Theories of

Learning and Early

Development
MIND SET

◂ Define emergent literacy

◂ Explain the importance of home literacy
to early literacy
◂ Explain the theories of early literacy
◂ Identify the theories of early literacy

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 OVERVIEW

This lesson accounts for the theories of child

development which serves as constructs of early
literacy and as framework of reading and writing
developments among children. Home literacy is given
emphasis with respect to emergent literacy.

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Definition of Emergent Literacy

Marie Clay (1966) – was the first one who

used the term emergent literacy.
◂ Emergent literacy is based on an
assumption that a child acquires
some knowledge about language,
reading and writing even before
attending formal education.
◂ Asserted that literacy development
begins early in life and is ongoing.
Definition of Emergent Literacy
William Teale (1987) – described emergent literacy as the
early signs of reading and writing demonstrated by young
children even before they begin to take formal instruction to
reading and writing, and such early signs and ways are
recognized by most adults.
◂ Viewed literacy as the result of children’s involvement in
reading activities facilitated by literate adults (Teale, 1982).
◂ The concept of emergent literacy suggests that all
children who come to school already have certain
experiences and interests in learning (Teale, 1987). Thus,
emergent literacy refers to competencies and literacy
skills in early childhood.

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Definition of Emergent Literacy
Teale and Sulzby pointed out the preference
of the term emergent literacy over traditional
readiness. Emergent or emerging means that
children are always in the process of
becoming literate, probably since they are a
few months old (Teale, 1987).

Elizabeth Sulzby (1991) – defines literacy as the

reading and writing behaviors of young
children that precede and develop into
conventional literacy.
Let’s Do This!
Emergent
Literacy

Child

Literacy
Knowledge
Environment

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 Transitions on the Perspectives of Emergent Literacy

Basic Literacy

Basic literacy which

emphasizes the reading and
writing of young learners to
construct meaning for
themselves.

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 Transitions on the Perspectives of Emergent Literacy

Socio-cultural Literacy

Socio-cultural literacy which

emphasizes the importance
of social interaction of
children to construct cultural
– specific meanings and to
demonstrate literacy
practices as social events
and cultural phenomena.

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 Transitions on the Perspectives of Emergent Literacy

Functional Literacy

Functional literacy which

emphasizes the use of
technology for instruction
and literacy, and the young
learners’ use of technology
to produce meaning.

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Concepts of Emergent Literacy
BEFORE

◂ Early literacy was somewhat ◂ Preschoolers were not perceived as

neglected readers and writers

◂ Little attention given to a child’s ◂ Waiting for a child’s natural

literacy development before
formal schooling
◂ Assumed that the beginning of
literacy was in Grade 1
◂ Speaking and listening were
learned in early childhood while
reading and writing were
learned in school age
maturation to unfold.
◂ Preparation for literacy was
through the acquisition of a set of
prescribed hierarchy of skills
◂ Progression from part to whole, a
set of skills as prerequisite to
reading
◂ Drills for contrived skills

◂ Reading instructions was

◂ Writing had been certainly missing
writing develops after reading
ignored in preschool education
◂ No advocacy for formal reading
instructions in early childhood
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Concepts of Emergent Literacy
NOW
◂ A great deal of attention to
literacy development in early
childhood
◂ Acquisition of information
about literacy begins at birth
and continues at the course of
early childhood.
◂ Development of literacy in
child’s earliest years
◂ Simultaneous development of
language related abilities.
◂ Emphasis on oral language
development and preparation
for reading
◂ Capitalize on cihlds existing
knowledge, information about
literacy and reading and writing
experiences
◂ Children are active constructors
of their own learning
◂ Natural emergent literacy from
birth through kindergarten to
Grade 1
◂ Continuous building of
knowledge on oral language,
reading and writing
◂ Children learn from meaningful
and functional situations
◂ Children are interested to
attempt early to communicate
in writing reading and writing
are cultivated concurrently
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Learning Theories Supporting Early
Literacy Development
A number of learning and child development
theories support emergent literacy and likewise, early
literacy instruction. These theories have assumed a
central place in early literacy research and have reflected
the variety of perspectives evident.
The main goal of theory in early literacy instruction
and research is description, that is, to present the central
premise of a theory, to characterize the nature of early
literacy which constitutes the young learners’ literacy at
any point of development, and to explain how and why
emergent literacy takes place.

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Jean - Jacques Rousseau (1962)
EMPHASIS STRATEGIES
Child’s learning unfolds Strategies meshed with
naturally; Learning the child’s readiness to
through curiosity learn; little adult
intervention

ACTIVITIES SKILLS
Allowing children to Natural development of
grow and learn with skills, individual ways of
freedom to themselves learning, curiosity

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Maria Tecla Artemisia Montessori (1965)
EMPHASIS STRATEGIES
Children need orderly, Specific concepts
early systematic training meeting specific
mastering one skill after objectives; Learning
another; auto-education materials are self
correcting; learning
during sensitive period;
designing activities and
experiences for learning

ACTIVITIES SKILLS
Allowing children to use Specific concepts, self
manipulative toys; correction, independent
working with carefully learning mastery of one
designed and specific skill after another
materials for specific
skills; work instead of
play; activities for skill
mastery

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John Dewey (1996)
EMPHASIS
Early childhood learning
is child-centered; is built
around the interest of
the child; child learns
best through play
because of social
interaction
ACTIVITIES
Manipulative toys, arts,
music, story reading,
free and outdoor play,
snack, rest, circle time,
informal reading and
writing
STRATEGIES
Allowing time for play
and learning; providing
a relaxed atmosphere;
informal activities for
learning
SKILLS
Social skills, physical and
emotional development,
informal reading and
writing
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 Thank you for Listening!

"Educating the mind without educating

the heart is no education at all”
- Aristotle