Embedded Files
"From the day our children are born (yes), to the day they tell us to stop, we should read to them,”
"From the day our children are born (yes), to the day they tell us to stop, we should read to them,”
Michael Rosen - Good Ideas -on How to Be Your Child’s and Your Own Best Teacher
“A shared story between a child and a familiar, loved adult has a huge impact on children’s interest and motivation for reading later on,”
“A shared story between a child and a familiar, loved adult has a huge impact on children’s interest and motivation for reading later on,”
PACEY President, Penny Tassoni
Emerging Readers
Emerging Readers
Reading skills do not begin at a particular age but emerge continually, hence the term emergent reading.
Reading skills do not begin at a particular age but emerge continually, hence the term emergent reading.
Emergent readers are just beginning to grasp the basic concepts of book and print. To gain this knowledge they need to be immersed in story and fiction books, digital books, rhymes and poems
Emergent readers are just beginning to grasp the basic concepts of book and print. To gain this knowledge they need to be immersed in story and fiction books, digital books, rhymes and poems
This first stage can happen anytime between 2-7 years. Children begin to familiarise 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.
This first stage can happen anytime between 2-7 years. Children begin to familiarise 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.
Adults Role
Adults Role
The role of the adult during this time in an early years setting is crucial in promoting and developing emergent reading skills.
The role of the adult during this time in an early years setting is crucial in promoting and developing emergent reading skills.
To become emergent readers children need to experience and be introduced to the structure of books by the adults in their lives. As a practitioner it is your responsibility to model book terminology and language whilst engaging children in stories. Reading at group time is a great outlet for modelling this but it is important that we react to every opportunity to read to the children and encourage families to do the same.
To become emergent readers children need to experience and be introduced to the structure of books by the adults in their lives. As a practitioner it is your responsibility to model book terminology and language whilst engaging children in stories. Reading at group time is a great outlet for modelling this but it is important that we react to every opportunity to read to the children and encourage families to do the same.
Children need time to talk about the books and stories, to go back through and over the stories discussing, commenting and recalling the story in their own way. They should be encouraged to get involved in telling a story by looking a the pictures. This can be extended or simplified through puppets, role play or even sequencing pictures relating to the main events.
Children need time to talk about the books and stories, to go back through and over the stories discussing, commenting and recalling the story in their own way. They should be encouraged to get involved in telling a story by looking a the pictures. This can be extended or simplified through puppets, role play or even sequencing pictures relating to the main events.
As well as promoting emergent reading you will be modelling and scaffolding other skills and knowledge that will enhance the literacy journey such as,
As well as promoting emergent reading you will be modelling and scaffolding other skills and knowledge that will enhance the literacy journey such as,
•rhyme
•rhyme
•repetition - not only in reading the books but in retelling in a variety of ways
•repetition - not only in reading the books but in retelling in a variety of ways
•increasing vocabulary
•increasing vocabulary
•meaning
•meaning
•emotions
•emotions
Providing books and other reading material will not in itself help children… it’s the interaction of adults which makes all the difference
Providing books and other reading material will not in itself help children… it’s the interaction of adults which makes all the difference
Importance of Songs, Singing Games and Rhymes
Importance of Songs, Singing Games and Rhymes
To support language acquisition development and comprehension skills, children need both early and ongoing exposure to books, rhyme, poems and songs. They create joy, meaning, energy and enrich our lives and enrich creativity.
To support language acquisition development and comprehension skills, children need both early and ongoing exposure to books, rhyme, poems and songs. They create joy, meaning, energy and enrich our lives and enrich creativity.
Children who are introduced to songs, singing games and rhymes and who move to music in their earliest years begin the creative journey and enhance their language attainment and development. They are then able to begin the process of tuning in and engaging in the earliest steps of becoming literate.
Children who are introduced to songs, singing games and rhymes and who move to music in their earliest years begin the creative journey and enhance their language attainment and development. They are then able to begin the process of tuning in and engaging in the earliest steps of becoming literate.
They begin to be able to hear, discriminate and respond to what they hear, for example,
They begin to be able to hear, discriminate and respond to what they hear, for example,
•differentiate between lively and gentle music
•differentiate between lively and gentle music
•hear rhyme and rhythm in clapping, slapping action rhymes and games
•hear rhyme and rhythm in clapping, slapping action rhymes and games
•hear and respond to a beat
•hear and respond to a beat
•maintain the beat and rhythm of the language in rhymes and poems
•maintain the beat and rhythm of the language in rhymes and poems
•recognise and respond to real and nonsense words and alliterative/onomatopoeic words in rhymes and poems
•recognise and respond to real and nonsense words and alliterative/onomatopoeic words in rhymes and poems
•hear different percussion instruments
•hear different percussion instruments
We develop aspects of phonological awareness in this context, it helps the ability to attend to and discriminate between sounds, not the letter sounds (phonetic awareness comes later) but a broader range of sounds within speech and the environment.
We develop aspects of phonological awareness in this context, it helps the ability to attend to and discriminate between sounds, not the letter sounds (phonetic awareness comes later) but a broader range of sounds within speech and the environment.
The Importance of Environmental Print
The Importance of Environmental Print
Environmental print is the print we see everyday in the world around us in the form of logos and signs. Children learn how to recognise this type of print first.
Environmental print is the print we see everyday in the world around us in the form of logos and signs. Children learn how to recognise this type of print first.
It is often a combination of words, colours and images and can be found across all aspects of our daily lives on,
It is often a combination of words, colours and images and can be found across all aspects of our daily lives on,
•packaging
•packaging
•advertising
•advertising
•household appliances and controls
•household appliances and controls
•print on clothes
•print on clothes
•labels
•labels
•branding
•branding
•shop signs
•shop signs
The print becomes meaningful to the child as they experience it in their everyday lives.
The print becomes meaningful to the child as they experience it in their everyday lives.
This does not mean the child can read the print, they recognise it and know it carries a particular meaning, but they are still heavily dependent on the context of the print.
This does not mean the child can read the print, they recognise it and know it carries a particular meaning, but they are still heavily dependent on the context of the print.
The important conceptual development is that print carries meaning and can stimulate questions and discussion about reading, why we read, how we read, about letters and sounds and about the meanings of words, print and reading.
The important conceptual development is that print carries meaning and can stimulate questions and discussion about reading, why we read, how we read, about letters and sounds and about the meanings of words, print and reading.
Page updated
Report abuse