Beginning the search for core principles underpinning literacy development in the early years

Ohi, Sarah 2012, Beginning the search for core principles underpinning literacy development in the early years, in AARE 2012 conference proceedings, Australian Association for Research in Education, Sydney, N. S. W..

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Title Beginning the search for core principles underpinning literacy development in the early years
Author(s) Ohi, SarahORCID iD for Ohi, Sarah
Conference name Australian Association for Research in Education. Conference (2012 : Sydney, N. S. W.)
Conference location Sydney, N. S. W.
Conference dates 2-6 Dec. 2012
Title of proceedings AARE 2012 conference proceedings
Editor(s) Wright, Jan
Publication date 2012
Conference series Australian Association for Research in Education. Conference
Publisher Australian Association for Research in Education
Place of publication Sydney, N. S. W.
Summary Providing opportunities for all people to become literate is now a global imperative (World Bank 2008). There are many and varied reasons underlying this emphasis including global, national, community and personal perspectives (Friere & Macedo 2000) and countries world-wide are investing more money into their early childhood programs and the development of associated policies (Oberhuemer 2005). From a socio-cultural view, literacy development is emergent, ongoing (Cook-Gumperz 2006) and multifaceted (New London Group 1999). Literacy involves far more than reading and writing and encompasses listening, speaking and critical thinking (Department of Education, Science and Training 2005, Luke & Freebody 1997). Literacy is not merely a curricular area, but an important empowering life skill (Harrison 2012, Friere & Macedo 2000). It seems logical then, to search for and identify if there are core principles underpinning early years literacy development.In seeking to identify core principles for emergent literacy development, the study reported here adopted Wiersma & Jurs' (2005) 'Four Step' Historical Research methodological approach involving the identification of a research problem, collection and evaluation of source materials, synthesis of information from the source materials and finally, the analysis, interpretation and the formulation of conclusions. The historical research approach requires creative interpretation (Keastle 1988) and is valued for its effectiveness in sourcing ideas, enlightening current debates, empowering decision-making (Stricker 1992) and influencing policy formation (Wiersma & Jurs 2005).This study involved analysis of Early Years Language and Emergent Literacy Research from the past decade, sourced via education and social sciences databases, as well as information gathered from correspondence with Australian government departments, their websites and policies. The findings from a synthesis of these data sources led to the identification of nine core principles viewed as underpinning children's emergent literacy development. Interested in exploring the relevance and application of these principles to the field of early childhood in Australia, additionally, the researcher has embarked upon a mapping exercise that reveals how the recently introduced Early Years Learning Frameworks align with these principles. Furthermore, in recognition of the importance of the early years as a crucial time in a child's literacy development (Cook-Gumperz 2006, Raban & Nolan 2005, Hall, Larson & Marsh 2003), it is argued that these literacy principles will be valuable to the development of a range of educational tools to be used by Pre-service and practicing Early years educators.
ISSN 1324-9320
Language eng
Field of Research 130102 Early Childhood Education (excl Maori)
130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E3 Extract of paper
HERDC collection year 2012
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Created: Wed, 20 Mar 2013, 12:24:47 EST by Sarah Ohi

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