addition, Finnegan et al., (2016) argue that in order become good readers, “to children first need to become confident communicators, with clear (p. speech” 3) alongside strong levels of understanding. It is widely acknowledged that this vital early reading development is most significant within the early years. A substantial aspect of the professional role of the EYT involves creating and developing a communication and sensory environment, rich in literacy experiences for children from birth to five years, which is seemingly woven into the (Early Years) (NCTL, 2013). Similarly, Teachers’ Standards ‘The Framework for the National Curriculum’ (DfE, 2011a) and Early Years; ‘The Foundations for Life, Health and Learning Independent (DfE, 2011b) Review’ both suggest that an important feature of effective and high quality provision is providing very young children with a rich language and literacy environment and curriculum. It would seem that the dominant discourse of quality and literacy are often associated in the context of early years. Head and Palaiologou (2016) assert that term literacy relates to reading “the and and suggest the development and mutually writing” “simultaneous (p. 292) of these two aspects of communication. Although reinforcing effects” Glenn et al., (2006) state that most children learn to read, usually in their own time and without too much difficulty, reading for some children can be the most perplexing experience (Reid Lyon, 2006). In particular, this may be the case for those young children who have not been exposed to early reading practices. Reid Lyon states: Nearly four decades of scientific research on how children learn to read support an emphasis on phoneme awareness and phonics in a literature-rich environment. These findings challenge the belief that children learn to read naturally. (Reid Lyon, 1998, p. 14) Both Glenn et al., (2006) and Reid Lyon (1998) agree that it is the pre-school stage in early years (nursery) that nurtures early reading development for young children. Indeed, it is acknowledged that a strong knowledge and
addition, Finnegan et al., (2016) argue that in order “to become good readers, children first need to become confident communicators, with clear speech” (p. 3) alongside strong levels of understanding. It is widely acknowledged that this vital early reading development is most significant within the early years. A substantial aspect of the professional role of the EYT involves creating and developing a communication and sensory environment, rich in literacy experiences for children from birth to five years, which is seemingly woven into the Teachers’ Standards (Early Years) (NCTL, 2013). Similarly, ‘The Framework for the National Curriculum’ (DfE, 2011a) and ‘The Early Years; Foundations for Life, Health and Learning Independent Review’ (DfE, 2011b) both suggest that an important feature of effective and high quality provision is providing very young children with a rich language and literacy environment and curriculum. It would seem that the dominant discourse of quality and literacy are often associated in the context of early years. Head and Palaiologou (2016) assert that “the term literacy relates to reading and writing” and suggest the “simultaneous development and mutually reinforcing effects” (p. 292) of these two aspects of communication. Although Glenn et al., (2006) state that most children learn to read, usually in their own time and without too much difficulty, reading for some children can be the most perplexing experience (Reid Lyon, 2006). In particular, this may be the case for those young children who have not been exposed to early reading practices. Reid Lyon states: Nearly four decades of scientific research on how children learn to read support an emphasis on phoneme awareness and phonics in a literature-rich environment. These findings challenge the belief that children learn to read naturally. (Reid Lyon, 1998, p. 14) Both Glenn et al., (2006) and Reid Lyon (1998) agree that it is the pre-school stage in early years (nursery) that nurtures early reading development for young children. Indeed, it is acknowledged that a strong knowledge and
120200555%20Thesis%20Final%20Karen%20Boardman%20April%202017.docx