Explain strategies to support the development of emergent literacy in relation to current frameworks

Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator
Unit: Unit 3.5: Develop emergent literacy skills of children
Learning outcome: Understand strategies which support emergent literacy
Assessment criteria: Explain strategies to support the development of emergent literacy in relation to current frameworks

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We have already looked at how the EYFS framework promotes a language-rich environment in Early Years settings.

In addition, the EYFS states:

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It is crucial for children to develop a life-long love of reading. Reading consists of
two dimensions: language comprehension and word reading. Language
comprehension (necessary for both reading and writing) starts from birth. It only
develops when adults talk with children about the world around them and the
books (stories and non-fiction) they read with them, and enjoy rhymes, poems and
songs together. Skilled word reading, taught later, involves both the speedy
working out of the pronunciation of unfamiliar printed words (decoding) and the
speedy recognition of familiar printed words. Writing involves transcription
(spelling and handwriting) and composition (articulating ideas and structuring
them in speech, before writing)

EYFS

Although some examples are provided, the EYFS does directly recommend any particular strategies for developing the emergent literacy of children.

Early Years settings are required to use the latest research and best practices to support young children in developing the foundation of literacy skills they will need for school. Some strategies that may be used have already been discussed in the previous section; however, other strategies may include:

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  • The Oxford reading tree
  • Support with pen/pencil grip (e.g. pincer grasp)
  • Word and sound games
  • Rhymes, poems and song
  • Reading and talking about books (one-on-one or as a group)
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