Translanguaging and Emergent Literacy in Early Childhood Education

2020 ◽  
pp. 149-170
Author(s):  
Zoila Morell ◽  
Dina López
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Emergent Literacy ◽  
Childhood Education

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 Early Childhood Education Students’ Emergent Skills in Literacy Scaffolding

2011 ◽  
Vol 36 (1) ◽  
pp. 13-19
Author(s):  
Jodi Nickel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Phonological Awareness ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Book Reading ◽  
Education Students ◽  
Print Awareness ◽  
Story Reading ◽  
Childhood Education

This study examined how four early childhood education students applied their knowledge of emergent literacy in their practicum settings. Literacy research has shown that in order for young children to become effective readers, they must develop 1) a vocabulary-rich knowledge base, 2) the ability to reason about story messages, and 3) the code-related skills of phonological awareness and print awareness. The students’ college instruction focused on ways to promote emergent literacy by scaffolding children’s skill development in these three early literacy areas, particularly during story reading. At the conclusion of their practicum, the students were asked to identify the specific ways in which they had promoted emergent literacy skills. The resulting data suggested students were sometimes confused about the code-related skills of phonological awareness and print awareness. Students reported they seldom had conversations with the children that focused on coderelated skills as part of their story reading activities. Furthermore, their application of discussion techniques in support of children’s vocabulary development and the ability to reason about story messages were of questionable quality. This data suggests that early childhood educators require significant modeling and  practice to develop the complex skills needed for effective instructional  scaffolding during story book reading.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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