Engaging with literacy provision in the early years: Language use and emergent literacy in child-initiated play

Neaum, Sally

doi:10.1177/1468798418783310

Cited by 10 publications

(7 citation statements)

References 43 publications

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“…Transcripts were analysed by the team over three dedicated days using the taxonomies and codes developed in the initial study (Neaum, 2018). We began, through discussion and examples from the initial study, by developing a shared understanding of the taxonomies and codes.…”

Section: Discussionmentioning

confidence: 99%

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Children’s ways-of-knowing. Learning through intent participation in the early years

Neaum

2020

Early Years

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Pascal and Bertram, 2013). In England, this ongoing focus is embedded in the recent Department for Education report Unlocking Talent. Fulfilling Potential (DFE, 2017) which sets out a series of key-life-stage ambitions, starting with the early years, to "improve social mobility through education" (6).A significant aspect of government policy to ameliorate the impact of poverty is a focus on early language and literacy. This includes an often-stated commitment to phonics teaching, and a strong focus on children's spoken language (OFSTED, 2017;DFE, 2017; NCTL, 2013). Indeed, the report cited above (DFE, 2017) has as its "first key life-stage ambition" (8) an explicit aim to "close the word gap in the early years" (8). It aims to support this by ensuring that disadvantaged children have a rich early language environment and attend highquality early years provision. Raising the quality of provision in disadvantaged areas, it argues, will be achieved by spreading best practice and creating partnerships for change with children parents and families, the local authority, health and early years professionals, and expert organisations such as the "EEF [Education Endowment Foundation] and the EIF [Early Intervention Foundation]" (15). The role of the expert organisations is one of finding out "what works" (9) in supporting parents' and practitioners' knowledge and skills in this area. Good levels of funding are available for research and implementation of these initiatives. For example, the EEF (2019) currently has three large-scale early years interventions to test what works in developing parents' and early years practitioners' interaction skills to support children's language acquisition and development. The EIF has

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Section: Discussionmentioning

confidence: 99%

“…This paper reports a finding from a wider study into children's engagement with literacy provision in free play (Neaum, 2018). The findings from the initial study were stark, so an extended study was undertaken in 2018.…”

Section: The Studymentioning

confidence: 94%

Children’s ways-of-knowing. Learning through intent participation in the early years

Neaum

2020

Early Years

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“…Without mediation, play can simply reinscribe existing societal disparities through inclusion, exclusion, bullying, or limited access to materials (Wood, 2014). Play research has found teachers want clear guidance for mediating play and integrating literacy effectively (Neaum, 2020;Pyle et al, 2018;Rand & Morrow, 2021). Portier et al (2019) offer helpful K-2 teacher mediation strategies for literacy play curricular activities.…”

Section: A Framework For Integrating Play and Literacymentioning

confidence: 99%

“…Play research has found teachers want clear guidance for mediating play and integrating literacy effectively (Neaum, 2020; Pyle et al, 2018; Rand & Morrow, 2021). Portier et al (2019) offer helpful K–2 teacher mediation strategies for literacy play curricular activities.…”

Section: A Framework For Integrating Play and Literacymentioning

confidence: 99%

Serious Play for Serious Times

Wohlwend¹

2022

The Reading Teacher

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A contributing factor to the loss of play in many early childhood classrooms is a sharp separation between literacy learning as serious, even urgent, academic work and play as optional, socially‐beneficial‐at‐best, fun. To recenter play in the academic curriculum, early childhood educators must not only demonstrate how play benefits the existing literacy curriculum (the first half of this article), but we must also recognize play as an important early literacy in its own right with particular relevance for digital literacies (the second half of this article). The following sections review recent literacy research that provides support for recentering play in the early childhood curriculum. This review updates an already well‐established foundation of play‐based literacy research, adding current research that can help teachers integrate literacy play in early childhood settings. The article concludes with a framework for implementing play‐based early literacy in preschool through second grade classrooms.

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“…Children who have the ability of literacy from an early age will cause the child to become a learner throughout his life. Learning media provided to support children's literacy skills must have age-appropriate instructions in early literacy skills, such as reading together and sharing writing [3].…”

Section: Introductionmentioning

confidence: 99%

Multimedia Technology to Stimulate Children's Literacy Ability: Study in Kindergarten in Sleman

Novitasari¹,

Zubaidah²,

Harjana³

et al. 2020

ujer

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Literacy ability helps children learn to read more easily and increase children's success at school. This study aims to describe the use of multimedia technology in literacy learning in kindergarten in Sleman, including (1) Lesson plan, (2) implementing the use of multimedia technology in children's literacy learning, and (3) assessment of children's literacy abilities stimulated using multimedia technology. This research is qualitative. Data collection uses observation, interviews, and document review techniques. The validity of the data is obtained through data triangulation. The data analysis technique was conducted using an interactive model. The results showed that: (1) Lesson plan is adapted to the national curriculum, scientific learning approaches, and learning center models, and integrated with the development of other aspects arranged in semester, weekly and daily programs. (2) Implementation of the use of multimedia technology in literacy learning is implemented in the foothold of learning centers with steps: (a) concentration of attention and focus, (b) orientation, (c) modeling, (d) stage of children's play, and (e) summary. (3) Assessment of children's literacy abilities stimulated using multimedia technology is carried out with observation techniques, the results of assignment work, and anecdotal notes, procedures carried out include recording child development, summarizing notes, and describing in the form of short sentences covering competencies in the national curriculum.

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Engaging with literacy provision in the early years: Language use and emergent literacy in child-initiated play

Cited by 10 publications

References 43 publications

Children’s ways-of-knowing. Learning through intent participation in the early years

Children’s ways-of-knowing. Learning through intent participation in the early years

Serious Play for Serious Times

Multimedia Technology to Stimulate Children's Literacy Ability: Study in Kindergarten in Sleman

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