Tuning into babies: the established links between language acquisition and early reading

2.8. Creating literacy environments for under-threes

The literature has highlighted that the definitions of ‘literacy’ and ‘reading’ are varied. That said, there is some consensus within the literature on what constitutes a rich literacy environment for very young children, which is discussed in this next section.

Sefton-Green et al., (2016, p. 13)

Significantly, Braid and Finch (2015) state that the activity of sharing stories and having access to books is a “fundamental human experience” and is a key “feature of our daily lives” (p. 115) and communications. Indeed, Braid and Finch (2015) also assert that books and “stories are a way of ordering experiences, constructing realities and making sense of our lives” (p. 115). It is not to be assumed that all young children will have access to books or understand what is involved in learning to read books (Medway et al., 2014) or indeed have had shared experiences of reading books and stories as a rich literacy practice. Byrnes and Wasik (2009) propose that sharing the “language patterns and the rhythm of stories alongside shared conversations also supports the working memory” (p. 205), which is an essential component in supporting early reading and wider literacy development. Likewise, Betawi (2015), proposes that, in fact, “reading stories for toddlers is an effective activity in active learning” (p. 595), increasing thinking skills and motivation to learn (Dewing, 2010) and significantly improves social skills (Hassenzadeh Kalate, 2011).
Furthermore, Levy (2016) suggests that the “early years classroom can be a place where children are taught that literacy is a broad and dynamic concept” (p. 11); a print-rich environment where children are immersed in language and text daily and significant adults are observed reading and talking fosters children’s early language and literacy skills (Jarvis et al., 2016; Siraj-Blatchford et al., 2002). As such, Bayley and Broadbent (2010) suggest that the most important facet of the environment in early years settings is the behaviours of the significant adults. Children need to see literacy practices in daily action to support them in developing their vocabulary and to be motivated to want to have fun with reading activities (Cremin et al., 2008). Findings from Halden et al.,’s ‘Investigating communication, language and literacy development in the early years sector’ (2011) research study highlighted the general responsibility from practitioners to support young children’s communication, language and literacy, with nearly all providers regularly assessing and enhancing their provision in this particular area. This suggests that practitioners in this study value these communication, language and literacy practices and review this practice often to support young children. Holland and Doherty (2016) also strongly suggest that the environment is key to young children’s learning:
Leaders and practitioners have a huge responsibility to create stimulating environments of high quality, as it is the environment that can either enable or disable children’s progress.

(Holland and Doherty, 2016, p. 164)

It is therefore disappointing, however that within the ‘Characteristics of Effective Learning’ in the ‘Development Matters in the Early Years Foundation Stage (EYFS) non-statutory guidance material’ (Early Education, 2012) there is no mention at all of language, books or early reading. The ‘communication and language’, ‘positive relationships’ and ‘enabling environment’ sections from birth to eleven months are also somewhat sparse considering this is such a critical phase in early language development. Additionally, the ’Literacy: reading’ section from birth to eleven months advises “use finger play, rhymes and familiar songs from home to support young babies’ enjoyment and collect a range of board books, cloth books and stories to share with young babies” (Early Education, 2012: p. 28). Given the critical nature of the importance of providing high quality language, literacy and early reading experiences for babies to support and promote early reading within the literature review, it is somewhat concerning that this is what policy offers to practitioners to support babies in this section for reading. In fact, given the context of the literature and this steer from the EYFS, it seems that there is a perceived tension between theory and practice (Moss, 2014). Subsequently, Marsh asserts that:
Existing theories of literacy in the early years place undue emphasis on ‘quality’ picture books, traditional forms of print literacy, individualised writing practices and literacy-related play activities which are based on middle-class cultural norms.

(Marsh, 2003, p. 380)

She suggests that this needs to be contested to enable richer literacy practices between settings and the family environment and highlights this problematised agenda. Likewise, Levy (2009) states that the “current curriculum appears to be fostering a narrow and highly constrained definition of reading that does little to promote the value of multimodal reading skills” (p. 375).
In summary, Flewitt (2013) argues that the “current narrow political focus on early reading and phonics presented in the revised EYFS (DfE, 2014) is primarily out of tune with many international conceptions of literacy learning” (p. 2) and is also in “stark contrast to the approach of literacy as a process that begins at birth, richly embedded in diverse social and cultural practices” (Flewitt, 2013, p. 2). In addition, the Early Learning Goals for ‘Reading’ and’ Writing’ (DfE, 2014) are both heavily focused on developing phonic knowledge, which is another example of the “narrow, highly constrained” approach to reading suggested by Levy (2009, p. 375), Flewitt (2013) and Roberts-Holmes (2015).