Emergent Literacy and Organic Approaches to Early Reading

Introduction: Wilson's Argument Against Premature Formal Instruction

In "Emergent Literacy," Ruth Wilson claims that formal reading instruction, "especially if introduced too early…can actually interfere with emergent literacy" (p. 1). Wilson 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 her 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 alone. Folk practices—including playing with sounds and simply engaging children with words—can be as effective as, if not more effective than, formal instruction 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 explicitly stating that phonics do not work, Wilson strongly advises early childhood educators to explore other options with their students.

Folk Play and the Naturalistic Roots of Literacy

I fully agree with Wilson, based on both personal experience and research. The "folk play" that Wilson describes 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 deepening one's understanding of language. It is important to remember, as Wilson states, that literacy does not "occur in a vacuum." Too much emphasis on phonics and other programs of structured literacy can actually be detrimental for students.

Children need to engage with words, letters, and meanings in active ways, and it is critical to provide meaningful context for early childhood learning. As Wilson points out, block play "offers the literacy-related benefits of helping children understand symbolization, refine visual discrimination, develop fine-motor coordination, and practice oral language." This example illustrates how seemingly non-academic activities are, in fact, rich with linguistic and cognitive opportunity.

Pretend Games as Language-Rich Learning Environments

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 this line of thinking is particularly valuable. Pretend games are often language-based—something that is easy to overlook. Children invent character names for their imaginary friends, place names for their imaginary surroundings, and titles for roles and positions. Entire universes can be created in the minds 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 communication about their pretend games. Adults can capitalize on opportunities for helping children learn language by talking with them about their pretend games, asking children to write down the names of their pretend characters, and sketch out their imaginary worlds. What seems completely divorced from reading and writing can in fact become a chance to practice new vocabulary, or simply to 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 naturally incorporate drawing letters.

Conclusion: Rethinking Early Childhood Literacy

Surprisingly, television shows can also be used to stimulate literacy. Programs such as Sesame Street directly incorporate literacy games, reminding us that words are woven into the fabric of everyday human experience. Likewise, teachers need to rethink early childhood literacy more broadly. A position that is entirely anti-phonics is not warranted—some students do benefit from the phonics method—but in general, children learn better without an overreliance on rigid, structured methods. The most verbal children tend to be those whose parents are also highly verbal and genuinely interested in reading. A home filled with colorful picture books and enthusiastic parents is, by its very nature, likely to produce enthusiastic, advanced readers.

Reference

Wilson, R. A. (n.d.). Emergent literacy. Early Childhood News. Retrieved from