Development of language and literacy skills is main domains in early childhood development. Early language and literacy instruction refers to learning meant to develop these skills applied in communication through development of language and the ability to read and write. Early childhood period is a significant period for learning how to use language read and write (Christie et al., 2014). Research shows that a good beginning results to effective literacy achievement in later years. It is also the best preventive mechanism against issues related to achievement as one goes through both school and career later on in life (Florida Department of Education, n.d). However, despite being a very significant learning period, there are a number of issues associated with early language and literacy instruction which include poor language and literacy development for preschoolers and other young children.
The major goal of language and literacy instruction is for instructors to incorporate literacy skills in the early years of life into interventions (Neuman & Wright, 2010). Early language and literacy instruction methods that are appropriate, interactive for children, explicit and adequately intensive provide a solid foundation for success in reading later on. Despite the fact that all the literacy and language skills are individually crucial and of significant value in effective language and literacy development in children, research shows that combining them produces great success in reading and writing (Ball & Gettinger, 2009).
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From an early childhood language and literacy development perspective, writing and reading grow both in a concurrent and interrelated manner in young children (Christie et al., 2014). This is promoted by experiences that allow meaningful association with both oral and written language. The aim of this paper is to provide an analytical perspective of early language and literacy instruction. This will include a detailed analysis of the essential components of effective language and literacy instruction. These components include positive adult-children interactions, alphabetic code, oral language and development of print knowledge ideas.
Oral language
Oral language can be defined as the ability to produce and understand language in spoken form. The skills related to oral language include the ability to comprehend the meaning of words used, their appropriateness and to put them together into sentences or even phrases in accordance with grammar rules that send a message that can be understood by other people (Christie et al., 2014). In early language and literacy instruction, oral language can be promoted through interactive read-alouds, having the children engage in story-telling and vocabulary use (Florida Department of Education, n.d). In addition, comprehension listening and offering them support with oral language development in early language and literacy promote oral language development. Read-alouds are an important element in supporting oral language development in young children (Florida Department of Education, n.d). When instructors engage children in read-alouds that are interactive on a frequent basis, the children are able to put into practice their skills in oral language (Christie et al., 2014). Having conversations prior and after reading a book for example can help them in developing the skill too.
Children participation in oral story telling is another effective instruction method for developing oral language. This instruction practice improves their language development including vocabulary use, use of grammar and narrative skills (Neuman & Wright, 2010). Story telling gives them an interactive and authentic means of embedding language in their learning experience. Children enroll for their junior classes with different levels of language development. Vocabulary is learned over time as children come across new words over and over again (Florida Department of Education, n.d). However, the main challenge is that most children do not have talk rich backgrounds and therefore their vocabulary use has to be enhanced. In order to support children who have oral language development difficulties, authentic and individualized experiences can provide the much required help (Ball & Gettinger, 2009).
Listening comprehension begins to develop during the early years of life, at around the age of one through elementary school. It includes oral language abilities such as application of morpheme, vocabulary use and anaphoric referents (Christie et al., 2014). In preschool and primary level grades, the ability to listen comprehension results to reading comprehension. Children in grade three have developed comprehension listening that is almost equivalent to that of grade four children. However, the listening comprehension of children in their early years of life can only be promoted by interacting with others and books. Books present them with vocabulary, ideas and language patterns (Reading Rockets, 2017). Due to the fact that they are yet to read, their ability to listen develops from sources that are not printed such as talks, play and read-alouds from adults. In most cases, this happens throughout the elementary grade level (Christie et al., 2014).
Alphabetic code
In early language and literacy instruction, there are a number of approaches that are applied in reading words. All of them need some understanding of the alphabetic code. The four major elements in learning how to identify words (phonics, phonological awareness, sight words and word reading techniques such as semantics) are essential in ensuring effective early language and literacy instruction (Neuman & Wright, 2010). Phonemic awareness enables children to understand how sounds work even before they learn to read (Neuman & Wright, 2010). Therefore, teachers ought to incorporate the awareness of phonemic instruction in their education curriculum. This would help the young children with reading and spelling. According to Center for Early Childhood Education, phonics skills should be incorporated with phonemic awareness, reading skills and fluency.
Researchers propose that awareness of phonemics can be incorporated into the start of writing instruction. The instructor can for example name letters when the child writes (Florida Department of Education, n.d). Therefore, teachers should offer writing experiences that are flexible to children so that they are able to scribble use invented spelling and use random letters before they are able to use methods that are more conventional (Christie et al., 2014). Literature suggests that when children are allowed to write their individual texts, they also grow in their vocabulary their awareness in phonemics increase.
Print knowledge concepts
Young children require materials to assist in their literacy development. By providing them with tools needed in expressing themselves symbolically, they develop interest in learning and literacy. Materials such as books and papers should be visible all-around the classroom to enable them see and apply literacy for different purposes (Neuman & Wright, 2010). They also engage in a number of reading and writing sessions in a print –rich environment. Teachers for example can give simple art materials and tools such as markers and papers for toddlers to explore and in their own way manipulate (Christie et al., 2014). For the preschoolers, the teacher can direct their focus to certain letters and words in their surrounding each time it is appropriate to do so.
Apart from having access to writing tools, young children also require the chance to explore literacy. During the free-choice sessions, they can participate in literacy associated play. Activities such as developing shopping lists and invitations can help them comprehend what a reader and a writer does before in actual sense acquiring the necessary skills required in reading and writing (Neuman & Wright, 2010). When literacy becomes part of their day-to-day activities, children are able to actively make their individual literacy knowledge and techniques, and also learn how to read and write in a natural and playful way (Reading Rockets, 2017).
Positive adult-child relationships
Early language and literacy instruction can significantly gain from positive adult-child relationships (Christie et al., 2014). It gains from adults who respond to the interest of children. In addition, adults who are sensitive to the present stage of children’s language development contribute to effective early language and literacy development. In their early years of development, young children require interactive sessions with adults who are caring in order to enhance their language and literacy skills (Neuman & Wright, 2010).
Parents/guardians can engage young children by talking to them and making efforts to engage them in simple language and regular eye contact (Christie et al., 2014). In addition, young children require teachers, with whom they can play, talk and sing with and also interact in learning games. In preschool, the young children require relationships that are both nurturing and positive with instructors who have the ability to effectively develop their reading and writing. By engaging them in responsive interactions, their interest in learning how to read and write is enhanced.
Conclusion
In conclusion , the objective of this paper is to provide an analytical perspective of early language and literacy instruction. Which includes a detailed analysis of the essential components of effective language and literacy instruction? Studying to read and write is an important accomplishment. Research shows that there is an association between early language and literacy and achievement in academics and career later on in life (Neuman & Wright, 2010). Therefore, to ensure that children develop into competent readers and writers, instruction in early language and literacy development should be done effectively. Early language and literacy instruction teachers play the role of teaching the basic skills and offering a rich, interactive and meaningful environment for learning complemented by the required instruction practices (Neuman & Wright, 2010). Children join classroom with different literacy encounters and abilities and therefore instructors should provide instruction according to each child’s requirements (Ball & Gettinger, 2009).
References
Christie, J.F., Enz, B.J., Vukelich, C., & Roskos, K. A. (2014). Teaching language and literacy: Preschool through elementary grades (5th Ed.). Boston, MA: Pearson.
Neuman, S., & Wright, T. (2010). Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching. The Elementary School Journal , 111 (1), 63-86.
The Center for Early Childhood Education. (n.d.) Supporting oral language development in dual language learners. Retrieved June 14, 2016 from http://www.easternct.edu/cece/supporting-oral-language-development-in-dual-language-learners/
Ball, C., & Gettinger, M. (2009). Monitoring Children's Growth in Early Literacy Skills: Effects of Feedback on Performance and Classroom Environments. Education and Treatment of Children, 32 (2), 189-212. Retrieved from http://www.jstor.org/stable/42900018
Reading Rockets. (2017, March 31). Choosing and Using Kids' Books . Retrieved June 15, 2019, from http://www.readingrockets.org/books/choosing-and-using-kids-books.
Florida Department of Education. (n.d.) Retrieved June 14, 2019 from http://www.fldoe.org/core/fileparse.php/7539/urlt/strivingreaders.pdf
