The document discusses emergent literacy and its key concepts. It defines emergent literacy as the stage where children first begin interacting with reading and writing before formal schooling. This stage involves children developing knowledge of concepts like directionality and the relationship between spoken and written words. The document also outlines five stages of reading development: emergent, early, transitional, self-extending, and advanced. It notes that emergent writing is experimental and meant to communicate. Finally, it discusses the important role of the home environment in promoting early literacy through activities like reading to children and involving them in literacy-related activities.

1. Reported by:
Crisanta B. Montejo
IV- General Science

2. 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

3. Definition of Emergent Literacy
Teale
 Own initiative
of child to
reading and
writing
Clay
 Stages of
development as
he grows
Sulzby
 Development
of knowledge

4. Definition of Emergent Literacy
Marie 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.

5. Definition of Emergent Literacy
Teale (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, refers to
competencies and literacy skills in early
childhood.

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

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

8. 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

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

10. Emergent Literacy
Child
School Home Environment
Knowledge Literacy
Environment
Skills
Vocabulary
Training
Influence
Skills
Acquired

11. Concepts on Emergent Literacy
BEFORE 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

12. Concepts on Emergent Literacy
BEFORE 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

13. Concepts on Emergent Literacy
BEFORE 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

15. Dr. Franklin
Dr. Steward
Dr. Danglars

17. • 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

18. • 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

19. • 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

20. • 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

21. • 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

22. • 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

23. • 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.

24. • 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,

25. Lev Vygotsky (1981) –
Schema Acquisition
Jean Jacques Rosseau (1712–1778)
Natural Learning
Johann Heindrich Pestalozzi (1746–
1827) Natural Unfolding of Child
Friedrich Froebel (1782–1852
Natural 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

26. Lesson

27. 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

28. 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
Stage 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.

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

30. 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

31. 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.

32. The Role of the Home in Promoting Early Literacy

33. • 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.

34. 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

35. Thank you!!!
When we no longer able to change a situation,
we are challenge to change ourselves
–Eleonor Roosevelt