Mary Cris J.

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Definition of Emergent Literacy
Teale
 Own initiative
of child to
reading and
writing

Clay Sulzby
Stages of  Development
development as of knowledge
he grows
Definition of Emergent Literacy

Marie Clay (1996) was the first one who

used the term emergent literacy.
Emergent Literacy is based on an
assumption that a child acquires some
knowledge about language, reading and
writing even before attending any formal
education.
She asserted that literacy development
begins early in life and is ongoing.
Definition of Emergent Literacy

Teale (1982) viewed literacy as the result

of children’s involvement in reading
activities facilitated by literate adults.

All children who come to school already

have certain experiences and interests
in learning (Teale, 1987).
Thus, refers to
competencies and literacy skills in early
childhood.
Definition of Emergent Literacy

SULZBY(1991) defines LITERACY as the

reading and writing behaviors of young
children that precede and develop into
conventional literacy.
1. Basic literacy
 2. Socio-cultural literacy which
emphasizes the importance of
social interaction of children to
construct cultural-specific
meanings and to demonstrate
literacy practices as social events
and cultural phenomena; and
 3. Functional literacy which
emphasize the use of technology for
instruction and literacy, and the
young learners use of technology to
produce meaning.
 Emergent Literacy

Child

School Home Environment

Knowledge Literacy
Environment

Skills Training
Influence Acquired

Vocabulary
Skills
 Concepts on Emergent Literacy
BEFORE
Early literacy was somewhat
neglected
Little attention given to a
child’s literacy was in grade 1
Assumed that the beginning
of literacy was in grade 1
Speaking and listening will
learned in early childhood
while reading and writing will
NOW
A great deal of attention to
literacy development in early
childhood
Acquisition of given
information about literacy
begins at birth and continues
at the course of early
childhood
Development of literacy in a
child’s earliest years
Simultaneous development
of language-related abilities
 Concepts on Emergent Literacy
BEFORE
Reading instruction was
ignored in pre-school
education
No advocacy for formal
reading instruction in early
childhood
Pre-schoolers were not
perceived as readers and
writers
Waiting for a child natural
maturation to unfold
NOW
Emphasis on oral language
development and preparation for
reading
Capitalized on child’s existing
knowledge, information
about literacy and reading
and writing experiences
Children are active constructor
of their own learning
Nurture emergent literacy
from birth to kindergarten to
grade 1
 Concepts on Emergent Literacy
BEFORE NOW
Preparation for literacy was Continuous building of knowledge
through the acquisition of on oral language, reading and
a set of prescribed writing
hierarchy of skills
Progression from part to Children learn from meaningful
whole, a set of skills as and functional situations
prerequisites to reading

Drills from contrived Children are interested and

attempt early to communicate
Writing had been certainly in writing reading and writing
missing writing develops after are cultivated concurrently
reading
Jean Jacques Rosseau (1712-1778)
Natural Learning

• activities: Allowing children to

grow and learn with the
freedom to be themselves
Johann Heindrich Pestalozzi (1746-1827) Natural
Unfolding of Child

• activities: Informal activities

that eventually lead to
learning, manipulating objects
and learning about them
through
Friedrich Froebel (1782–1852 “Father of Kindergarten”
Natural Learning of Child through planned environment

• activities: Teacher-facilitated
activities, guided-play,
manipulative for learning certain,
concepts and providing
opportunity for circle-time for
singing
 John Dewey (1966)
Progressive Education

• activities: Manipulative toys,

arts, music, story reading, free
and outdoor play, snack, rest,
circle time, informal reading and
writing
 B. F. Skinner (1954)
Behaviorism
• emphasis: the outcome of learning is
a permanent change in behavior
that is caused by a response to an
experience or stimulus
• Behaviorists suggest that we learn
through imitation and association,
and through conditioning, or a
series of steps that are repeated so
that the response becomes
automatic
Maria Montesorri (1965)
Senses and Systems

• activities: Allowing children to

use manipulative toys; working
with carefully designed and
specific materials for specific skills;
work instead of play; activities for
skill mastery
Jean Piaget (1969) Cognitive
Development
• activities: Natural problem
solving situation, playing,
exploring and experimenting,
planning one’s own activities and
cooperating with teachers and
peer in planning evaluating
learning.
Lev Vygotsky (1981) – Schema
Acquisition
• activities: Story reading story
retelling, directness
listening- thinking activities,
Lesso
n
 Characteristics of an Emergent Reader

• Emergent reading pertains to the first stage in a

child’s growth toward literacy.
• This stage relates to the beginning experiences or the
child’s first experience with print in the home and
continues through early years of formal schooling.
• Reading behavior does not begin at a particular
age but emerges continually, thus the term called
emergent reading
Emergent reading pertains to the first stage in a child’s growth
toward literacy.
Particularly, this stage relates to the beginning experiences or the
child’s first experience with print in the home and continues through
early years of formal

Stage 1- Emergent Readers

• age from 2 to 7 years old. They begin to familiarize themselves
with the concepts of print related to directionality, one-to-one
correspondence between the spoken and written word, and the
value of picture clues to the meaning of story.
 Stage2-Early Readers
• Picking up from the concepts attained as an emergent reader,
early readers now begin to rely more heavily on the printed text
than on the picture in a book.
• Most often, they begin to develop word recognition strategies
such as monitoring, searching, crosschecking, and self-
correction.
Stage 3- Transitional Readers
• make the leap into fluent reading as they are generally able to
able to read in meaningful phrases with comfortable pace and
pace and appropriate voice intonation
 Stage 4 – Self- Extending
• They often read a variety of textual genres and use
reading as a tool for gaining new knowledge

Stage 5- Advance Readers

• those readers who have attained a level of master with
reading. They are generally over the age of 9 and have
become proficient in reading and in comprehending
various text sources
 Characteristics of an Emergent Writer

• Their emergent writing is characterized by playful

markings to communicate something, which signals
their knowledge of the uses of written language before
learning the form.
• Writing is always related to reading. Thus, reading is
always connected to writing. The child’s
experimentation with writing allows him to construct
and refine the kind of knowledge about written
language that makes reading possible.
The Role of the Home in Promoting Early Literacy
• Holdaway (1979) pointed out that homes
provide a setting where interaction between
adults and children are socially, emotionally and
intellectually conducive to literacy and growth.
• Morrow(1989) identified five vehicles for early
literacy development which include the home,
language, reading, writing and school
environment.
Family members, particularly parents,
must initiate literacy activities for the
child

The home must provide opportunities to

naturally develop the child’s ability and
desire to read

All family members must read to a child

and must be responsive to his queries

Parents involve the child in their reading

and take him in bookstore and libraries

Parents help the child with his reading

and writing
 Thank you!!!

When we no longer able to change a situation,

we are challenge to change ourselves
–Eleonor Roosevelt