Transcript
Page 1: Concept on emergent literacy

CONCEPTS ON EMERGENT LITERACY

Page 2: Concept on emergent literacy
Page 3: Concept on emergent literacy
Page 4: Concept on emergent literacy
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THEORIST EMPHASIS STRATEGIES ACTIVIES SKILLS

Rousseau(1962)

Childs learning unfolds naturally; learning through curiosity

Strategies meshed with the child’s readiness to learn; little adult intervention

Allowing children to grow and learn with the freedom to be themselves

Natural development of skills, individual ways of learning, curiosity

Montessori (1965)

Children need early, orderly, systematic training in mastering one skill after another; auto-education

Specific concepts meeting specific objectives; learning materials are self-correcting; learning during “sensitive period”; designing activities and experiences for learning.

Allowing children to use manipulative toys; working with carefully designed and specific materials for specific skills; work instead of play; activities for skill mastery.

Specific concepts, self-correction independent learning and mastery of one skill after another.

Dewey (1966)

Early childhood learning is child-centered; is built around interest of the child; child learns best through play because of social interaction.

Allowing time for play and learning; providing a relaxed atmosphere; informal activities for learning.

Manipulative toys, arts, music, story reading, free and outdoor play, snack, rest, circle time, informal reading and writing.

Social skills, emotional and physical development, informal reading and writing

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Piaget (1969) Children at certain stages are capable of only certain types of intellectual endeavours; acquire knowledge by interacting with the world; active participants in their own learning

Providing real life setting and materials, opportunity to play, explore and experiment and allowing kids to use their curiosity , inquisitiveness and spontaneity to help themselves to learn

Natural problem solving situations, playing, exploring and experimenting, planning one’s own activities and cooperating with teachers and peers in planning evaluating learning

Active construction of his learning, problem solving, playing, exploration, experimentation and curiosity, inquisitiveness, and spontaneity decision-making, social interaction.

Froebel(1974)

The adult responsible for education of the child needs to be concerned with child’s natural unfolding; emphasis on the fullest benefits of playing to learn; requires adults guidance and direction and planned environment

Providing adult guidance and planned environment, guided-play, providing manipulative materials to learn concepts, allowing “circle-time” which is an opportunity to sing and to learn new ideas thru discussion.

Teacher-facilitated activities, guided play, manipulative for learning certain concepts and providing opportunity for circle-time for singing

Psychomotor skills, shapes, colors and size recognition, guided-play, singing, obedience and dicipline

Pestalozzi(1979)

Natural learning with informal instruction, natural potential of a child develops through senses

Providing informal instruction, providing manipulative experiences and learning about then through the use of senses.

Informal activities that eventually lead to learning, manipulative object and learning about them through touch and smell.

Shapes, colors, and size recognition, language skills.


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