A range of activities and behaviors related to written language, including those undertaken by very young children who depend on the cooperation of others and/or on creative play to deal with the material; reading and writing related activities and behaviors that change over time, culminating in conventional literacy during middle childhood.
Literacy learning conceptualized as developmental, with no clear beginning or end, rather than as proceeding in distinct sequence.
The first stage of literacy development. This is the developmental process of literacy acquisition lasting from birth until letter-sound associations are used to sound out words. It involves oral language development and learning about the functions of print.
The view that literacy learning begins at birth and is encouraged through participation with adults in meaningful reading and writing activities.
The development of reading and writing concepts and their meanings that takes place throughout childhood.
The gradual ongoing process through which young children learn to listen, speak, read, and write.
the development of the association of print with meaning that begins early in a child's life and continues until the child reaches the stage of conventional reading and writing; the reading and writing concepts and behaviors of young children that precede and develop into conventional literacy.
denotes the developmental process of literacy acquisition and recognizes numerous forms of early literacy behavior. It begins during the period before children receive formal reading instruction and encompasses learning about reading, writing, and print prior to schooling. It is acquired through informal as well as adult-directed home and school activities and facilitates acquisition of specific knowledge of reading. It includes awareness of print, relationship of print to speech, text structure, phonological awareness, and letter naming and writing. Emergent literacy differs from conventional literacy as it examines the range of settings and experiences that support literacy, the role of the child's contributions (individual construction), and the relation between individual literacy outcomes and the diverse experiences that precede those outcomes.