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Tutorial Task Week 2 - Coggle Diagram
Tutorial Task Week 2
How children literacy development is supported?
Through early literacy experience
Most of the problem on the failure of reading and writing among children is because there is no relation between what children already possessed and what children learn in school. It is important to note that children already have prior knowledge before they come to school and this knowledge needs to be added and expand with help from the school.
Baby, toddlers and preschoolers
Talking and singing activities. For e.g. Sing nursery rhymes with your child, Use rhyme about things you’re doing such
as ‘putting fish in the cat’s dish’.
Reading and book-based activities. For e.g. Try books with rhyme, rhythm and
repetition, Encourage your child to act out the story that you’re reading.
Drawing and writing literacy activities. For e.g. Encourage your child to draw and write
using pens, pencils, crayons and markers, Give your child opportunities to use letters
of the alphabet in different forms.
School-age children
Talking activities. For e.g. Word games that encourage your child to learn sounds, Ask your child about words that rhyme.
Reading and book-based activities. For e.g. Take turns reading. You could read half the
page while your child reads the other half.
Drawing and writing literacy activities. For e.g. Encourage your child to write his name and the names of other family members in greeting cards or on pictures, Encourage your child to write shopping lists or restaurant menus for pretend play.
Through the role of the parent
Communication helps to develop child’s ability to speak, listen and
understand as he gets older.
Reading with children from an early age helps them develop a solid foundation for literacy and
promotes bonding between parents and children.
Rhyming is a great way to teach children the connection between the sound of a word and how it’s written.
Family should create environment which support children's language learning starting when they are born. Family can use ORIM framework.
O
pportunities: provide books, DVDs, rhymes, stories, writing materials etc.
R
ecognition: provide praise, encouragement and value children's early literacy attempts.
I
ntervention: scaffold learning, making print meaningful
M
odels: act as role model
Through early literacy in the community
Public print is an important early literacy experience. For example, advertisement on shop signs. Children will begin to associate with word and phrase and able to predict the meaning of them.
Depends upon children engaging with adults and encouraging questions about the print. Print needs to reflect real circumstances for the child such as:
'What is for lunch today?' with the menu written up
Names and titles on pictures for people to see and understand
Labels to help with tidying up
Photographs of events in the setting that the children have participated in with explanations beside
Names on coat pegs and trays for children to find the right one.
Through Play
Play not only can keep children occupied but helping them to learn about the world around them.
Engaging with print an language through their play supports that leaning.
Examples: listening and responding to the toy telephone, making signs for cars on the road playmat or writing a Mother's Day card.
By skillfully creating areas for role play together, children and adults can mirror the 'real' world.
Play also enables them to develop confidence in literacy skills within a contextualized environment.
Through Environment
Young children tend to engage with print regardless how valuable books and stories are to children if put into comparison. Society needs to understand children's place and see that there are many other opportunities for children to engage with print.
Names
Used as environmental print in settings, on clothes pegs, drawers, placemats etc. Children notice the difference when letters in names are altered and this ability is related to letter and phonological awareness. They are considered as:
Contextual readers - according to the position of the drawer or coat peg
Visuographic readers - using non-alphabetic cues, such as the overall shape or length of the name
Alphabetic readers - mapping graphemes and phonemes in the names.
Writing
Environmental print is recognizable and readable yet also writable as well as can help give young children the confidence to write. Constancy of words and letter combinations is learned through the environmental print.
Example: The word 'dog', pictures of dogs will vary with different breeds, sizes, colours etc but the 3 letter combination always says 'dog'.
This suggests that even some deeper features of language and writing.