Literacy in Early Childhood and Primary Education

Vocabulary is defined as both oral language and the storage of word meanings. The effects of vocabulary on other forms of emergent literacy are three-fold. Firstly, the depth of vocabulary influences phonological awareness.

As vocabulary increases, words are represented in the lexicon in an increasingly segmented manner. Secondly, vocabulary affects comprehension, because children will not be able to make meaning from text if they do not have the vocabulary to support the text reading. During early childhood a range of experiences with print provide children with opportunities to develop the skills of emergent literacy Sonnenschein, Direct interactions with resources that can assist in the development of the three main components of emergent literacy are necessary.

Story book reading and the resulting interaction is one of the main ways that children can interact with literacy to assist in the development of alphabet knowledge, phonological awareness, and vocabulary e.

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Socially and culturally relevant experiences and interactions with print in early childhood education provide additional experiences for children who may not be receiving as many experiences in their homes Young, As a result, preparation for the transition to compulsory schooling has been limited Blaiklock, b; McLachlan, The underlying philosophy is based on learning through holistic development and linked experiences, rather than teaching specific skills Blaiklock, a. This article aims to show two things: The children in this study all attended morning sessions at sessional public kindergartens.

Morning sessions are usually attended by children aged between four and five-years-of-age. At the time of data collection, this was the philosophy advertised by the Kindergarten Association overseeing the kindergartens involved in this study Auckland Kindergarten Association, n. Based on informal observations, the kindergartens who participated in this study engaged children in various amounts of literacy during occasional whole-group mat-times but this was inconsistent within and across settings.

Additionally, there were many opportunities for children to engage in literacy activities, in generally literacy-rich environments. This is consistent with surveys of New Zealand kindergarten and early childcare settings Foote et al. The participants in this study were children aged from four years, five months to four years, 11 months, with an average age of four years, seven months, or 55 months of age. There were 59 girls and 51 boys in the study.

The children were recruited from seven kindergartens in the central-west Auckland region. An analysis of the closest primary schools to the kindergartens found that the decile ratings of those schools ranged from four to ten, but the mode was eight. Informed consent was obtained from the Auckland Kindergarten Association , the Head Teacher at each kindergarten and from the parents of children. Eighty of the children then participated in a short-term intervention study, which is not discussed here see Arrow, Children completed a number of tasks to assess their development of vocabulary, phonological awareness, alphabet knowledge, reading and spelling see Arrow, , for a full description of these tasks.

Child assent was a critical part of this project, which relied heavily on willingness to participate in sometimes difficult tasks.

Such willingness was also rewarded with stickers. This was assessed by asking children to say the name of each of the 26 letters of the alphabet, which were arranged in a random order and presented in lower case. Letter-sound knowledge was also assessed in the same way. This was assessed using two types of tasks: The identity tasks were adapted from Byrne and Fielding-Barnsley and required children to identify which of three pictures started with the same sound as the first picture provided, and rhymed with the first picture provided.

There were ten items for each task. There were five items for each type of task. Children were asked to first read their own name, presented in 24pt Arial font, centred on an A4 portrait piece of paper, without being told what the word was. They were then asked to write their name on another piece of paper, with no copying, although the researcher assisted if motor skills were interfering in the writing process.

Additionally children were presented with 12 words from the Ready-to-Read test Clay, and asked to spell up to 12 words taken from Fletcher-Flinn and Thompson The items gradually increase in difficulty. The task results in a standardised score with an average of one hundred. Five children were inadvertently not administered this measure. The results will be discussed in terms of the type of emergent literacy skills measured. The descriptive means and standard deviations are provided, along with a general description of the relationships among the main variables measured in the study.

The mean number of letters that children could name was All phonological awareness tasks were correlated see Table 3 , indicating that they all measured the same construct, namely phonological awareness. See Table 1 for the means and standard deviations. The tasks that involved identifying and blending the larger phonological units of rimes or syllables were the easiest for children, as reflected by the higher mean scores.

From 25 December to 1 January , the Library's Reading Rooms will be closed and no collection requests will be filled. Collection delivery service resumes on Wednesday 2 January Further information on the Library's opening hours is available at: Literacy in early childhood and primary education: The book explores the continuum of literacy learning andc children's transitions from early childhood settings to junior primary classrooms, and then to senior primary and beyond.

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Reader-friendly and accessible, this book equips pre-service teachers with the theoretical underpinnings and practical strategies and skills needed to teach literacy. It places the 'reading wars' firmly in the past as it examines contemporary research and practices.

The book covers important topics such as literacy acquisition, family literacies and multiliteracies, foundation skills for literacy learning, reading difficulties, assessment, and supporting diverse literacy learners in early childhood and primary classrooms. It also addresses the challenges that teachers may face in the classroom and provides solutions to these.

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