The effectiveness of classroom-based supplementary video presentations in supporting emergent literacy development in early childhood education

2012 ◽  
Vol 5 (3) ◽  
pp. 21-34
Author(s):  
Alaa Sadik ◽  
◽  
Khadeja Badr ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Emergent Literacy ◽  
Literacy Development ◽  
Childhood Education ◽  
Supplementary Video ◽  
Video Presentations

Emergent literacy as sociocultural practice: How well do New Zealand parents fit with Te Whāriki?

2016 ◽  
Vol 17 (1) ◽  
pp. 69-91 ◽  
Author(s):  
Qilong Zhang
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
School Readiness ◽  
Learning Outcomes ◽  
Emergent Literacy ◽  
National Curriculum ◽  
Childhood Education ◽  
Parents And Children ◽  
Te Whāriki

A sociocultural approach to emergent literacy and growing concerns over the de-emphasis on literacy of the New Zealand early childhood education curriculum Te Whāriki call for locally situated emergent literacy programmes co-constructed by teachers, parents and children. While teachers’ approach to emergent literacy takes centre stage in research, little is known about approach of parents and whether and to what extent it is in tune with the national curriculum framework. Adopting deductive qualitative analysis, this study examines beliefs and practice about their child’s emergent literacy of 25 parents from New Zealand public kindergartens against the learning outcomes of emergent literacy proclaimed in Te Whāriki. The findings confirm general compatibility between parents’ approach to emergent literacy and that of Te Whāriki. Parents in this study recognize and respond to the importance of the preliteracy skills (e.g. name writing) for school readiness, which concretizes, operationalizes and localizes the generally, loosely and vaguely defined Te Whāriki learning outcomes. The findings support the practicality of the co-construction of local emergent literacy programmes by teachers and parents in chartered early childhood education services in New Zealand.

scholarly journals Move to literacy: fanning emergent literacy in early childhood education in a

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Lorayne Excell
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Emergent Literacy ◽  
Phonemic Awareness ◽  
Teaching And Learning ◽  
Sensorimotor Integration ◽  
Literacy Practices ◽  
Childhood Education ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

A literate child is one who is able to read, write, speak and listen. Literacy begins at birth, and continues steadily as children develop. The explicit processes that form emergent literacy are for example, phonemic awareness, letter and word recognition,vocabulary enrichment and structural analysis. These literacy practices are well documented and articulated. But how these practices and the knowledge, skills, attitudes and values (KSAVs) that underpin them are best acquired by young childrenis contested. This paper argues that an early childhood education (ECE) approach, which fans literacy, should follow a quality play-based approach that embraces a pedagogy of play that foregrounds how children learn through play, and how teachers teach through play. In combining two constructs ‘pedagogy’ and ‘play’, we propose an approach that is underpinned by movement and other appropriate learning activities, which support the development of perceptual-motor behaviours and sensorimotor integration in a pedagogy of play. We argue that perceptual-motor behaviours and sensorimotor integration are the ‘invisible’ pathways to literacy. They provide young children with many and varied, incidental, implicit and explicit learning opportunities. A more informal, play-based approach towards teaching and learning appears to be a successful way of nurturing literacy processes.

scholarly journals Multimodality in Early Childhood Education

2020 ◽  
Vol 1 ◽  
pp. 73-87
Author(s):  
Kelsey Crane-Deklerk
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Interactions ◽  
Learning Environments ◽  
Literacy Development ◽  
Literacy Education ◽  
Childhood Education ◽  
Young Learners ◽  
Age Appropriate ◽  
Appropriate Practices

The purpose of this paper is to explore the uses of multimodality within early childhood education classrooms for the purposes of literacy education. Wohlwend (2008) urges educators to keep age-appropriate practices in place, even amid a shift in educational requirements and expectations. In this paper, the use of age-appropriate, multimodal practices for young learners is explored. Though there is not necessarily research specific to multimodality in early childhood, the literature shows that multimodality is present in forms of play; the use of toys, devices, and technology; drama; and social interactions. Through these modality-rich avenues, literacy development can still be achieved through engaging structures for children. Multimodality creates opportunities to position the student as the expert in their own learning and create collaborative learning environments. Potential issues with these uses of multimodality include conflicts around devices in the classroom and negative social interactions. Additional research is needed to connect the fields of multimodality and early childhood education.

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