Mark-making fascinates young children - you have only to look at the baby making marks with spilt milk to see this in action. Over time, children start to attach meanings to the marks they have created and see in the world around them. From this fascination they start to develop an understanding of reading and writing. Parents are usually keen to encourage this interest and we can help them to do this by:
* explaining the link between good speaking and listening skills and the development of literacy
* sharing the ways in which children acquire an understanding of literacy, for example, through the signs that they see in the environment, and how this develops over time into the ability to understand and use conventional print
* promoting books from babyhood onwards, pointing out the connection between early reading experiences and children's reading development, and stressing the importance of children associating books with pleasure
* encouraging them to value their child's early attempts at writing by talking to them about the patterns and marks that they make
* encouraging them to go at the child's pace and not to rush them, as different children will develop at different rates - learning to read and write is not a competition
* reassuring them that they do not need to buy expensive reading and writing programmes to help their children
* helping them maximise opportunities to develop literacy through everyday experiences such as sharing books together as part of bedtime routines; helping to write shopping lists; playing games with sounds, such as 'I spy'; and forming words from magnetic letters.
Good practice in the setting
Our settings provide many opportunities for children to develop their understanding of literacy in meaningful ways. We can:
* ensure that language and literacy development is incorporated into planned activities in each aspect or area of learning, for example, finding ways to record which objects float and which sink when experimenting with the water
* ensure that language and literacy development is incorporated into all parts of the environment, for example, adding writing materials to the home corner
* use signs, notices and books to show the importance of written language, for example, showing where to put coats and bags
* let the children see us reading and writing and enjoying it
* provide meaningful opportunities to share and enjoy a wide range of rhymes, music, songs, poetry, stories and non-fiction books
* promote a love of books and stories, rhymes and poems
* support children's growing interest in rhyming, alliteration, sounds and words
* ensure that there are quiet, designated spaces and interested adults to share books with
* encourage the children to experiment with writing for themselves through making marks, personal writing symbols and conventional script.
Links to standards and guidance
BIRTH TO THREE MATTERS FRAMEWORK
The development of literacy is part of being 'A Competent Learner' and the early stages of literacy are included under 'Representing'. This component focuses on how a child:
* responds to the world through marks and symbols
* comes to discover that one thing can stand for another
* creates and experiments with making their own symbols and marks.
CURRICULUM GUIDANCE FOR THE FOUNDATION STAGE
The introduction to the section on 'Communication, language and literacy'
states that this area of learning depends on learning and being competent in several key skills and, just as importantly, having the confidence, opportunity, encouragement, support and disposition to use them.
The guidance stresses the importance of planning opportunities for children to become aware of languages and writing systems other than English, and communication systems such as signing and Braille.
Also emphasised in the guidance is the need to:
* tell children stories and share books in a clear and lively way to motivate them and encourage them to read
* provide opportunities for children to write in a variety of play and role play situations that match their interests and stimulate dialogue, activity and thinking.
This scale shows the stepping stones for literacy and how practitioners can support children at each step: linking sounds and letters; reading; writing.
Partnership with parents
At the moment the teaching of literacy, especially the teaching of reading, is a hotly debated issue. Within a setting, parents will have a range of views.
Some parents will take the view that the earlier a child starts to read and write, the better. Others may be concerned that if their child is not reading and writing fluently by the time they leave the Foundation Stage they will be at an disadvantage, while others may be concerned that too much emphasis on reading and writing will put stress on their child and may 'turn them off' reading and writing.
Each setting will need to take time to research approaches to supporting the development of literacy and talk to parents about their findings and the implication for practice. Sharing with parents the philosophy and approach outlined in Curriculum Guidance for the Foundation Stage is a good staring point.
It is important that children have access to books at home, so encourage parents to borrow books to share with their children at home. Contact local librarians, as they are often keen to become involved. It is also a good idea to produce a booklet offering advice on sharing books with children.
The child's voice
For young children their own name has a very special meaning for them - it is part of who they are. Often the first letters they want to write and recognise are those in their name.
Children are keen to share the marks they make with the adults around them, and taking time to listen to children's comments can give us an insight into their understanding of signs and symbols. Discussing what their marks means will help children realise that printed things have meaning.
We can act as a scribe for children, helping them to record their ideas and thoughts and to share them with others. Through these experiences children come to understand that their words are valued and also the importance of being able to record words, to save them and to share them with others.
Children's experience of different scripts at home should be acknowledged and built on in the setting. This not only shows children for whom English is an additional language that we value their home experience, but also helps all children in the setting to understand more about the nature of written language.
Being literate is not only an essential right that will enable children to be confident citizens of the world. It is also a joyful skill that enriches a child's life and develops their potential. Unless we address both these aspects of literacy, we will be failing to help children become truly literate.
THINGS TO THINK ABOUT
* How does your setting promote children's literacy? What strategies do you use to help children to develop their understanding of reading and writing?
* How do you share your views with parents? Are there opportunities for parents to discuss the setting's approach to literacy and offer their own comments and views? How do you respond to these?
* How do you ensure that your setting offers many opportunities for children to explore text, including scripts for a range of languages?
* How do you build opportunities for reading and writing into all aspects of the day?
* How often do the children see you reading and writing for your own use and pleasure?
