DEPARTMENT OF EARLY CHILDHOOD AND DEVELOPMENT

2024

EML1501
Emergent Literacy

ASSIGNMENT NUMBER 4

Name:Nthabiseng Motloung

Student number :65401980

ASSIGNMENT DUE DATE: 27 SEPTEMBER 2024

ASSIGNMENT TOTAL MARKS: 100

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DECLARATION

I, ………………………Nthabiseng Motloung ……………(Name & Surname)

Student number:………65401980

Module code: EML1501

Hereby declare the following:

I understand UNISA’S policy on plagiarism. This assignment is my original

work Produced by myself. I have duly acknowledged all the other people’s
work (both Electronic and print) through the proper reference techniques as
stipulated in this Module. I have not copied work of others and handed it in
as my own.

I have also not made My work available to any fellow students to submit as
their own.

Signature: NG

Date:13 September 2024

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Question 1.

1.1a. Justification for reading’s importance in social and cognitive

development:

Engaging in reading is crucial for the social and cognitive growth of children
as it:

 Promotes social engagement and connection through collaborative

reading activities with parents, siblings, educators, and friends
 Cultivates critical thinking, analytical abilities, and problem-solving
skills by exposing children to a variety of texts and viewpoints
 Expands vocabulary, language proficiency, and communication abilities
 Aids cognitive advancement by presenting new concepts, ideas, and
perspectives
 Fosters empathy, comprehension, and acceptance through the
exploration of diverse characters and narratives.
 Equips children for academic achievement and a lifelong journey of
learning.

1.1b.Inseparability of reading and writing in literacy development:

The interconnection between reading and writing is fundamental to the

development of literacy for several reasons:

 Reading serves as a foundation for writing by offering examples,

vocabulary, and creative stimulation.
 Writing enhances reading abilities by enabling children to utilize
comprehension skills and articulate their ideas.
 The two skills evolve concurrently, with reading impacting writing and
writing influencing reading.
 Proficient reading contributes to proficient writing, while strong writing
skills improve reading comprehension.
 The process of literacy development is reciprocal, with reading and
writing skills mutually reinforcing and enriching one another.

1.3.Differentiation between shared reading and independent reading:

Shared Reading:

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  Takes place when an educator, caregiver, or fellow student reads aloud
to a child or a group of children.
 Engages participants in interactive discussions, posing questions, and
offering guidance.
 Aims to enhance comprehension, expand vocabulary, and foster
critical thinking abilities.
 Offers necessary support and scaffolding for developing readers.

Independent Reading:

 Consists of children reading independently, without immediate

assistance or direction.
 Promotes fluency, precision, and self-assurance in reading.
 Fosters self-directed learning, encourages critical thinking, and
enhances problem-solving skills.
 Enables children to utilize the skills and strategies acquired during
shared reading sessions.

1.4.Here are effective strategies that a Foundation Phase teacher can

implement during read-aloud sessions:

1. Prepare thoroughly: Acquaint yourself with the text and devise

questions or prompts to stimulate discussion.
2. Create a conducive environment: Establish a comfortable and quiet
reading area to minimize distractions.
3. Utilize expressive reading techniques: Alter tone, pitch, and pace to
convey meaning and captivate learners.
4. Promote active listening: Maintain eye contact and encourage learners
to concentrate on the text and illustrations.
5. Pause for discussion: Regularly stop to pose open-ended questions,
fostering critical thinking and comprehension.
6. Incorporate visual aids: Present illustrations or images to enhance
understanding and encourage dialogue.
7. Engage learners: Foster participation by prompting predictions,
summarizations, or the identification of main ideas.
8. Establish connections: Relate the text to learners’ experiences or prior
knowledge to increase relevance and engagement.
9. Implement vocabulary enhancement strategies: Clarify unfamiliar
terms and encourage learners to utilize context clues.

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 10. Conclude with activities: Strengthen comprehension and
retention through post-reading tasks such as drawing, writing, or
discussion.

Question 2.

2.1Recording an experience using the Language Experience Approach

(Gunning & Oxford, 2014):

DAY 1

Step 1: Building an experiential background for the story

 Tell a tale about a trip that kids went on. Ask them questions to get
their thoughts and reactions. Jot down their answers in bullet points as
they share their adventures with you.

Step 2: Discussing the experience

 Go back to step 1. For step 2, help them sort out their

experiences by asking questions that guide them through the
sequence of events, so they can share the story in the order it
happened. This could be about something they did in class. The
goal here is to get them to outline the events as they unfolded.

Step 3: Dictating the story

 The kids take charge of the story based on how you set up the
facts the day before. As the teacher, you play the role of a scribe,
writing down their adventures. Use a large sheet of paper so
everyone can see what’s being written. Then, read it out loud to
the class so they can agree or disagree if it matches their
thoughts.

Step 4: Reviewing the story

 The teacher reads the story out loud, guiding her hand under the
words as she goes along with the kids. If they have a different
take on the story, they can totally suggest changes.

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 Step 5: Reading of the story by the teacher and children

 The teacher goes through the story again, and the kids can join
in and read along if they’re feeling up to it.

Step 6: Reading of familiar parts by students

 You can do this part with older kids. If they can read by
themselves, let them go for it. For kids in Grade R who can
recognize a few words, encourage them to read those out loud.

DAY 2

Step 1: Rereading of story

 The teacher goes over the story with the kids once more and
then encourages them to read along. As they read, the teacher
highlights each word with a finger. Kids who want to read by
themselves get the opportunity, especially for the words they
can recognize.

Step 2: Matching of story parts

 This activity is great for kids in Grade R and Grade 1. You can
create more word cards from the story and cut them out. The
kids will then match the word cards with the words in the story.
The teacher can provide hints to help them figure out the words.
Just keep in mind that this is best for kids who can recognize
words by their shape.

2.1. Demonstrate your understanding of dexterity and prehension

Dexterity is all about how skillfully and smoothly someone can use their
hands or body in a coordinated manner. It includes those precise movements
that require fine motor skills. Prehension, however, is more focused on the
actual act of grabbing or holding onto something. It combines sensory input,
muscle control, and hand-eye coordination to effectively manipulate and grip
objects.

Dexterity

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- It’s all about how well you can make precise movements with your hands
and fingers.

- It’s about getting those finger movements just right to complete certain
tasks.

- This skill helps kids handle writing tools like pencils and crayons effectively.

- Kids can boost their dexterity by playing with things like play dough,
puzzles, and finger games.

Prehension

- This is the skill of grabbing and holding onto things with your hands,
fingers, and thumbs.

- It involves using the palm and fingers to get a good grip on objects.

- It helps kids hold writing tools properly and apply the right amount of
pressure.

- Kids can improve their prehension by picking up small toys, using tweezers,
and playing with play dough.

2.2.Conceptual knowledge plays a vital role in the development of emergent

writing by:

1. Providing a foundation for writing: Children’s understanding of

concepts, such as story structure, characters, and events, informs their
writing.
2. Influencing writing content: Conceptual knowledge shapes the ideas,
themes, and messages children express in their writing.
3. Supporting writing organization: Understanding of concepts helps
children organize their writing, using logical structures and sequences.
4. Developing writing vocabulary: Conceptual knowledge enriches
children’s vocabulary, enabling them to use descriptive language and
precise terms.
5. Enhancing writing purpose: Children’s understanding of concepts helps
them understand the purpose and audience for their writing, making it
more effective.
6. Facilitating writing connections: Conceptual knowledge helps children
connect their writing to their own experiences, prior knowledge, and
other subjects.

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 7. Encouraging writing creativity: Conceptual knowledge provides a
framework for children to explore their imagination and creativity
through writing.
8. Building writing confidence: Children’s understanding of concepts helps
them feel more confident in their writing abilities, leading to increased
motivation and engagement.

Question 3

3. 1.List the developmental stages of writing and discuss the first stage.

Stage 1: Uncontrolled scribbling

Stage 2: Controlled scribbling

Stage 3: Pictures of objects and people interspersed with writing marks

Stage 4: Letter and word practice.

Uncontrolled scribbling

Children kick off their writing journey with scribbles that look nothing like
what adults write. Once they can grip a pencil (usually like they’re holding it
in a fist) and figure out it can actually make marks, they start doodling all
over the place – on paper, the floor, walls, or any surface that can show their
creations. Their scribbles are just random shapes and lines that look more
like drawings than actual writing. These marks don’t have any clear shape or
meaning and definitely don’t follow the usual writing rules. But even though
they might not look like letters, they’re important because kids use them to
express their thoughts. They often believe that adults can read their
scribbles since they know adults can read.

3.2.What Foundation Phase Teachers Do to Boost Emergent Writing:

The Foundation Phase is a super important time in kids’ education, setting

them up for future success. One key part of this phase is emergent writing,
which Foundation Phase teachers focus on a lot.

Foundation Phase teachers create a welcoming space that promotes writing.

They make sure writing materials are easy to access, showcase kids’ work,
and encourage them to try new things. This kind of environment sparks kids’
curiosity and gets them excited about writing. Great Foundation Phase

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teachers also show how writing works by modeling it themselves. When they
write alongside the kids, they demonstrate that writing is not just important
but also fun. This helps kids understand why writing matters and boosts their
confidence. They let kids play around with different writing tools and
techniques. They create writing opportunities by weaving it into everyday
activities, like writing names, labels, or quick notes.

Another important tactic is differentiated instruction. Foundation Phase

teachers know that kids grow at different speeds, so they adjust their
teaching to fit each child’s needs. They offer support and feedback to help
kids improve their writing skills. Developing fine motor skills is also key for
emergent writing. Foundation Phase teachers include activities that build
hand-eye coordination, dexterity, and finger strength, like play dough,
puzzles, and finger games. These activities are essential for helping kids
become proficient writers.

Lastly, encouraging self-expression is crucial for young writers. Foundation

Phase teachers give kids chances to share their thoughts, ideas, and
creativity through writing. This not only builds a positive attitude towards
writing but also helps kids find their own unique writing voice.

3.3Demonstrate your understanding on the use of play as a strategies to

build children’s Love for writing. (10)

Play is an awesome way to help kids fall in love with writing. When kids play,
they tend to have a more positive vibe about writing, try out different writing
tools, and unleash their creativity and self-expression. One of the ways in
which play promotes a passion for writing is by giving kids chances to dive
into imaginative activities. During pretend play, they can step into various
roles and situations, using writing to share their thoughts and feelings. For
instance, a kid pretending to run a restaurant might whip up menus, take
orders, and make receipts. This kind of play helps them see writing as
something fun and meaningful.

Play also lets kids mess around with writing tools and materials without any
pressure. They can experiment with different pencils, markers, and types of
paper to find what they like best. This kind of exploration builds their fine
motor skills, hand-eye coordination, and dexterity, which are all super
important for writing well. Plus, writing activities that involve play can be
customized to match each child’s interests and learning styles. A kid who
loves dinosaurs might write stories, draw diagrams, or make lists about their

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favorite dino species. This tailored approach makes writing more exciting and
relevant, which can really spark a love for it.

We can also bring technology into play-based writing, using various digital
tools and apps that make writing engaging and interactive. Kids can create
digital stories, comics, or posters, mixing text, images, and audio to express
themselves. Lastly, play encourages kids to take chances and see mistakes
as chances to learn. When they feel safe to mess up, they’re more likely to
try new things in writing and build resilience.

References

1. *Katz, L. F. (2013).* “The Importance of Play in Promoting Healthy Child

Development and Maintaining Strong Parent-Child Bonds.” American
Academy of Pediatrics, 132(1), e147-e151.
2. *Hill, S. (2010).* “The Power of Play in Learning to Write.” The Reading
Teacher, 63(6), 526-529.
3. *Cremin, T. (2015).* “Playful Literacies: Play, New Media and Young
Children’s Writing.” Journal of Early Childhood Literacy, 15(3), 289-313.
4. *Wohlwend, K. E. (2017).* “Playful Writing: A Framework for
Understanding Children’s Writing as Play.” Journal of Literacy Research,
49(2), 147-166.
5. *National Association for the Education of Young Children (NAEYC).
(2019).* “The Importance of Play in Early Childhood Education.”
6. 6.https://www.coursehero.com/file/p2aieqgg/54-Gunning-2014-
suggests-the-following-steps-that-a-teacher-can-take-to-record/
7. 7.https://www.coursehero.com/file/98908602/65594622-EML1501-
October-2020-Examinationdocx/
8. 8.https://www.coursehero.com/file/pbin4of/Allow-children-to-tell-you-a-
story-as-a-group-Let-them-sequence-the-events-in/
9. 9.https://studyx.ai/homework/104852162-question-3-20-3-1-list-the-
developmental-stages-of-writing-and-discuss-the-first-stage-3
10. 10.https://www.studocu.com/en-za/document/university-of-south-
africa/bachelor-of-education-early-childhood-development-foundation-
phase/eml-ass1-qiz-teacher-foundatiom-teaching-ema-1501-class-
assignment1/26724957
11. 11.https://www.classace.io/answers/33-demonstrate-your-
understanding-on-the-use-of-play-as-a-strategies-to-build-childrens-
love-for-writing-10-write-in-simple-english-in-essay-format-with-in-text-
references

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 12. EML1501 EMERGENT LITERACY Study Guide, page 38-55

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