Adjunct Professor, Hanaa Wahba
Successful early literacy instruction requires that teachers use instructional strategies specifically designed for young children (Bodrova et al., 1999).Young children engage in more reading and writing activities in
print-rich environments (Slegers, 1996). Researchers demonstrated that young
children learn literacy more through their spontaneous play (Mitchell & Judy, 1992). Moreover, young children's literacy learning benefits greatly from adults who are responsive to their interests and perceptive to their current level of language development (Slegers, 1996).
The early childhood program should be intellectually engaging and challenging in a way that widens the children’s knowledge of literacy (Lin, 2001). For preschoolers, teachers
can draw children's attention to specific letters and words in the environment whenever it is appropriate (Slegers, 1996). It has been demonstrated that print “is a first step in learning read and write” (Mitchell & Judy, 1992, p. 161). Children need materials to support their literacy development. It is declared that “print is a natural part of a
child’s world”; for example, the environmental print can appear on “the cereal
box”, “street signs” or shopping lists” (Mitchell & Judy 1992, p. 161). Lin (2001) suggested that young children learn how written language works when they explore print in their play. Presenting the environmental prints to preschoolers and kindergarten students may help in developing their literacy skills (Lin, 2001).
Pinnell (1975) suggested that teachers should stress using “spontaneous conversations” with preschoolers in order to improve their literacy skills (Pinnell, 1975, p.326).
In preschool, children need positive and nurturing relationships with teachers who can facilitate literacy learning, engage in responsive dialogues, and encourage their interests in learning to read and write (Lin, 2001). Psychologists and Educators believe that
children need to be engaged in explorations (Pinnell, 1975). According to studies, children who engage in play are most likely be more creative (Tegano, Moran & Sawyers, 1991). Moreover, it is stated that “fantasy activities” as “imaginative play” appear to develop the preschoolers’ creativity and arouse their “divergent thinking” (Tegano et al., 1991, p. 25). The role of exploration and play is central in providing a “flexible atmosphere” that encourages innovative thoughts to preschool children (Tegano et al., 1991, p. 51).
Children need mutual interactions with caring adults to support their oral literacy development (Lin, 2001). Parents and teachers can play important roles in enhancing young children’s literacy learning. Snow et al. (1999) argued that the conversation between parents and young children may pave the way to engage them with simple language and frequent eye-contacts. Parents and caregivers can make language and literacy accomplishments possible. For example, parents and caregivers can provide writing materials and support dramatic play that incorporates literacy activities.
Moreover, they can maintain a joyful, playful atmosphere around literacy activities. Furthermore, reading- aloud to young children plays an essential role in helping young children to improve their literacy learning (Snow et al., 1999).
Trelease (1995) asserted that reading aloud to stimulate children’s interest and arouse their emotional development; it also helps in developing their imagination, and improves their language. Thus, these simple efforts will ensure that young children are ready for formal reading instruction (Trelease, 1995). Bodrova et al. (1999) identified that the seeds of literacy are planted when children are encouraged to learn independently, and when teachers and parents work together to build the best environments for that learning.
References
Bodrova, E., Leong, D. J., & Paynter, D. E. (1999). Literacy standards for preschool learners. Educational Leadership, 57 (2), 42-46.
Lin, C., (2001). Early literacy instruction: Research Applications in the Classrooms. Eric
Digest. ERIC Clearinghouse on Reading English and Communication. Retrieved from http://www.ericdigests.org/2002-3/early.htm
Mitchell, A. & Judy, D. (1992). Explorations with young children: A curriculum guide from the bank street college of education. Literacy in early childhood, 161.
Pinnell, G. S. (1975). Language in primary classrooms. Theory into Practice, 14 (5), 326.
Slegers, B. (1996). A review of the research and literature on emergent literacy. Urbana
Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
Snow, C. E., Burns, M. S., & Griffin, P. (1999). Language and literacy environments in preschools. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.
Tegano, W., Moran, D. & Sawyers, K. (1991). Creativity in early childhood classrooms. NEA early childhood education series. Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED338435&ERICExtSearch_SearchType_0=no&accno=ED338435
Trelease, J. (1995). The read-aloud handbook. New York: Penguin Books.
print-rich environments (Slegers, 1996). Researchers demonstrated that young
children learn literacy more through their spontaneous play (Mitchell & Judy, 1992). Moreover, young children's literacy learning benefits greatly from adults who are responsive to their interests and perceptive to their current level of language development (Slegers, 1996).
The early childhood program should be intellectually engaging and challenging in a way that widens the children’s knowledge of literacy (Lin, 2001). For preschoolers, teachers
can draw children's attention to specific letters and words in the environment whenever it is appropriate (Slegers, 1996). It has been demonstrated that print “is a first step in learning read and write” (Mitchell & Judy, 1992, p. 161). Children need materials to support their literacy development. It is declared that “print is a natural part of a
child’s world”; for example, the environmental print can appear on “the cereal
box”, “street signs” or shopping lists” (Mitchell & Judy 1992, p. 161). Lin (2001) suggested that young children learn how written language works when they explore print in their play. Presenting the environmental prints to preschoolers and kindergarten students may help in developing their literacy skills (Lin, 2001).
Pinnell (1975) suggested that teachers should stress using “spontaneous conversations” with preschoolers in order to improve their literacy skills (Pinnell, 1975, p.326).
In preschool, children need positive and nurturing relationships with teachers who can facilitate literacy learning, engage in responsive dialogues, and encourage their interests in learning to read and write (Lin, 2001). Psychologists and Educators believe that
children need to be engaged in explorations (Pinnell, 1975). According to studies, children who engage in play are most likely be more creative (Tegano, Moran & Sawyers, 1991). Moreover, it is stated that “fantasy activities” as “imaginative play” appear to develop the preschoolers’ creativity and arouse their “divergent thinking” (Tegano et al., 1991, p. 25). The role of exploration and play is central in providing a “flexible atmosphere” that encourages innovative thoughts to preschool children (Tegano et al., 1991, p. 51).
Children need mutual interactions with caring adults to support their oral literacy development (Lin, 2001). Parents and teachers can play important roles in enhancing young children’s literacy learning. Snow et al. (1999) argued that the conversation between parents and young children may pave the way to engage them with simple language and frequent eye-contacts. Parents and caregivers can make language and literacy accomplishments possible. For example, parents and caregivers can provide writing materials and support dramatic play that incorporates literacy activities.
Moreover, they can maintain a joyful, playful atmosphere around literacy activities. Furthermore, reading- aloud to young children plays an essential role in helping young children to improve their literacy learning (Snow et al., 1999).
Trelease (1995) asserted that reading aloud to stimulate children’s interest and arouse their emotional development; it also helps in developing their imagination, and improves their language. Thus, these simple efforts will ensure that young children are ready for formal reading instruction (Trelease, 1995). Bodrova et al. (1999) identified that the seeds of literacy are planted when children are encouraged to learn independently, and when teachers and parents work together to build the best environments for that learning.
References
Bodrova, E., Leong, D. J., & Paynter, D. E. (1999). Literacy standards for preschool learners. Educational Leadership, 57 (2), 42-46.
Lin, C., (2001). Early literacy instruction: Research Applications in the Classrooms. Eric
Digest. ERIC Clearinghouse on Reading English and Communication. Retrieved from http://www.ericdigests.org/2002-3/early.htm
Mitchell, A. & Judy, D. (1992). Explorations with young children: A curriculum guide from the bank street college of education. Literacy in early childhood, 161.
Pinnell, G. S. (1975). Language in primary classrooms. Theory into Practice, 14 (5), 326.
Slegers, B. (1996). A review of the research and literature on emergent literacy. Urbana
Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
Snow, C. E., Burns, M. S., & Griffin, P. (1999). Language and literacy environments in preschools. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.
Tegano, W., Moran, D. & Sawyers, K. (1991). Creativity in early childhood classrooms. NEA early childhood education series. Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED338435&ERICExtSearch_SearchType_0=no&accno=ED338435
Trelease, J. (1995). The read-aloud handbook. New York: Penguin Books.