Early Childhood
In "Emergent Literacy," Ruth Wilson claims that formal reading instruction "especially if introduced too early…can actually interfere with emergent literacy," (p. 1). The author bases her claim on personal observation with her own children, as well as on empirical evidence related to early childhood literacy education. Using a combination of anecdotal and empirical evidence strengthens the author's stance, and offers a rich opportunity for personal reflection. Wilson does not disparage structured or formal literacy training in early childhood. Instead, she calls for a more organic approach that stresses parental engagement.
Wilson cites evidence from a number of sources showing that literacy emerges in many different settings, and is not dependent on print. Folk practices, including playing with sounds and simply engaging children with words, can be as effective if not more, in helping immerse the child in a literate universe. Finally, Wilson emphasizes the importance of the home environment in developing early literacy skills. Parents need to play an active role in creating an environment conducive to literacy. Telling stories, playing games, and manipulating objects can all become part of the gamut of early childhood literacy experiences. Without coming outright and saying phonics do not work, Wilson strongly advises early childhood educators to explore other options with their students.
I fully agree with Wilson, also based on my personal experiences and research. The "folk play" that Wilson talks about includes the types of engagement with children that come naturally to parents as well as teachers. Just as there are different types of literacy skills that children develop, and that we continue to develop as adults, there are also multiple methods of learning how to deepen understanding of language. It is important to remember, as Wilson states, literacy does not "occur in a vacuum." Too much emphasis on phonics and other programs of structured...
Children need to engage with words, letters, and meanings in active ways. It is critical to have context for early childhood learning. For example, Wilson points out that block play "offers the literacy-related benefits of helping children understand symbolization, refine visual discrimination, develop fine-motor coordination, and practice oral language."
As Wilson points out, pretend games and other forms of unstructured play prove highly effective in early childhood. Pretend games are not generally acknowledged as a legitimate means by which children learn, and I especially appreciated this line of thinking. Pretend games are often language-based, something I had not before thought of. Children come up with character names for their imaginary friends, place names for their imaginary surroundings, and names for roles and positions. Entire universes can be created in the mind of children, and when they communicate these worlds with peers or adults, they do so using language. It is crucial to recognize the role language plays in children's communicating about their pretend games. Adults can capitalize on opportunities for helping children learn language, by talking to them about their pretend games, asking the child to write down the names of their pretend characters, and sketch out their imaginary worlds. What seems to be completely divorced from reading and writing can in fact become a chance to practice new vocabulary, or simply have fun with the sounds of words through rhyming. Structured play can also become a literacy tool, even when it involves multiple forms of media. For instance, an arts and crafts theme day can involve drawing letters.
Pretend games are not only about literacy specifically, but also to creative thinking, critical thinking, and communication skills in general. This is what Wilson means when she says that literacy does not develop in a vacuum. Literacy is a feature of psychological and sociological…
