symbolic systems that represent concepts such equally people, places, actions and things. Gestures like pointing or waving are also symbolic actions that allow united states of america to communicate our intended meanings. A child's vocabulary, encompassing both the words that they tin can sympathise and those they can use, is one important foundation underpinning early literacy evolution.
Interactive play provides an important context for young children to build their literacy skills, especially if teachers intentionally provide play opportunities that extend language and communication through social relationships. Through play, children can interact with their peers and adults using a range of symbolic forms of communication involving listening, taking turns and expressing themselves using their body movements, gestures, speech sounds, words, and printed pictures or words. Pretend and sociodramatic function play as well provides children with the opportunity to take on roles and make up stories, linking characters to actions or events every bit their stories unfold.
Listening and making sounds
Listening and speech-sound sensation (phonological awareness) are also an important foundation for literacy, specially in terms of supporting language comprehension and the understanding of the sound system needed for later spelling and reading skills. Locating and identifying ecology sounds in the presence of other groundwork noise is a playful way of introducing the notion of listening to speech sounds in words and sentences. Stop what you are doing every so frequently and pause for at least 5 seconds, request children to heed: 'what tin can you hear?' Yous tin practise this while you lot are inside or outside. You might hear traffic noises, people talking, the current of air, pelting on the roof, music playing, or the telephone ringing.
Point out the noises, sounds and rhyming words yous can hear as you are singing, playing, talking and reading with children (for case, 'The true cat sat on the mat… hey, cat and hat rhyme!'). Play effectually with making unlike sounds and noises too (for example, in One-time MacDonald, 'The cow says "moo" – tin can you make that dissonance likewise?'). Encourage children to think about the sounds they can hear in words, and come across if they can think of more ('What else starts with G? Does anyone have a name that starts with Chiliad'?).Think up airheaded sentences that use alliteration or start with the aforementioned sound ('My mum makes muddy muffins!'). It is important to keep this fun, rather than the repetitive drilling of sounds and letters!
Engaging with a range of texts
Texts tin can be oral, visual and aural. They are forms of communication that can be spoken, sung, read, written and listened to in dissimilar languages and modes. Children learn about literacy by exploring their senses of looking, hearing, bear upon and through motion. Waiata (songs), rhymes, poems and purakau (oral stories) all include important forms of literacy that children enjoy and that connect them to their family unit and cultural backgrounds. In all cultures there are songs and stories that primarily involve speaking and listening without using written texts, and then it is important to talk to families nigh what kinds of literacy are important to them and experienced by children at home in order for them to be incorporated in ECE settings.
Songs and rhymes support early literacy past providing children with opportunities to listen and express themselves using rhythm, rhyme, gestures, sounds and words. Young children specially enjoy action songs and rhymes with repeated gestures, noises, words such as 'Willoughby wallaby woo', 'Tohora nui', 'Slippery Fish', 'An old lady who swallowed a fly', and 'Old MacDonald'.
Telling stories and reading books allows for emotional closeness and connection while also supporting the development of children's listening, imagination, vocabulary, comprehension, expression, print sensation and understanding of narrative forms of literacy. Teachers can back up children to think and retell stories of everyday things they accept experienced using objects, photos or videos (for example, 'Practise you think when we visited the beach? Look at all the shells y'all constitute'). Tell stories that include children as the main characters, using either real or fantasy versions. Reading books with children also allows them to develop concepts about print and reading. Detect books that support children'southward interests or that they enjoy the well-nigh – this might include picture books, lift-the-flap books, Dr Seuss-style rhyming books, books nigh favourite characters, or photo albums and learning stories that have personal significance for children.
Exploring modes of self-expression
Children develop literacies through exploring a variety of modes of self-expression in their habitation and ECE environments. Creative arts such equally drama, art and music are forms of advice that allow children to create meaning and limited their thoughts, ideas and feelings in a range of symbolic ways. Mark-making, drawing, writing and gross-motor torso movements are all forms of expression related to literacy evolution.
Sociodramatic play allows children opportunities to express themselves using representational objects, words and gestures as they take on roles and create scenarios and sequences of story events in collaboration with others. Music and dance also allow immature children to listen and express themselves through singing or moving their bodies in meaningful, symbolic ways. Music, movement and dance enable children to explore and develop literacy through the apply of rhythm, patterns and sequencing, phonological sensation, vocabulary and story-telling as they communicate with others in embodied ways. Find out from families if there are cultural or traditional styles of trip the light fantastic toe, motion or music that children experience at home (such as songs, haka, or sasa). Ask if there are symbolic gestures or words that acquit cultural meaning and think about ways this might be incorporated into ECE heart activities to support literacy.
Access to print materials and forms of engineering science in play areas allows children to explore aspects of using literacy for unlike social purposes (such equally making a shopping listing, writing a altogether card, reading a volume, sending an e-mail, or searching for information on the cyberspace). Children showtime to experiment with mark-making, creating patterns and using symbols (such equally shapes and letters) through opportunities to draw, paint, write and talk. Providing open-concluded, holistic experiences for children to paint, draw, sculpt or engage with visual images encourages them to represent and communicate meaning through exploring and manipulating a variety of materials.
Farther reading
Makin, L. (2003). Creating positive literacy learning environments in early childhood. In Due north. Hall, J. Larson & J. Marsh (Eds.),Handbook of early on childhood literacy (pp. 327-337). Thousand Oaks: Sage Publications.
Makin, 50., & Spedding, S. (2012).Learning literacies nascence to three: Positive approaches for early childhood educators. Baulkham Hills, N.S.Due west.: Pademelon Press.
Roskos, K., & Christie, J. (2001). Examining the play-literacy interface: A critical review and hereafter directions. Journal of Early on Childhood Literacy, 1(ane), 59-89. doi:ten.1177/14687984010011004
By Amanda White
garfieldbuttephon.blogspot.com
Source: https://theeducationhub.org.nz/supporting-early-literacy-in-early-childhood-education/
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