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INFO 269
Kimberly Villalba
Instructor: Beth Wrenn-Estes
San Jose State University
INTRODUCTION
Information received in the first years of childhood is crucial for the literacy and educational development of a child. Newborns and young children have the capacity to absorb new information and learn from experiences at a fast and insatiable pace (Montessori, 1995). Education and activities that promote early literacy skills establish a great foundation for children to master essential skills learned later in life (NELP, 2002). Young children should participate and have access to a diverse, bountiful, and a quality selection of early education programs that promote early literacy skills. Parents and caregivers should also have a quality selection of resources and programming that will help promote the literacy skills of their children. Public libraries with effective early literacy and early education programs ensure that their community thrives and prepare young children for school and for life. The following early literacy program is created for a public library and is an assignment for INFO 269.
RESEARCH
RESEARCH
According to several research studies analyzed and reviewed by The National Early Literacy Panel (NELP), children who had access to early childhood education programs that were literacy-based, excelled in school and in mastering skills later in life (Shanahan, T. & Lonigan, C.J., 2013).
Many researchers and experts remain skeptical whether early childhood education programs ensure the success of academics and the mastery of skills. This is because the majority of studies have been recreated using the same methods to enact the research. Using the same methods will guarantee the same results (Shanahan, T. & Lonigan, C.J., 2013).
EVERY CHILD READY TO READ
The Every Child Ready to Read revised program (ECRR2) was developed with the intention of educating parents about the essential components, practices, and methods to help their children learn skills needed for literacy.
The five components of early literacy, identified and defined by the ECRR2 Manual are (Ghoting & Martin-Diaz, 2013):
Phonological awareness: the ability to hear and play with the smaller sounds in words, beginning with recognizing environmental sounds and progressing to hearing syllables, rhyme, and sounds at the beginning of words.
Print conventions and awareness: knowing that print has meaning, and knowing how to handle a book, follow text on a page, and recognize environmental print.
Letter knowledge: knowing that the same letter can look different that letters have names and represent sounds.
Vocabulary: knowing the meanings of words, including words for things, concepts, feelings, and ideas.
Background knowledge: prior knowledge, or what a child knows before entering kindergarten from his or her experiences with living and language. This is a result of several skills.
The five practices that will help develop the components of early literacy are:
Talking
Singing
Reading
Writing
Playing
I will incorporate all of these components and practices into the activities, Storytime and sessions in my early literacy program. Programs that will inform staff and caregivers of these practices will also be included. It is guaranteed that families, caregivers and parents that spend time having a conversation and read with young children will bond and ignite new skills (Whitehurst, G.J. & Lonigan, C.J., 2013)
Library Programs on this Blog
Infants (0-18 months)
Toddlers (18 months -3 years old)
Ready for Preschool (3-6 years old)
Caregiver/Parent Early Literacy Training
Staff Early Literacy Training
Bilingual StoryTime (0-8 years old)
StoryTime On-the-Go!
Pajamaramas at the Library (0-8 years old)
ReferEnces
ReferEnces
Ghoting, S. N., & Martin-Diaz, P. (2013). Storytimes for everyone: developing young children's language and literacy.
Montessori, M. (1995). The absorbent mind. New York, Henry Holt.
The National Early Literacy Panel (NELP). (2002). Early beginnings: early literacy knowledge and instruction. https://lincs.ed.gov/publications/pdf/NELPEarlyBeginnings09.pdf
Shanahan T. & Lonigan C. J. (2013). Early childhood literacy : the national early literacy panel and beyond. Paul H. Brookes Publishing.
Whitehurst, & Lonigan, C. J. (1998). Child Development and Emergent Literacy. Child Development, 69(3), 848–872.
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