Emergent Literacy - Module 1 Lesson 1 (PDF)

ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS Lesson 1 Historical and Th...

ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS Lesson 1 Historical and Theoretical Perspective on Literacy and Emergent Literacy Learning Outcomes: At the end of this lesson, you are expected to:  identify different historical and theoretical perspectives;  decribe the historical and theoretical perspectives; and  compare and contrast the historical and theoretical perspectives of literacy; Time Frame: 1 week Introduction I bet you’re ready! Lesson 1 presents the historical and theoretical perspective from which literacy and emergent literacy are founded. There are four (4) theoretical perspectives and all the way to the 1st century AD for historical perspective. Take a quick tour to the different perspective in literacy and emergent literacy. Let’s Get Started! Picture Analysis Look at Dennis the Menace. What does he try to tell on each cartoon strip? TRISHA P. OLANDRIA and JENNIFER P. DEQUITO 1|Page  ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS Let’s Think About it! What does Dennis mean in the first picture? What did he mean by “one day, books won’t have any pictures…just a thousand words? How are these two scenarios relate to literacy? Which one shows emergent literacy? Why? Let’s Explore According to Kennedy, et.al (2012) the historical overview of a brod range of theoretical perspectives on young children’s literacy development indicates three paradigm shifts – behaviorist, cognitive, and socio-cultural. BEHAVIORIST COGNITIVE SOCIO- CULTURAL Psycholinguistic Perspectives’ emphasis is placed on reading for meaning. Metacognitive Theories stresses the role of metacognitive processes in reading, writing and spelling. Cognitive Apprenticeship Model highlights children developing problem-solving skills in literacy-related activity through the assistance of more knowledgeable others. TRISHA P. OLANDRIA and JENNIFER P. DEQUITO 2|Page  ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS Socio-cultural Theories of Literacy are identified as those which emphasize the role that culture plays in the development and practice of literacy, the social nature of learning, and the way in which literacy practice is located within social, economic and political contexts. Critical Literacy is seen to empower children in understanding how texts may influence and change them as member of society. In 1st century AD, only male childen were taught to read. The Roman rhetorician Quintilian challenged the existing views of Hesiod and Erasthothenes, who believed that reading instruction should not begin until young boys reached their 7th year and entered formal schooling. In 1600s and 1700s, the goal of reading instruction was to read Bible scriptures. Other than monks and priests who read the scriptures in Latin, reading was of interest to few people. Early 1900s, reading was taught via a code-oriented approach called the ABC or alphabetic method which is now known as Synthetic Phonics. An overall historical timeline of maor events influencing who learned to read and where they lerned to read. TRISHA P. OLANDRIA and JENNIFER P. DEQUITO 3|Page  ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS Everyday informal interactions with print used by adults in their worlds, in the context of sharing books with adults, and in their own explorations with writing, children The Role of the Family: The become aware first and foremost Current View of that print is meaningful and useful. Emergent These attitudes and beliefs Literacy lay important foundations for children’s eventual transition to conventional reading and writing. reading and writing develop concurrently and interrelatedly, fostered by experience that permit and promote meaningful interaction with oral and written language EMERGENT LITERACY PERSPECTIVE (Gunn et al, 2004) developmental literacy reading, writing, and learning occurs during oral language develop the first years if a concurrently and child's life and is crucial interrelatedly in literate to literacy acquisiition environments TRISHA P. OLANDRIA and JENNIFER P. DEQUITO 4|Page  ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS Let’s Do It! Venn Diagram Using a Venn Diagram, compare and contrast theoretical and historical perspectives of literacy/emergent literacy. Closure That was quick! How about learning the approaches, models, and frameworks? You can now move to the next lesson. TRISHA P. OLANDRIA and JENNIFER P. DEQUITO 5|Page