I know I don’t read enough or even pick up a book in the baby room sometimes
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- Figure 4.1: Photograph of one of the definitions crafted by the participants
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(Zine 4) This is noticeable as this activity is with children aged 3+. There is no comparable data for practice with under-threes. When asked to really think about what early reading is and when practitioners are asked to define this for their practice, the definitions are therefore heavily weighted to ‘pre-reading’ skills and this does not relate to what is happening in practice with under-threes. More importantly, some of these definitions contradict actual practice documented, especially when related to sharing books with babies and toddlers and their understanding of the value of reading, which demonstrates the confusion and contradictory nature of reading for these practitioners. Both focus group workshops revealed that there appears to be a lack of understanding from the participants about what early reading actually is in practice, relating to how is it defined. The definitions to emerge from the focus group workshop were: All forms of positive communication. The patterns, rhythm and sounds that lead to early reading. Making sense of sounds and marks, translating their environment. Immersing children in a literacy rich environment. Recognising and identifying marks and pictures in the environment. Beginning to promote a love of reading through everyday practice. (Focus Group Workshops) Figure 4.1: Photograph of one of the definitions crafted by the participants
It could be suggested that these definitions may address some of the aspects of early reading practices discussed in the literature review in Chapter 2. The practitioners’ definitions of “making sense of sounds and marks”, “recognising and identifying marks and pictures in the environment” and “immersing children in a literacy rich environment” are interesting definitions, linked to print. Conversely, in order to have a wide knowledge of books and texts, children under three need access and experience of a wide range of books and texts. This access was noticeably absent from the data in this research study. These practitioners reported that they were not providing access to a wide range of books and texts for under-threes. Directory: 17919 17919 -> Study Guide ~ Physical Features of the United States Atlantic Coastal Plains Download 7.59 Mb. Share with your friends:
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