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EDU 2010 — Emergent Literacy-Learning

Credit Hours: 3.00   Total Contact Hours: 4.00   Lecture Hours: 3.00   Lab Hours: 1.00  

Provides information about developmental patterns in early language and literacy learning and research-based ways of teaching reading and writing during the early years (birth through 8 years). Research proves that language and speech are learned through meaningful experiences, not in isolated skill and drill activities. Research shows that language and literacy begins at birth. All children need a print rich language and literacy environment at home, in child care settings, and at school; a wide variety of experience in order to develop the concepts and vocabulary they will need in order to understand what they read; see adults read and write and try to write for themselves in order to understand that print is a way to share information; and to have good books available and enjoy being read to. Topics include basic strategies of teaching reading and writing, literacy to play environments, utilizing technology, collaborative home-school partnerships, cultural and developmental differences (diversity), assessment as an ongoing and indispensable part of reflective teaching and learning, and moral and ethical dimensions of teaching reading in early childhood. Students will explore instructional materials and assessments used in early childhood reading programs and their relationship to the Ohio P-12 Language Arts Standards (content standards). Fifteen (15) hours of field work in a preschool and early childhood classroom.