Week1

This article was chosen because of the focus on important literacy skills for preschool children. The main focuses outlined were early literacy content, enhancing children’s cognitive and social emotional development, and a teacher directed and child centred approach to learning. Key foundational skills necessary for young children to succeed in learning to read were outlined. These were language, phonological awareness and print knowledge, proper exposure to these skills in early childhood prepare children and give them the best chance at succeeding in reading (Landry, Swank, Smith, Assel & Gunnewig, 2006, p. 307).  The article pointed out the importance of ensuring children have repeated exposure to words in various contexts, and children who participated in activities promoting phonological awareness, showed superior skills in reading tasks and reading comprehension. The article discussed research, which showed that “young children learn cognitive and language skills most effectively if their interests are recognised, supported, and extended” (Landry et al., 2006, p. 307). The article also recognised the importance for a teacher directed and child centred approach, acknowledging that older students respond to clear academic direction, whilst 3 – 4 year olds benefit when their interests are responded to thoughtfully (Landry et al., 2006). I see the importance of teaching young children the key foundations of literacy, so that they will be prepared and have the best chance to succeed in learning to read. If educators use a child centred approach to learning, than literacy skills can be combined within all of children’s learning experiences and both their cognitive and social emotional needs can be met.

References

Landry, S. H., Swank, P. R., Smith, K. E., Assel, M. A., & Gunnewig, S. B. (2006). Enhancing early literacy skills for preschool children: Bringing a professional development model to scale. Journal of Learning Disabilities, 39 (4), 306 – 24.