Kindergarten reading and writing curricula in the European Union

Abstract

The aim of this study was to examine whether the current literacy programmes in European Union kindergarten curricula support and enhance young children's reading and writing development. This study investigated whether the kindergarten curricula of 10 European countries: Britain, and Sweden set appropriate goals for young children's acquisition of literacy, provide methodological guidelines that support children's active engagement in reading and writing activities, provide a print-rich classroom environment, emphasise the communicative nature of reading and writing and use play in the learning process. The comparative data analysis showed that European kindergarten curricula seem to support and enhance young children's reading and writing development, and that early literacy acquisition is based on the principles of the new perspective of the emergence of literacy.

Analyzing Writing Anxiety Level of Turkish Cypriot Students

“…Bu bulgu, okulöncesi eğitiminin ne denli önemli olduğunu göstermiştir. Şöyle ki, okulöncesi dönemde okuma yazmaya hazırlık çalışmaları yaşamsal önem taşımakta ve tüm okul türü öğrenmelerin alt yapısını oluşturmaktadır (Tafa, 2008;Üstün, 2007). Bu bağlamda, yazma kaygısı özelinde Wiltse'nin (2001) görüşü önemlidir.…”

Time Well Spent in a Kindergarten Class:A Teacher’s Reflection on Using Talk to Learn

“…They may even ask themselves if time for talk is well spent. According to Gallas et al (1996), "there is sometimes an irresistible urge to anchor children's oral language experiences in functional, goal-oriented, instructional activities" (p.611) that meet the emphasis on teaching discrete reading and writing skills at earlier grades (Baumer, Ferholt & Lecusay, 2005;Cooper, 2005;Tafa, 2008). On the other hand, it can be argued that classroom talk supports academic content as language is the glue that binds learning together.…”

The Effect of a Suggested Multisensory Phonics Program on Developing Kindergarten Pre-service Teachers' EFL Reading Accuracy and Phonemic Awareness

“…The relationship between oral language and phonemic awareness was considered bi-directional. There is now some evidence to suggest a causal relationship between oral language and phonemic awareness (Lefebvre et al, 2011;Malmeer & Araghi, 2013;McCollin et al, 2009;Plaza, 2001;Spooner et al, 2004;Stuart, 2004;Suggate et al, 2014;Tafa, 2008;Weiser, 2013).…”

“…The development of phonemic awareness is both a cause and a consequence of learning to read. The development of basic levels of phonemic awareness supports reading and as reading ability increases, learners develop more sophisticated levels of phonemic awareness (AlShaiji & AlSaleem, 2014;Atkins, 2014;Carlson et al, 2013;Deacon, 2012;Gunning, 2009;Papaja, 2013;Tafa, 2008).…”

“…When the phonetic module is deficient, Kindergarten pre-service teachers will likely experience difficulty processing phonemes in the oral language which, in turn, impairs the process of learning phoneme grapheme correspondences in the written language orthography (Okasha & Hamdi, 2014;Pinto et al, 2015;Rupley, 2009;Scully & Roberts, 2002;Tafa, 2008).…”