Mary Cris J.
Go
Definition of Emergent Literacy
Teale
Own initiative
of child to
reading and
writing
Clay Sulzby
Stages of Development
development of knowledge
as he grows
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.
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.
Definition of Emergent Literacy
SULZBY(1991) defines LITERACY as the
reading and writing behaviors of young
children that precede and develop into
conventional literacy.
1. Basic literacy
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
3. Functional literacy which
emphasize the use of technology
for instruction and literacy, and
the young learners use of
technology to produce meaning.
Emergent Literacy
Child
School Home Environment
Knowledge Literacy
Environment
Skills Training Influence Acquired
Vocabulary
Skills
Concepts on Emergent Literacy
BEFORE NOW
Early literacy was somewhat A great deal of attention to
neglected literacy development in early
childhood
Little attention given to a Acquisition of given
child’s literacy was in grade 1 information about literacy
begins at birth and continues
at the course of early
childhood
Assumed that the beginning Development of literacy in a
of literacy was in grade 1 child’s earliest years
Speaking and listening will
learned in early childhood Simultaneous development of
while reading and writing will language-related abilities
learned in school age
Concepts on Emergent Literacy
BEFORE NOW
Reading instruction was Emphasis on oral language
ignored in pre-school development and preparation for
education reading
No advocacy for formal Capitalized on child’s existing
reading instruction in early knowledge, information about
childhood literacy and reading and
writing experiences
Pre-schoolers were not Children are active constructor
perceived as readers and of their own learning
writers
Waiting for a child natural Nurture emergent literacy
maturation to unfold from birth to kindergarten to
grade 1
Concepts on Emergent Literacy
BEFORE NOW
Preparation for literacy was Continuous building of knowledge
through the acquisition of a on oral language, reading and
set of prescribed hierarchy writing
of skills
Progression from part to Children learn from meaningful
whole, a set of skills as and functional situations
prerequisites to reading
Drills from contrived Children are interested and
attempt early to communicate
Writing had been certainly in writing reading and writing
missing writing develops after are cultivated concurrently
reading
Jean Jacques Rosseau (1712-1778)
Natural Learning
• activities: Allowing
children to grow and learn
with the freedom to be
themselves
Johann Heindrich Pestalozzi (1746-1827)
Natural Unfolding of Child
• activities: Informal
activities that eventually
lead to learning,
manipulating objects and
learning about them
through
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
John Dewey (1966)
Progressive Education
• activities: Manipulative toys,
arts, music, story reading,
free and outdoor play,
snack, rest, circle time,
informal reading and writing
B. F. Skinner (1954)
Behaviorism
• 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
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
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.
Lev Vygotsky (1981) – Schema
Acquisition
• activities: Story reading
story retelling, directness
listening- thinking
activities,
Lesson
Characteristics of an EmergentReader
• 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
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
Stage1-EmergentReaders
• 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.
Stage2-EarlyReaders
• 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.
Stage3-TransitionalReaders
• 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
Stage4 – Self-Extending
• They often read a variety of textual genres and use
reading as a tool for gaining new knowledge
Stage5-AdvanceReaders
• 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
Characteristics of an EmergentWriter
• 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.
The Role of the Home in Promoting EarlyLiteracy
• 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.
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
Thank you!!!
When we no longer able to change a
situation, we are challenge to change
ourselves
–EleonorRoosevelt
