12/31/2023 0 Comments Kindergarten learn to typeIn home and child care situations, children encounter many different resources and types and degrees of support for early reading and writing (McGill-Franzen & Lanford 1994). Although it may seem as though some children acquire these understandings magically or on their own, studies suggest that they are the beneficiaries of considerable, though playful and informal, adult guidance and instruction (Durkin 1966 Anbar 1986).Ĭonsiderable diversity in children’s oral and written language experiences occurs in these years (Hart & Risley 1995). But as they develop an understanding of the alphabetic principle, children begin to process letters, translate them into sounds, and connect this information with a known meaning. At first children will use the physical and visual cues surrounding print to determine what something says. In the midst of gaining facility with these symbol systems, children acquire through interactions with others the insight that specific kinds of marks print also can represent meanings. From these remarkable beginnings children learn to use a variety of symbols. They delight in listening to familiar jingles and rhymes, play along in games such as peek-a-boo and pat-a-cake, and manipulate objects such as board books and alphabet blocks in their play. Young babies make sounds that imitate the tones and rhythms of adult talk they “read” gestures and facial expressions, and they begin to associate sound sequences frequently heard words with their referents (Berk 1996). From these experiences children learn that reading and writing are valuable tools that will help them do many things in life.Įven in the first few months of life, children begin to experiment with language. Experiences in these early years begin to define the assumptions and expectations about becoming literate and give children the motivation to work toward learning to read and write. Specific abilities required for reading and writing come from immediate experiences with oral and written language. Children need regular and active interactions with print. Consequently reading and writing acquisition is conceptualized better as a developmental continuum than as an all-or-nothing phenomenon.īut the ability to read and write does not develop naturally, without careful planning and instruction. As they continue to learn, children increasingly consolidate this information into patterns that allow for automaticity and fluency in reading and writing. From their initial experiences and interactions with adults, children begin to read words, processing letter-sound relations and acquiring substantial knowledge of the alphabetic system. Children learn to use symbols, combining their oral language, pictures, print, and play into a coherent mixed medium and creating and communicating meanings in a variety of ways.
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