(2011) states that for many practitioners, the of quality can be elusive “concept and (p. 261). Indeed Murray (2013) claims that many ECEC dynamic” practitioners are motivated by their passion for well-being and children’s development and Osgood (2010) asserts that practitioners have a strong commitment to make an impact. Similarly, Moyles (2001) considers that this drive and passion is vital to the role of the practitioner and is an innate part of the nature of early years professionalism. This commitment and desire to make a difference (Gill, 2006) and moral purpose (Starratt, 2007) is also described as true leadership by Marquardt (2000). It is now widely acknowledged within the literature that babies and toddlers are proficient learners from birth (David et al., 2003; DfE, 2014). To illustrate this, Gopnik, Meltzoff and Kuhl (2001) proposed that babies and toddlers are already primed to explore, investigate and explain their (p. 17). word” Throughout this vital quest to understand their world, however, very young children require support from consistent, knowledgeable adults who provide high quality interactions (Betawi, 2015). Whitehead (2009) refers to the crucial of the adult in supporting early reading development as literacy “role informants, demonstrators, scribes, reading partners, models and facilitators” (p. 79). Similarly, Goouch and Lambirth (2011) strongly suggest that practitioners and always read to children, share books with teachers “should children and guard such activities (p. 75) in their busy against erosion” curriculum environment, to continue to engage and motivate young children as readers. As motivation is a key characteristic for early communication and the later development of literacy skills, it is essential that practitioners encourage talking and listening skills consistently and act as positive role models children’s by engaging in rich literacy practices themselves (Roulstone et al., 2012; Tassoni, 2013). In summary, this literature has explored some constructions of quality, however in order to understand what quality provision in reading looks like, I firstly need to explore what is meant by the terms and ‘literacy’ ‘reading’.
(2011) states that for many practitioners, the “concept of quality can be elusive and dynamic” (p. 261). Indeed Murray (2013) claims that many ECEC practitioners are motivated by their passion for children’s well-being and development and Osgood (2010) asserts that practitioners have a strong commitment to make an impact. Similarly, Moyles (2001) considers that this drive and passion is vital to the role of the practitioner and is an innate part of the nature of early years professionalism. This commitment and desire to make a difference (Gill, 2006) and moral purpose (Starratt, 2007) is also described as true leadership by Marquardt (2000). It is now widely acknowledged within the literature that babies and toddlers are proficient learners from birth (David et al., 2003; DfE, 2014). To illustrate this, Gopnik, Meltzoff and Kuhl (2001) proposed that babies and toddlers are already primed to explore, investigate and explain their word” (p. 17). Throughout this vital quest to understand their world, however, very young children require support from consistent, knowledgeable adults who provide high quality interactions (Betawi, 2015). Whitehead (2009) refers to the crucial “role of the adult in supporting early reading development as literacy informants, demonstrators, scribes, reading partners, models and facilitators” (p. 79). Similarly, Goouch and Lambirth (2011) strongly suggest that practitioners and teachers “should always read to children, share books with children and guard such activities against erosion” (p. 75) in their busy curriculum environment, to continue to engage and motivate young children as readers. As motivation is a key characteristic for early communication and the later development of literacy skills, it is essential that practitioners encourage children’s talking and listening skills consistently and act as positive role models by engaging in rich literacy practices themselves (Roulstone et al., 2012; Tassoni, 2013). In summary, this literature has explored some constructions of quality, however in order to understand what quality provision in reading looks like, I firstly need to explore what is meant by the terms ‘literacy’ and ‘reading’.
120200555%20Thesis%20Final%20Karen%20Boardman%20April%202017.docx