Emergent Literacy (Marie Clay, 1966)

1
Emergent Literacy(Marie Clay, 1966)

• Emergent literacy assumes that the child
  acquires some knowledge about language, reading,
  and writing before coming to school. Literacy
  development begins early in life and is ongoing,
  (Morrow, 2009, p. 24).

Alexandra H. Allman
2
Components of Emergent Literacy Behaviors

• Children
• like to explore
• are inquisitive
• are problem solvers
• develop fine/gross motor skills
• exhibit listening behaviors

• Theories
• Constructivist the teacher is the facilitator
  and will guide them to the knowledge students
  will learn through social and collaborative
  activities that allow them to explore.
• Motivational engage students in activities that
  will make them think - motivate them to be
  inquisitive, to apply problem solving

3
Practices in the Classroom Behavior

• Blocks and Puzzles (exploring, problem solving,
  fine/gross motor skills)
• Read alouds read stories to students out loud
  students are able to identify behaviors
  associated with effective listening social
  communication about the book afterwards helps
  promote language learning and development
  (Jalong, 2010, p. 6)
• Centers with concrete objects for students to
  explore some examples are
• a science center that has dinosaur bones for a
  dinosaur theme
• Math center has manipulatives for students to
  explore
• Writing and art centers with a variety of
  supplies
• Reading a variety of texts out loud students
  can use their inquisitiveness to ask questions
  and be problem solvers by predicting solutions
• Challenge students promotes motivation (Morrow,
  2009)

4
Components of Emergent Literacy Observations of
World

• Children
• are assertive and egocentric
• are social
• develop sense of humor
• are aware of their culture
• developing conscience (whats good versus bad)
• can persist longer at tasks and can plan and
  carry out tasks from one day to the next

• Theories
• Schema (Cognitive) Children come to school
  aware of culture and background experiences
  pertaining only to their families. They becoming
  aware of what is good versus bad based on
  experiences in their home or what they see on
  t.v.
• Constructivist promote social behavior and work
  with students behaviors in zone of proximal
  development some students will be more mature
  and ready for certain activities and learning
  situations than others.

5
Practices in the Classroom Observations of the
World

• Centers students can socially work in areas
  together that help promote literacy skills some
  tasks can begin one day and students can continue
  the next day
• Jobs assigning jobs to students to develop
  assertiveness in a positive way
• Culture display students different cultures
  around classroom through pictures, books, and
  activities allow students to be experts in
  their culture
• Have students role play good behavior versus
  bad behavior
• Give students choices gives them responsibility
  and control (Morrow, 2009)

6
Components of Early Literacy Home/School
Environment

• Defined
• What children are learning in the classroom
  should be reinforced at home.
• Family members who care for children are
  childrens first teachers, (Morrow, 2009, p.
  379).

• Theory Constructivist
• Students are learning naturally at home and
  should blend with the classroom (Baker, 1999)
• They may be learning socially with family and
  therefore should be learning socially with
  teachers and peers
• Teachers and parents should be guiding students
  toward learning using the zone of proximal
  development (Vygotsky)

7
Practices at Home and the Classroom

• Read alouds promotes language, writing, and
  reading
• - talk about book
• Visuals of students culture in the classroom
  (reinforce what is important at home)
• Environmental Print
• A newsletter communicating to parents what is
  happening in the classroom
• Echo reading teacher or parent reads and
  students repeat back (Kuhn, 2003)
• Using songs, poems
• Writing lists grocery list, list of students in
  classroom
• Trips around the community
• (NAEYC, 1998)

8
Components of Emergent Literacy Cognitive
Processes

• The way one thinks
• Learning alphabetic principle, phonemic
  awareness, and phonics
• Cognitive processes are intimately linked with
  ones history as a sociocultural being, as well
  as with the immediate contextual variables of the
  situation in which the cognitive processing (such
  as reading) occurs Context is an integral part
  of thinking. (Teale, 2003, p. 27)

• Theories
• Cognitive using prior knowledge, schema
• Constructivist developing cognitive skills at
  home (background/culture) and at school

9
Practices in the ClassroomCognitive Processes

• Scaffolding whole group and guided reading
• Centers that build on background knowledge
• Integrate cultures through pictures and
  literature and centers
• Zone of Proximal Theory students should be
  working on this level the level students can
  perform on with help from adult until independent
• Students read independently to practice new skills

10
Components of Emergent Literacy Language
Processes

• Defined
• Language is the understanding of the concept of a
  word
• Children will construct or reconstruct
  language as they learn (Morrow, 2009)

• Theory
• Cognitive students language develops through
  activities
• Constructivist acquiring language through
  active and social process
• Behaviorist will learn through imitation

11
Practices in the Classroom Language Processes

• Buddy reading
• Sharing (show and tell)
• Teacher modeling
• Centers (i.e. house center)
• Shared reading
• Collaborative discussion (whole group or small
  group)
• Role playing