emergent literacy

1. Nöb: 120949-3 11.11.2009 Ders: Historical and Theoretical Bases of ECEKonu: Emergent / Early Literacy At-risk Children Konuşanlar: Ümit XXXXXXXXXXXX

2. Then & Now Weusedtothinkthatchildren'ssuccess at readingdepended on gettingthe"right" firstgradeteacher. Nowweknowthatyourchild'slikelihoodforsuccess in thefirstgradedepends on howmuchshe'slearnedaboutreadingbeforeenteringschool. Itwasbelievedthatchildrenmustlearntoreadbeforetheycouldlearntowrite. Clay (1975) emphasizedtheimportance of therelationshipbetweenwritingandreading in earlyliteracydevelopment. Especially in Turkey, kindergardensusedto be viewed as “centersforjustlookingafterthechildrenwhiletheirparentsare at workorjusttokeeptheenergetickidsawayfromhome.” NowTurkishparentsaregettingtounderstandthat …

3. History of theterm: EmergentLiteracy TealeandSulzby (1986) givessomedetailsforthehistorical background: 1800s tothe 1920s theresearchliterature on readingandwritingfocusedonly on theelementaryschoolyears. Inthe 1920s, educatorsbegantorecognizetheearlychildhoodandkindergartenyears as a "period of preparation" forreadingandwriting.  ReadingReadiness The dominant theoryfromthe 1920s intothe 1950s wasthatreadingreadinesswastheresult of biologicalmaturation.  Nature Duringthelate 1950s and 1960s Researchersarguedthatifchildren had theappropriateexperiences, theirreadingreadinesscould be accelerated.  Nurture

4. Afterthisshift in theview, in readingreadinessprograms, childrenwereconsideredreadytoreadwhenthey had met certainsocial, physical, andcognitivecompetencies (Morrow, 1997). In 1966, New Zealand researcher Marie Clay introduced the term emergent literacy to describe the behaviors seen in young children when they use books and writing materials to imitate reading and writing activities, even though the children cannot actually read and write in the conventional sense (Ramsburg, 1998).

5. UnderstandingLiteracyDevelopment in YoungChildren Anıl, agedoneand a half, is pretendingtoread - not an actualreadingactivity but imitation!

6. UnderstandingLiteracyDevelopment in YoungChildren 2 yearsold 4 yearsold EmergentWritingperiods

7. FactsaboutEmergentLiteracy According to current research, children's literacy development begins long before children start formal instruction in elementary school (Allington & Cunningham, 1996; Burns, Griffin, & Snow, 1999; Clay, 1991; Hall & Moats, 1999; Holdaway, 1979; Teale & Sulzby, 1986). Almostallchildren in oursocietybegintoexhibitunderstandingsandlearningsaboutreadingandwritingearly in theirlives. Mostchildren, bytheage of 2 or 3, can identifysigns.

8. FactsaboutEmergentLiteracy This literacy development is nourished by social interactions with caring adults and exposure to literacy materials, such as children's storybooks (Sulzby, 1991). It proceeds along a continuum, and children acquire literacy skills in a variety of ways and at different ages (Emergent Literacy Project, n.d.; McGee & Richgels, 1996; Ramsburg, 1998; Strickland & Morrow, 1988).

9. Children's skills in reading and writing develop at the same time and are interrelated rather than sequential  Not beforereadingthenwriting! (Teale & Sulzby, 1986). Children's growth from emergent to conventional literacy is influenced by their continuing literacy development, their understanding of literacy concepts, and the efforts of parents, caregivers, and teachers to promote literacy. FactsaboutEmergentLiteracy

10. Stages of Development Literacy Skills

11. What is EmergentLiteracy? Itis a baby who chews on a book. Itis a toddler who wants his favorite book over and over. Itis a preschooler who “reads” the story to you from memory.(Burrows,2008)

12. What is EmergentLiteracy? SulzbyandTeale (1996, p. 728) state, "Emergentliteracy is concernedwiththeearliestphases of literacydevelopment, theperiodbetweenbirthandthe time whenchildrenreadandwriteconventionally. Currently, thisterm has beenexpandedtoincludereading, writing, speaking, listening, viewing, andthinking (Cooper, 1997). Emergent literacy involves the skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading and writing (Whitehurst & Lonigan, 1998) Thisperiod, which can be conceptualized as "kuluçka dönemi (emergentliteracy)" in theTurkishreading-writingeducation, is beginningtotaketheplace of the "readingreadiness" period (Çelenk, 2003).

13. Piaget’sandVygotksy’sViews Emergent literacy is partly discovered; children construct their own ideas about literacy as they actively participate in literacy activities (Piaget). Emergent literacy also is based on behaviors modeled and supported by adults (Vygotsky) that encourage children to change and refine their own ideas to more closely match conventional notions.(Johnson, 1999)

16. Components of EmergentLiteracy

17. Children withVocabulary skills understand: Soundhas meaning; I can make sounds to let others know what I need. Sounds by others make me feel safe or scared. I have a special namethat I hear others call me. Other people, things, places, and feelings all have special names, too. These names are spoken using particular soundsput together called words.

18. Children withNarrative skills understand: I can put words together to tell others what I’mthinking, feelingand wanting. I can learn what other people think, feel and want by listening to them. There are special ways words go together to makesentences.

19. Children withPrintMotivationunderstand: When someone reads this writing, it tells them something they need to know. Books are full of fun and interesting words and ideas. Being able to write and read is important. Being able to write and read is fun!

20. Children withPrint Awarenessunderstand: Words and sentences that are spoken can be “captured” in writing. We can writewords and sentences so other people can readthem. There is writingall around me on food labels, television, traffic signs, grocery store signs, lists, and in books. Writing and readingwork from left to right, from top to bottom. Books have a frontand back, a top and a bottom, and we read the words in books.

21. Children withLetter Knowledgeunderstand: Lettersare used to “capture” the wordsand sentencesthat people speak. Letters have particular names and shapes. I can recognize and name some letters. Each letter has two kinds of shapes: capital (uppercase)and little (lowercase.) Letters stand for particular sounds.

22. ChildrenwithPhonologicalAwarenessunderstand Sound and Word Discrimination I can hear that sentences are made up of separate words. I can tell when words arethe same as each other. I can tell when words aredifferentfrom each other. I can tell when sounds arethe sameas each other. I can tell when sounds aredifferentfrom each other. Rhyming I can hear that some words soundalike–they rhyme. I can tell which wordsrhyme withother words when you say them to me. I can think of a word that rhymes witha word that you say. I can think of “make-believe” or “nonsense” words that rhyme with real words. Beginning, Middle and Ending Sound Discrimination I can hear that some words have the same beginning sound, middle soundor ending sound. I know when a word begins withthe soundthat is the same asor different fromanother word. I know when a word ends withthe soundthat is the same asor different fromanother word. I can make up new words by changing the beginning, middle and ending sounds of words. Blending and Segmentation When you say each sound in a word slowly one by one I know the word. (Child blends a word that is segmented.) I can tell you all the sounds in a wordslowly one by one. (Child segments a word that is blended.)

24. Numbers, Letters & Words

25. ArticulationSurveyInTurkey, Özgün Uyanık, a researchassistant at Afyon Kocatepe University-Faculty of Education, is currentlystudying on theadaptationandadministration of K-SEALS forTurkishstudents in her master'sthesis.

26. K-Seals Show theeaseland say: “Pointtothewordme.” me no on to in he FromNumbers, Letters & WordsSubtest Show theeaseland ask: What is this? Correctresponses: Cat – kitty – kitten FromVocabularySubtest

29. can provide a sandpool, crayons, pencilsandpaperfor at leastscribbling.

30. can take time to listen to children to determine their interests, language skills, and areas of need.

31. can establishparentinvolvement. (Johnston, 1998).

33. Read aloud to children

34. Dialogic Talk: Ask "what" questions. Expandwhatyourchildsays. Ask open-endedquestions)

35. Talk, sing, rhymeandtellstoriestoinfantsUseshort, simplesentences.

36. Don'tsimplifyyourspeechfortoddlers !

37. Keepkids' booksaccessibletothem on lowshelves.

39. Reading is Key Sure, but can’t children develop solid reading skills if they start learning this all in elementary school? Not all of them……

40. EarlyWarningSigns Signsthatmayindicatelaterreadingandwritingandlearningproblemsinclude persistentbaby talk, absence of interest in orappreciationfornurseryrhymesorsharedbookreading, difficultyunderstandingsimpledirections, difficultylearning (orremembering) names of letters, failuretorecognizeoridentifyletters in thechild'sown name (Snow et al., 1998; Scarborough, 1998).

42. physicalormedicalconditions(pretermbirthrequiringplacement in a neonatalintensivecareunit, chronicearinfections, fetalalcoholsyndrome, cerebralpalsy, ADHD, dyslexia)

43. developmentaldisorders(mentalretardation, autismspectrum),

44. poverty, low SES.

45. homeliteracyenvironment,

47. smallerstudent-teacherratios,

48. strongteacherpreparationandexperiences,

49. expertise in readinginstruction,

50. qualityandquantity of instructionalmaterials,

51. schoollibraries,

52. andwell-trainedandsupervisedvolunteerstohelpschoolswithgreaternumber of students at risk forreadingdifficulties.

53. Role of theSpeech-LanguagePathologist Childrenwhohavedifficultygraspingemergentliteracygamesandactivitiesmay be referredforfurtherassessment sothatintervention can begin as early as possibletofostergrowth in neededareasandincreasethelikelihood of successfullearningandacademicachievement.

54. TheTurkishCase TheGovernment of TurkeyandUNICEF’s 2006-2010 CountryProgramme is currentlyunderdevelopment. TheEarlyChildhoodCareandDevelopmenttarget is mostlytoincreasepre-school’squality, quantity, andinformchildren’smothersabouttheimportance of pre-schooleducation.

55. TheTurkishCase The Mobile Pre- Schoolprojectaimstoreachthechildrenwho can not takepre-schooleducationwithsupport of somenationalcounterparts. Itstarted in 2004 withsomenationalcounterparts. Matra Project bytheMoNE, General Directorate of Pre-SchoolEducation, “WidespreadingandImprovingQuality of Pre-SchoolEducation” aims at ensuringthatchildrenaged 3-6, particularly in mostmigratedandvulnerableareas, haveaccesstoandcompleteformalorcommunitybasedpre-schooleducation

56. TheTurkishCase TheMoNE General Directorate of Pre-SchoolEducationorganizes “SummerSchools” forchildrenwho can not benefitfrompre-schooleducation, in coordinationwithMotherandChildEducationFoundation. TheDirectorate has alsostarted “NutritionCampaign” in ten provinceswheretheenrolment rate is at thelowestlevel. TheMother–ChildEducationProgramme (ACEV) administeredbyMoNE since 1993-1994 aimstosupportingthemulti-dimensionaldevelopment of thechildrenaged 5 and 6 throughmothers. Pre-schooleducationwasmadecompulsoryfor 32 provinces in 2009.

57. FactorsCausing Risk in Turkey Growingpopulation-DiminishingSources ReligiousandCulturalPitfalls. Poverty: Althougheducation is declaredto be cost-free at publicsettings, a preschooler’sexpenditure is not lessthan TL 300. Nutritionandtransportationproblems of schooledchildren. Illiteracy of parents. Parentsfromlow SES Ethnicalnativelanguages. Turkish is turningoutto be a foreignlanguage.

59. Sufficient funding must be made available forpre-schooleducation.