Great Beginning Starts with Early Literacy
By: Widya Hanum Sari Pertiwi
CAN you imagine how can a 10-year-old boy enjoys reading Deltora Quest (651 pages) less than a week? Or suppose a 7-year-old girl joining the Young Territory Author Award? How could that be? How is the implementation in the classroom? Is that extensive reading given as homework for year 5 students? Welcome to Australian early literacy.
Australia is a country where literacy is set as early as a baby can cry. There are two nationally approved learning frameworks for early childhood literacy. Belonging, Being and Becoming is one of them for children aged 0 to 5. Some of the principles are secure, respectful, and reciprocal relationship; critical reflection; and collaborative teamwork.
Early literacy approaches aim to promote the development of some foundational skills: reading, writing, and communicating. These skills are developed in the early years, from infancy through to the start of school. Literacy strategies aim at different skill areas of knowledge that involve reading, such as spelling ability, vocabulary, language articulation, comprehension, and critical analysis. This literacy skill also helps them to develop critical thinking skills and problem-solving skills. Through books and reading, children are exposed to new concepts, ideas, and ideas. This helps them to better evaluate situations, make connections, and make better decisions.
Strategies and examples for engaging children aged 3 to 5 years in reading
My experience living in Darwin to accomplish doctorate degree proved that my kids was always engage in reading experiences. As soon as my kids joined kindergarten, the Early Years Learning Framework employed not only in the classroom but also in library day. This was the day when my daughter had to visit school library and borrowed one of the books they like. They have a fun homework that was to read the book with mom and dad. The sustained shared conversations was important strategy which implemented not only at school but also at home. Library day for every parent meant the day for bonding with the kids by reading a book.
Went back home, all my three kids would happily say, “Mom! I borrowed an awesome book today!” The little ones always wanted me to read them the book. While the old one directly jumped into the depth of the book he brought home. Students are also given a handy homework: to write down the tittle of the book he/she read and parents to give comments and signature. This happened every night from Monday to Friday.
By asking my children questions, I can prompt my children to explore their ideas in more depth. To extend their thinking, we worked together to solve a problem, clarify an issue, evaluate learning experiences or extend a narrative. Opportunities for engaging in sustained shared conversations can occur throughout the day during routines, transitions, planned and spontaneous experiences.
Some questions to encourage conversations will be like:
- ‘How did you know…?’
- ‘Why do you think…?’
- ‘What happens next?’
For example:
‘How did you know the mouse will find the diamond cheese?’
[child’s response]
‘That is interesting, why do you think the diamond cheese was important to him?’
Early literacy skills might also build into different learning experiences and interactions throughout the day with children aged 3 to 5. The following are examples of how to build in literacy. You can use them as inspiration for conversation starters with your children before you are ready to open the book and read together later.
Talk about the food you are preparing, how it tastes and what it looks like.
‘Today we are having fried rice for lunch. How does it taste?’
[child’s response]
‘What are some of your favourite things to have in a fried rice?’
Planned and spontaneous experiences
Encourage children to show their understanding of a story through acting out the story, or through art.
‘Do you remember what made the wombat curious?’
[child’s response]
‘Yes, he spotted something in the grass. What colour are you going to choose to draw the grass?’
Next, provide opportunities for children to develop an understanding of books and other texts.
‘This is the cover of the book and here is the title. These words tell us what the story is called.’
‘The label is listing all of the ingredients, so we know what is in it!’
[child’s response]
‘That is right. It is also showing us the quantities, and cooking directions.’
[child’s response]
‘See here? It says: one teaspoon of sugar.’
Another example is to encourage children to share what they are doing and thinking.
‘Would the monkey like more banana? What else would the monkey like to eat?’
To build on children’s vocabulary in all learning experiences including those with science or maths focus you might say,
‘This is the plant’s stem. Can you see in the centre the flower has a stamen?’
‘Do you think the car will go faster down this speed bump or that one?’
Ask your children how they are feeling and what they would like to do today or talk about their interest.
‘I see that there is a lion in your new water bottle!
[child’s response]
‘Did you know that male lion has more hair than the female?’
[child’s response]
‘I wonder what else you already know about lion.’
When you pick your children up from school, help them to use the vocabulary they have learned. You can start by asking them to describe highlights of the day.
‘What did you learn about today?’
‘What did you really enjoy doing today at school?’
The interactions you made with your children and the questions you asked will help them to enlarge their capacity to engage in literacy. Experience shows me that when we understand how the kids develop early literacy skills, it will allow us to scaffold their literacy development effectively. Moreover, I likely also get benefits since the books and the kids are the great teachers for me. (****)
Penulis adalah dosen Sastra Inggris Universitas PGRI Kanjuruhan Malang
