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DC907 Early Childhood Education

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DC907 Early Childhood Education

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DC907 Early Childhood Education

0 Download3 Pages / 743 Words

Course Code: DC907
University: Dublin City University

MyAssignmentHelp.com is not sponsored or endorsed by this college or university

Country: Ireland

Question:
Cover with an explicit, concise summary of article. Cover with an explicit concise critique. Cover with an explicit, concise synthesis of the findings including classroom application. Cover a reflection that demonstrates early language literacy with careful related work and willingness to think deeply.
Answer:

Introduction
Children go through the phase of literacy skill development right from infancy through preschool.  The research article on early intervention and preschool environments indicates how effective literacy environments at home and introduction to a oral language makes a sound basis for literacy skill development in the growing children (Terrell, & Watson, 2018).
The above article should be shared with parents, preschool teachers, childcare providers and they should be made aware of how to use evidence-based literacy instructions within typical daily settings and activities for the children. The “toolbox” of strategies discussed in the article can be shared with the speech-language pathologists who can prevent literacy deficits within multiple environments of the preschool children.
When summarizing the article, the research article aims to share the study about the significance of literacy bases in the natural surroundings of the growing children. The article gives an outline of interventions in schools by Powell and discusses the best practices for literacy skill development at home and in preschool.  The authors make an evaluation of publicized literature in speech-language pathology, early childhood education, early intervention, and literacy. Research-based applications of the best practices for literacy experiences at home and preschool are described. The literacy model of early intervention includes instances of shared book reading and embedding child-centric literacy in play. Different aspects of developing literacy skill development such as alphabet awareness, phonemic skills, and oral language abilities are discussed. The results of the study indicate how contact with expressive oral language at home offers an essential groundwork for more organized literacy atmospheres of school. Specific direct and indirect interventions at home and preschool can support oral and written literacy. The research article makes a good attempt to offer deep insight into early literacy skill development in preschools children. It attempts to connect theory with practice and connects the essential educators in the early lives of the children, the parents, and the teachers and the speech-language pathologists. It raises awareness on the emergent literacy (EL) skills and phonemic awareness (PA) within the home and school environment. Conclusions are made based on different discussions of earlier published literature and researches on early childhood education, early intervention, and speech-language pathology. The research study could have been more forceful if it included quantitative data based on results from a sample.
The findings of the above studies indicate hos the right exposure to rich oral language within a rich home literacy environment can build the strong foundation for higher motivation for literacy development within the school. The speech-language pathologists, parents, and teachers must come together to coordinate and support a rich environment for structured literacy development with the help of specific strategies.
There is no denying that early language literacy impacts the ability and individual differences among the children. The learning -based activities within the home environment are significant for young learners. The surrounding environment influences the early skills of Emergent Literacy skills in children. The setting and context make a significant impact on how the preliminary skills and awareness the children and will determine their success in becoming good readers and writers. Research shows that preschool instructors with partial knowledge of emergent literacy are not able to create a rich literary environment for the children (Rohde,2015).  Thus, the teachers, educators, and parents must demonstrate their understanding of early language literacy.  There is growing indication that early numeracy and literacy development are related to the numeracy environment at home and impact the preschoolers’ literacy consequences. Literacy and numeracy learning should be encouraged within the home setting (Napoli & Purpura, 2018). Particular attention should be given to children with disabilities who show lesser interest than other children in oral and written language activities. This is because of impaired language skills and lesser interest in the print materials (Justice, Logan, I??tan & Saçkes, 2016).
References 
Justice, L. M., Logan, J. A. R., I??tan, S., & Saçkes, M. (2016). The home-literacy environment of young children with disabilities. Early Childhood Research Quarterly, 37, 131–139.
Napoli, A. R., & Purpura, D. J. (2018). The home literacy and numeracy environment in preschool: Cross-domain relations of parent–child practices and child outcomes. Journal of Experimental Child Psychology, 166, 581–603.
Rohde, L. (2015). The comprehensive emergent literacy model: Early literacy in context. SAGE Open, 5(1), 215824401557766.
Terrell, P., & Watson, M. (2018). Laying a firm foundation: Embedding evidence-based emergent literacy practices into early intervention and preschool environments. Language, Speech, and Hearing Services in Schools, 49(2), 148-164.

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