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Emergent Literacy and Theories of Learning Reported by: Crisanta B. Montejo IV- General

Emergent Literacy and Theories of Learning

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Page 1: Emergent Literacy and Theories of Learning

Emergent Literacyand

Theories of Learning

Reported by:Crisanta B. MontejoIV- General Science

Page 2: Emergent Literacy and Theories of Learning

Objectives At the end of the lesson students are expected to:

a)describe what is emergent literacy or early literacy

b)distinguish the theories that support early literacy

c) trace the concepts of emergent literacy before and now

d)explain the parent involvement on early literacy development

e)cite importance about learning emergent literacy

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Definition of Emergent LiteracyTeale

Own initiative of child to

reading and writing

Clay Stages of development as

he grows

Sulzby Development

of knowledge

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Definition of Emergent LiteracyMarie Clay (1996) was the first one who used the term emergent literacy. Emergent Literacy is based on an assumption that a child acquires some knowledge about language, reading and writing even before attending any formal education. She asserted that literacy development begins early in life and is ongoing.

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Definition of Emergent LiteracyTeale (1982) viewed literacy as the result of children’s involvement in reading activities facilitated by literate adults.

All children who come to school already have certain experiences and interests in learning (Teale, 1987). Thus, EMERGENT READING refers to competencies and literacy skills in early childhood.

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Definition of Emergent Literacy

SULZBY(1991) defines LITERACY as the reading and writing behaviors of young children that precede and develop into conventional literacy.

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Transitions on the Perspectives of Emergent Literacy

1. Basic literacy which emphasizes the reading and writing of young learners to construct meaning for themselves

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Transitions on the Perspectives of Emergent Literacy

2. Socio-cultural literacy which emphasizes the importance of social interaction of children to construct cultural-specific meanings and to demonstrate literacy practices as social events and cultural phenomena; and

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Transitions on the Perspectives of Emergent Literacy

3. Functional literacy which emphasize the use of technology for instruction and literacy, and the young learners use of technology to produce meaning.

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Emergent Literacy

Child

School HomeEnvironme

nt

Knowledge

Literacy Environme

nt

Skills

Vocabulary

Training Influence

Skills

Acquired

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Concepts on Emergent LiteracyBEFORE NOW

Early literacy was somewhat neglected

A great deal of attention to literacy development in early childhood

Little attention given to a child’s literacy was in grade 1

Acquisition of given information about literacy begins at birth and continues at the course of early childhood

Assumed that the beginning of literacy was in grade 1

Development of literacy in a child’s earliest years

Speaking and listening will learned in early childhood while reading and writing will learned in school age

Simultaneous development of language-related abilities

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Concepts on Emergent LiteracyBEFORE NOW

Reading instruction was ignored in pre-school education

Emphasis on oral language development and preparation for reading

No advocacy for formal reading instruction in early childhood

Capitalized on child’s existing knowledge, information about literacy and reading and writing experiences

Pre-schoolers were not perceived as readers and writers

Children are active constructor of their own learning

Waiting for a child natural maturation to unfold

Nurture emergent literacy from birth to kindergarten to grade 1

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Concepts on Emergent LiteracyBEFORE NOW

Preparation for literacy was through the acquisition of a set of prescribed hierarchy of skills

Continuous building of knowledge on oral language, reading and writing

Progression from part to whole, a set of skills as prerequisites to reading

Children learn from meaningful and functional situations

Drills from contrived Children are interested and attempt early to communicate in writing reading and writing are cultivated concurrently

Writing had been certainly missing writing develops after reading

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LITERACY

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LITERACY

Dr. Franklin

Dr. Steward

Dr. Danglars

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Theories Supporting Early Literacy Development

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• Emphasis: Child’s learning unfolds naturally; learning through curiosity• strategies: Strategies

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

Jean Jacques Rosseau (1712–1778)Natural Learning

• activities: Allowing children to grow and learn with the freedom to be themselves

Theories Supporting Early Literacy Development

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• emphasis: Natural learning with informal instruction, natural potential of a child develops through senses• strategies: Providing informal

instruction, providing manipulative experiences and learning about them

Johann Heindrich Pestalozzi (1746–1827) Natural Unfolding of Child

• activities: Informal activities that eventually lead to learning, manipulating objects and learning about them through

Theories Supporting Early Literacy Development

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

• strategies: Providing adult guidance and a 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

Friedrich Froebel (1782–1852 “Father of Kindergarten”Natural Learning of Child through planned environment

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

Theories Supporting Early Literacy Development

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• emphasis: Early childhood learning is child-centered; is built around the interest of the child; child learns best through play because of social interaction• strategies: Allowing time for

play and learning; providing a relaxed atmosphere; informal activities for learning

John Dewey (1966)Progressive Education

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

Theories Supporting Early Literacy Development

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• emphasis: the outcome of learning is a permanent change in behavior that is caused by a response to an experience or stimulus • Behaviorists suggest that we learn through imitation and association, and through conditioning, or a series of steps that are repeated so that the response becomes automatic

B. F. Skinner (1954)Behaviorism

Theories Supporting Early Literacy Development

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• emphasis: Children need early, orderly, systematic training in mastering one skill after another; auto-education• strategies: Specific concepts meeting

specific objectives; learning materials are self correcting; learning during “sensitive period”, designing activities and experiences for learning

Maria Montesorri (1965)Senses and Systems

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

Theories Supporting Early Literacy Development

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• emphasis: Children at certain stages are capable of only certain types of intellectual endeavors; acquire knowledge by interacting with the world; active participants in their own learning

• strategies: 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

Jean Piaget (1969)Cognitive Development

• activities: Natural problem solving situation, playing, exploring and experimenting, planning one’s own activities and cooperating with teachers and peer in planning evaluating learning.

Theories Supporting Early Literacy Development

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• emphasis: Mental functions are acquired through social relationship; learning takes place when the child interacts with peers and adults in social setting as they act upon the environment

• strategies: Providing meaningful and interactive activities, providing activities that allow a child to internalize, exposing a child to new situations to actively interact with others

Lev Vygotsky (1981) –Schema Acquisition

• activities: Story reading story retelling, directness listening-thinking activities,

Theories Supporting Early Literacy Development

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Lev Vygotsky (1981) –Schema Acquisition

Theories Supporting Early Literacy Development

Jean Jacques Rosseau (1712–1778)Natural Learning

Johann Heindrich Pestalozzi (1746–1827) Natural Unfolding of Child

Friedrich Froebel (1782–1852Natural Learning of Child through

planned environment

John Dewey (1966)Progressive Education

B. F. Skinner (1954)Behaviorism

Maria Montesorri (1965)Senses and Systems

Jean Piaget (1969)Cognitive Development

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Lesson

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Characteristics of an Emergent Reader

• Emergent reading pertains to the first stage in a child’s growth toward literacy.

• This stage relates to the beginning experiences or the child’s first experience with print in the home and continues through early years of formal schooling.

• Reading behavior does not begin at a particular age but emerges continually, thus the term called emergent reading

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Emergent reading pertains to the first stage in a child’s growth toward literacy. Particularly, this stage relates to the beginning experiences or the child’s first experience with print in the home and continues through early years of formal

• Stages of the reading processStage 1- Emergent Readers

• age from 2 to 7 years old. They begin to familiarize themselves with the concepts of print related to directionality, one-to-one correspondence between the spoken and written word, and the value of picture clues to the meaning of story.

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Stages of the reading processStage 2-Early Readers

• Picking up from the concepts attained as an emergent reader, early readers now begin to rely more heavily on the printed text than on the picture in a book.

• Most often, they begin to develop word recognition strategies such as monitoring, searching, crosschecking, and self-correction.

Stage 3- Transitional Readers• make the leap into fluent reading as they are generally

able to read in meaningful phrases with comfortable pace and appropriate voice intonation

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Stages of the reading process

Stage 4 – Self- Extending• They often read a variety of textual genres and use

reading as a tool for gaining new knowledge

Stage 5- Advance Readers• those readers who have attained a level of master with

reading. They are generally over the age of 9 and have become proficient in reading and in comprehending various text sources

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Characteristics of an Emergent Writer

• Their emergent writing is characterized by playful markings to communicate something, which signals their knowledge of the uses of written language before learning the form.

• Writing is always related to reading. Thus, reading is always connected to writing. The child’s experimentation with writing allows him to construct and refine the kind of knowledge about written language that makes reading possible.

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The Role of the Home in Promoting Early Literacy

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•Holdaway (1979) pointed out that homes provide a setting where interaction between adults and children are socially, emotionally and intellectually conducive to literacy and growth. •Morrow(1989) identified five vehicles for early literacy development which include the home, language, reading, writing and school environment.

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Family members, particularly parents, must initiate literacy activities for the child

The home must provide opportunities to naturally develop the child’s ability and desire to read

All family members must read to a child and must be responsive to his queries

Parents involve the child in their reading and take him in bookstore and libraries

Parents help the child with his reading and writing

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Thank you!!!

When we no longer able to change a situation, we are challenge to change ourselves

–Eleonor Roosevelt