Understanding Early Childhood literacy Development
Introduction
This article reviews how to improve proficiency in early childhood classrooms earlier to the beginning of formal education. These endeavors are best practices, professional development, and curricula. Despite rising education viewpoints on rapid childhood literacy development, numerous children begin kindergarten with less than ideal education abilities.
Understanding Early Childhood literacy Development
Contrary to the earlier notion that children should begin interacting with literacy only when starting formal education, research has shown that the development of children literacy starts before Kindergarten schooling.
CURRICULA
Studies have investigated the impact of general and content-specific curricula on the development of literacy skills among young children, but only a few curricula promote early childhood literacy development. Don't use plagiarised sources.Get your custom essay just from $11/page
Creative and High scope is mainly used in new elementary schools as a general curriculum, but experiments indicate that they never improve new developing literacy skills in children.
Optimum general curriculum such as Head Start REDI program, which aims to master phonological pronunciation and vocabulary in Kindergarten pupils, has been established not to have an impact on the development of other literacy skills in children such as reading.
Evidence-based Program of Integrated Curriculum failed to develop skills for understanding vocabulary among learners but improved listening comprehension skills.
Generally, content-specific curricula are relatively active compared to general curricula. Content-specific curricula tend to develop children’s literacy skills by putting more efforts on emerging literacy instruction that is international and systematic with children’s educational needs. (Terrell &Watson 2018)
BEST PRACTICES
Research has been carried out to find the best practices to improve children developing literacy skills before starting formal schooling. Best practices are intentional and independent systematic instruction independent of the curricula meant for children who are having difficulty in developing emerging reading skills.
Studies show that the effects of best practices are area-specific and don’t lead the whole literacy development of young children. For example, although group book reading by children has essential benefits, its effects will depend on the efforts of the teacher to direct the process. The teacher can guide students to focus on a particular aspect when reading as a group.
Studies suggest that it is best practice to develop emerging Alphabet literacy skills learning of letters, sounds, and writing approach are integrated and thought simultaneously.
New research has been carried out to determine how technology will improve the development of emerging literacy skills among young children. (Hancock &Wright, 2018)
PROFESSIONAL DEVELOPMENT
The effective implantation of curricula and best practices depend on the professional abilities of educators in developing the literacy skills of young children. Studies indicate that sometimes teachers rarely use best practices and sometimes use curricula without knowing its effectiveness.
Hence professional development is paramount of educators to offer quality and quantity curricula and best practices to learners. ( Piasta, Ramirez, Farley, Justice, 2020).
CONCLUSION
Studies show that content-specific curricula, best practices, and professional development of educators have a definite improvement in the literacy learning of young children, but more research needs to be carried out.
REFERENCES
Terrell P & Watson M, (2018). Laying a firm foundation: Embedding evidence-based emergent literacy practices into early intervention and preschool environments. ASHA
Hancock DR,&Wright SW, (2018). Enhancing rapid childhood development through arts integration in economically disadvantaged learning environments. The Urban Review
Piasta SB, Ramirez PS, Farley KS &Justice LM (2020). Exploring the nature of associations between educators’ knowledge and their emergent literacy classroom practices. Springer
Introduction
This article reviews how to improve proficiency in early childhood classrooms earlier to the beginning of formal education. These endeavors are best practices, professional development, and curricula. Despite rising education viewpoints on rapid childhood literacy development, numerous children begin kindergarten with less than ideal education abilities.
Understanding Early Childhood literacy Development
Contrary to the earlier notion that children should begin interacting with literacy only when starting formal education, research has shown that the development of children literacy starts before Kindergarten schooling.
CURRICULA
Studies have investigated the impact of general and content-specific curricula on the development of literacy skills among young children, but only a few curricula promote early childhood literacy development.
Creative and High scope is mainly used in new elementary schools as a general curriculum, but experiments indicate that they never improve new developing literacy skills in children.
Optimum general curriculum such as Head Start REDI program, which aims to master phonological pronunciation and vocabulary in Kindergarten pupils, has been established not to have an impact on the development of other literacy skills in children such as reading.
Evidence-based Program of Integrated Curriculum failed to develop skills for understanding vocabulary among learners but improved listening comprehension skills.
Generally, content-specific curricula are relatively active compared to general curricula. Content-specific curricula tend to develop children’s literacy skills by putting more efforts on emerging literacy instruction that is international and systematic with children’s educational needs. (Terrell &Watson 2018)
BEST PRACTICES
Research has been carried out to find the best practices to improve children developing literacy skills before starting formal schooling. Best practices are intentional and independent systematic instruction independent of the curricula meant for children who are having difficulty in developing emerging reading skills.
Studies show that the effects of best practices are area-specific and don’t lead the whole literacy development of young children. For example, although group book reading by children has essential benefits, its effects will depend on the efforts of the teacher to direct the process. The teacher can guide students to focus on a particular aspect when reading as a group.
Studies suggest that it is best practice to develop emerging Alphabet literacy skills learning of letters, sounds, and writing approach are integrated and thought simultaneously.
New research has been carried out to determine how technology will improve the development of emerging literacy skills among young children. (Hancock &Wright, 2018)
PROFESSIONAL DEVELOPMENT
The effective implantation of curricula and best practices depend on the professional abilities of educators in developing the literacy skills of young children. Studies indicate that sometimes teachers rarely use best practices and sometimes use curricula without knowing its effectiveness.
Hence professional development is paramount of educators to offer quality and quantity curricula and best practices to learners. ( Piasta, Ramirez, Farley, Justice, 2020).
CONCLUSION
Studies show that content-specific curricula, best practices, and professional development of educators have a definite improvement in the literacy learning of young children, but more research needs to be carried out.
Introduction
This article reviews how to improve proficiency in early childhood classrooms earlier to the beginning of formal education. These endeavors are best practices, professional development, and curricula. Despite rising education viewpoints on rapid childhood literacy development, numerous children begin kindergarten with less than ideal education abilities.
Understanding Early Childhood literacy Development
Contrary to the earlier notion that children should begin interacting with literacy only when starting formal education, research has shown that the development of children literacy starts before Kindergarten schooling.
CURRICULA
Studies have investigated the impact of general and content-specific curricula on the development of literacy skills among young children, but only a few curricula promote early childhood literacy development.
Creative and High scope is mainly used in new elementary schools as a general curriculum, but experiments indicate that they never improve new developing literacy skills in children.
Optimum general curriculum such as Head Start REDI program, which aims to master phonological pronunciation and vocabulary in Kindergarten pupils, has been established not to have an impact on the development of other literacy skills in children such as reading.
Evidence-based Program of Integrated Curriculum failed to develop skills for understanding vocabulary among learners but improved listening comprehension skills.
Generally, content-specific curricula are relatively active compared to general curricula. Content-specific curricula tend to develop children’s literacy skills by putting more efforts on emerging literacy instruction that is international and systematic with children’s educational needs. (Terrell &Watson 2018)
BEST PRACTICES
Research has been carried out to find the best practices to improve children developing literacy skills before starting formal schooling. Best practices are intentional and independent systematic instruction independent of the curricula meant for children who are having difficulty in developing emerging reading skills.
Studies show that the effects of best practices are area-specific and don’t lead the whole literacy development of young children. For example, although group book reading by children has essential benefits, its effects will depend on the efforts of the teacher to direct the process. The teacher can guide students to focus on a particular aspect when reading as a group.
Studies suggest that it is best practice to develop emerging Alphabet literacy skills learning of letters, sounds, and writing approach are integrated and thought simultaneously.
New research has been carried out to determine how technology will improve the development of emerging literacy skills among young children. (Hancock &Wright, 2018)
PROFESSIONAL DEVELOPMENT
The effective implantation of curricula and best practices depend on the professional abilities of educators in developing the literacy skills of young children. Studies indicate that sometimes teachers rarely use best practices and sometimes use curricula without knowing its effectiveness.
Hence professional development is paramount of educators to offer quality and quantity curricula and best practices to learners. ( Piasta, Ramirez, Farley, Justice, 2020).
CONCLUSION
Studies show that content-specific curricula, best practices, and professional development of educators have a definite improvement in the literacy learning of young children, but more research needs to be carried out.
REFERENCES
Terrell P & Watson M, (2018). Laying a firm foundation: Embedding evidence-based emergent literacy practices into early intervention and preschool environments. ASHA
Hancock DR,&Wright SW, (2018). Enhancing rapid childhood development through arts integration in economically disadvantaged learning environments. The Urban Review
Piasta SB, Ramirez PS, Farley KS &Justice LM (2020). Exploring the nature of associations between educators’ knowledge and their emergent literacy classroom practices. Springer
REFERENCES
Terrell P & Watson M, (2018). Laying a firm foundation: Embedding evidence-based emergent literacy practices into early intervention and preschool environments. ASHA
Hancock DR,&Wright SW, (2018). Enhancing rapid childhood development through arts integration in economically disadvantaged learning environments. The Urban Review
Piasta SB, Ramirez PS, Farley KS &Justice LM (2020). Exploring the nature of associations between educators’ knowledge and their emergent literacy classroom practices. Springer