Download
1 / 49
850 likes | 2.79k Views
LITERACY THEORIES & EARLY CHILDHOOD EDUCATION PRACTICES. Endang Fauziati Endang.fauziati@ums.ac.id Universitas Muhammadiyah Surakarta APRIL 4-5, 2017. The Organization of Presentation A. Introduction B. Theories on Literacy Development 1. Piaget ’ s Theory of Cognitive Development
E N D
LITERACY THEORIES & EARLY CHILDHOOD EDUCATION PRACTICES EndangFauziati Endang.fauziati@ums.ac.id UniversitasMuhammadiyah Surakarta APRIL 4-5, 2017
The Organization of Presentation A. Introduction B. Theories on Literacy Development 1. Piaget’s Theory of Cognitive Development 2. Arnold Gesell’s Maturation Theory of development 3. Holdaway’s Natural Learning 4. Frith’s Stages Model of Reading 5. Chall's Model Of Reading Development 6. Denny Taylor’s Family Literacy 7. Neuman et al.’s Emergent Literacy Theory C. Literacy Activities
A. INTRODUCTION Notion of Literacy: Past beliefs - It is commonly understood as reading and writing - learning to read and write begins with formal school-based instruction in kindergarten or first grade or at the age of 6/ 6.6 Current Beliefs: -The term extends beyond the acquisition of reading and writing skills.. - It includes the skills needed to function in social and a technological society. - It is used to refer to a wider domain of activities: media literacy, computer literacy, citizenship literacy, career literacy - Learning to read and write begins during pre school years. It is an ongoing process. The early childhood years serve as an important foundation for literacy development. - The key figures in developing these skills areparents/adult
Introduction cont …. Why importance? Literacy is a complex ongoing process that starts at birth early years of childhood play an important role for literacy development Teachers, parents, and adults surrounding children play a very important role to develop children’s literacy skills "One of the best predictors of whether a child will function competently in school and go on to contribute actively in our increasingly literate society is the level to which the child progresses in reading and writing“
B. Theories on Literacy Development 1. Piaget’s Theory of Cognitive Development 2. Arnold Gesell’s Maturation Theory of development 3. Holdaway’s Natural Learning 4. Frith’s Stages Model of Reading 5. Chall's Model Of Reading Development 6. Denny Taylor’s Family Literacy 7. Neuman et al.’s Emergent Literacy Theory
1. PIAGET’S COGNITIVE DEVELOPMENT Cognition: • All the mental activities associated with thinking, knowing, and remembering • Children think differently than adults do • Piaget believed that “children are active thinkers, constantly trying to construct more advanced understandings of the world” • These “understandings” are in the form of structures he called schemas • Concepts or mental frameworks that people use to organize and interpret information • A person’s “picture of the world” • Behavior is adaptation to environment • Two processes for adaptation: assimilation and accomodation.
Assimilation/Accommodation As children assimilate new information and experiences, they eventually change their way of thinking to accommodate new knowledge
Piaget…cont Four phases of cognitive development:
Piaget…cont Four phases of cognitive development: (1) Sensorimotor stage (0-2 years), intelligence is demonstrated through motor activity without the use of symbols (language).Literacy activities: board books with brightly colored pictures and books with sound, things to touch, or smell. (2) Pre-operational stage (2-7 years), intelligence is demonstrated through the use of symbols (language) which develops rapidly. Literacy activities: story book reading and discussing the story. (3) Concrete operational stage (7-11 years), intelligence is demonstarted through logical and systematic manipulation of symbols related to concrete objects. Literacy activities: Graphic Organizers and others. (4) Formal operational stage (11-15 years), intelligence is demonstrated through the logical use of symbols related to abstract concepts. Literacy activities: the use of metacognitive reading strategies which help students to “think about their thinking” before and after reading, for example, makinginferences and summarizing.
Piaget…cont Graphic Organizer
GESELL’ MATURATION DEVELOPMENT cont…. • All children go through predictable stages of growth (a cyclical spiral),depending on the growth of their nervous system(nerve fibers, spinal cord, and brain). As the nervous system grows, their minds develop and their behaviors change accordingly - The cycle consists of 6 stages which occur at 1 ½ year intervals, which is repeated throughout childhood
Sequential patterns of growth and development: (Ages) (Description) • 2 5 10 16 = Smooth, consolidated (Equilibrium) having little problem within himself or with the world about him) • 2 ½ 5 ½-6 11 = Breaking up (Dis-equilibrium) (broken up, disturbed & troubled, he shows himself to be at definite odds with his environment and with himself • 3 6 ½ 12 = Rounded—balanced Sorting out (Equilibrium) The child is happy both within himself and in his environment. • 3 ½ 7 13 = Inwardized (Dis-equilibrium) thoughtful , drawing in of outer impressions and experiences, • 4 8 14 = Vigorous, expansive (Equilibrium) Extreme expansiveness, outgoing, even in danger of expanding too much, get confused in his conflicting social plans • 4 ½ 9 15 = Inwardized-outwardized, troubled, “neurotic”, (Dis-equilibrium) less outgoing less good equilibrium • 5 10 16 ages of stability and of relatively good equilibrium
3. HOLDAWAY’S NATURAL LEARNING Learning to read is a natural development.Children learn to read by experiencing the text over and over through4 steps: (1) Demonstration: Child watching or listening to a more knowledgable other who is reading a story to him/her; (2) Participation: Child is watching and listening to a more knowledgable other while interacting with him/her to make sure not to omit his/herr favorite parts of the story; (3) Role Play/Practice: the child is practicing (or imitating) what she/he had experienced from the more knowledgable other; (4) Performance: the child then shows off their skill to an audience
Holdaway’s Big book and Shared Reading SR is an interactive reading experience that occurs when students share the reading of a big book (enlarged text) while guided by a teacher.
4. FRITH’S STAGES MODEL OF READING Learning to read is similar with learning to walk or talk; this process can not be rushed. Reading skill is an ongoing process developed through stages. Every child has his/her own pace of development. He/she can not be rushed or pushed through these stages. The progress from one stage to another is dependent upon the mastery of the previous stage. The Stages of reading development constitutes a continuum that explains how children develop their reading skill.
Frith’s Reading model…cont Children go through 3 main stages of reading acquisition:
6. DENNY TAYLOR’S FAMILY LITERACY Notion: “an approach to learning that focuses on intergenerational interactions within the family and community which promote the development of literacy and related life skills.” Family literacy activities/programs can be initiated by organizations outside of families.
Family Literacy Theory..cont Goals: • Helping children reach their potential as learners • Providing literacy skills for their parents • Helping parents become full partners in the education of their children Programs: workshop, weekly session on topics such as storybook reading, school readiness, oral language development, and parenting.
Family Literacy Theory..cont The rationales:
Family literacy… cont The programs involves 4 Components: - Adult education: Basic skills education for adult family members to help them learn skills for the workplace; - Children education: Early childhood education for the children to bolster the skills they will need to succeed in school; - Parent and child together (PACT) time: Parent education that enables adult family members to discuss parenting practices, nutrition, and the importance of literacy learning for their children; - Parent time: Time for the adults and children to participate together in literacy activities that they can also do at home
7. NEUMAN ET AL.’S EMERGENT LITERACY -Literacy learning begins at a very early age (even at birth), long before official lessons in school. EL is encouraged through participation with adults in meaningful activities; -Right after birth, children are already in the process of becoming literate; it starts in the maternity ward and is continuous and ongoing. - It emphasizes the importance of a literacy rich home environment. • Children who are exposed to oral and written language gradually gain control over the forms of literacy. • Print-related knowledge develops similarly to the way children learn oral language. - When children are actively engaged with interesting and meaningful reading and writing experiences, they develop literacy knowledge early in their lives.
Many candidate emergent literacy skills have been suggested, including • oral language • concepts about print • environmental print • alphabet knowledge • phonological processing skills • visual-perceptual skills • emergent (pretend) reading • emergent (pretend) writing
Emergent Literacy Oral Language Reading Comprehension Decoding Phonological Sensitivity
Emergent Literacy… cont Gunn et al. (1995) divided literacyknowledge into 5 areas: • awareness of print (understanding the conventions, purpose, and function of print) (2) knowledge of relationship between speech and print (understanding that people read print, oral language can be represented through print. (3) Knowledge of text (understanding that reading sounds different for different types of text; the ability to discern differentelements of a story (e.g., the beginning and the end). (4) phonological awareness: the ability todistinguish individual sounds in spoken words (5) letter naming and writing is closely related to phonologicalawareness because it helps children connect sounds to letters and prepares children for writing
C. LITERACY ACTIVITIES 1. Learning New Words 2. Listening for Letters and Sounds 3. Beginning Reading and Writing 4. More Beginning Reading and Writing
1. LEARNING NEW WORDS Name Games: Play simple naming games for children. You can ask, “What is This?” or “Where is he/she going?” when you go to the grocery store, go on a walk, or sit and look out the window. Everyday Words: Talk to the children as you do everyday tasks such as sorting the laundry or thinking about what to cook. Explain the piles of laundry, for example, “Here are the dark clothes and here are the white clothes.” Show your child the ingredients you have for making a meal and name them together. Read: Read and reread books about topics your child is interested in. Learn the names of animals, vehicles, plants, and games together. Field Trips: Take your child on short trips to new places, such as a florist shop or a park. Talk about what you see along the way and what you see when you get there. When you get home, have your child draw a picture of something he or she saw. Write a caption for the picture. Job Talk: Go to a familiar place and look for the people who work there. What jobs do they do? What tools do they use?
2. LISTENING FOR LETTERS AND SOUNDS Nursery Rhymes: Read, sing, or say nursery rhymes from your childhood. Help your child learn them. Point out the parts that rhyme or have worlds you like to say or hear. Beginning Sounds: Point out ways words begin or end. Compare words that start with the same sound, for example, tomato and taco. Ask: “Tomatoes and tacos begin in the same way. Can you hear the t in tomatoes and tacos?” Rhyming Books: Read books with rhyming words, such as those by Dr. Seuss. Let your child fill in the words as you read them again and again. Rhyming Riddles: Make up riddles and guessing games using words that rhyme or words that start with the same sounds. For example, “What kind of cake would a snake make? He might make a lake cake.” The rhymes can be silly and fun and will get your child thinking about words and listening for rhymes.
3. BEGINNING READING AND WRITING Letter Search: Point out words on signs and in stores. Begin a search for the letter that begins your child’s name. Read the stop signs and the other traffic signs aloud when you are driving with your child. Find letters on products, on signs, and on television. Match the letters with the child’s first or last name. Play “letter of the day,” in which you decide on a letter and go on a hunt for it. Labels: Label a few belongings with your child’s name, for example, a cup or a favorite book. Read the labels together. Notes: Write simple notes to your child. For example, write “I love you” or “Let’s take a walk.” Your child can “write” notes back to you using words or pictures. Take turns reading the notes to each other.
4. MORE BEGINNING READING AND WRITING Shopping Lists: Write shopping lists and to-do lists while sitting next to your child. Provide paper and pencil so the child can make his or her own list. Then, take the list to the grocery store and use it as you shop to show the words on your list have meaning. Make Words: Make magnetic letters available and play with them on a surface such as the refrigerator. Spell simple words for your child and have him or her repeat them.Picture Menus: With your child, cut out pictures of food and paste them on sheets of paper to make a menu. You might make pages for breakfast, lunch, and foods. Have your child “read” the menu. Alphabet Books: Make a book that has a page for each letter of the alphabet. The child can draw or find a picture for each letter and paste it on the page. Write the letter on the page for the child or let him or her do it. Staple the pages together to make a book. Read the book from time to time. Book: Read with your child every day. Start by setting aside 5 or 10 minutes each day. Then gradually increase the time to 30 minutes. Go to the library together. Choose books that go along with the seasons, family holidays, or subjects your child is interested in. Dramatizing: Help your child make cutouts of favorite storybook characters. Your child can use them to dramatize the story as you read and reread it. Sharing: Share what you read with your child. Read aloud a portion of the newspaper or a book you are reading. Talk about why reading interests you.
Research TOPICs Examples - Children’s emergent reading of favorite storybooks: A developmental study. - Self-regulation in the early childhood classroom - An Examination of the Relations Between Oral Vocabulary and Phonological Awareness in Early Childhood - Predictors of Reading Achievement - Time on Reading Instruction and Approaches to Learning - From Expressive Reading to Rapid Reading - Relations between teacher and classroom activity variables and the classroom behaviors of prekindergarten children in Chapter 1 funded programs. • Instructional Tendencies in the Teaching of Reading Comprehension A Portrait of Practice in the Measures of Effective Teaching (MET) Database • ‘What happened next?’: Developmental changes in mothers’ questions to children • Development of academic skills from preschool through second grade: Family and class- room predictors of developmental routes.
Research Examples • Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. • Promoting Teachers’ Ideological Becoming Using Dramatic Inquiry in Teacher Education • Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation • Development of arithmetical competencies in Chinese and American children: Influence of age, language, and schooling.
Research Examples • Opportunities to Learn Give Children a Fighting Chance Languaging Everyday Life in Classrooms • School readiness: A focus on children, families, communities, and schools, The informed educator series • What Can Students Do With the Words They Know? An ELA Teacher Takes on Science • Pathways to reading: The role of oral language in the transition to reading. • Role of Oral Proficiency on Reading Comprehension • Children’s Eye Movements, Miscue Analysis Patterns, and Retellings When Reading a Counterpoint Picture Book
Research Examples Effective early literacy practice: here’s how, here’s why The role of peer relationships and interactions in preschool bilingual children's responses to picture books Parental involvement in foreign language learning: The case of Hong Kong ‘Mommy that's the exit.’: Empowering homeless mothers to support their children's daily literacy experiences Primary students’ understanding and appreciation of the artwork in picturebooks Understanding the importance of parent learning in a school-based family literacy programme
Wassalamu’alaikumWrWb Terima kasih Semoga Bermanfaat
