Literacy learning in Reggio Emilia schools
It is believed that the foundation for literacy learning is through the use of oral language. (Hill, 2014.) This type of learning can be identified in Reggio Emilia schools, where oral language is adopted through a variety of methods. Through the use of general conversations, oral language is being developed. The method of storytelling, also promotes oral language development, creating the foundations for literacy learning. ‘We know that all children develop differently, and that there is no one universal lock step linear path to literacy development.’ (Hill, 2014, p. 10.). There is a strong focus on the role of emergent literacy, preparing children for future literacy development. The focus around the hundred languages of children, underpins the idea that children communicate in a variety of ways, due to individuals having a range of knowledge and experiences. (Longaridis. L., Tranter. Siegris.L. 2012.). Therefore creating a literacy rich environment, with a variety of tools to suit a variety of children’s strengths it’s critical. Furthermore, in a free, stimulating environment without formal instruction from the teacher,creates further opportunities to extend literacy learning, through a variety of activities.
The school environment has been carefully thought upon, with each element in the environment, creating the potential for leaning to occur. Much of the literacy learning that takes place is through play, due to the young age of the children. There are many different situations and a variety of areas set up to promote literacy development. Including reading areas, which are filled with a variety of texts, giving children the chance to explore literacy rich content. (Fraser, S., & Gestwicki, C, 2002). Play areas are often set up, such as a 'grocery store,' in which children have the ability to learn through play, e.g. they can write a list of things they ‘need to buy.’ Additionally, signs are also adopted often throughout different areas of the centre, promoting literacy learning through play an exploration.
The school environment has been carefully thought upon, with each element in the environment, creating the potential for leaning to occur. Much of the literacy learning that takes place is through play, due to the young age of the children. There are many different situations and a variety of areas set up to promote literacy development. Including reading areas, which are filled with a variety of texts, giving children the chance to explore literacy rich content. (Fraser, S., & Gestwicki, C, 2002). Play areas are often set up, such as a 'grocery store,' in which children have the ability to learn through play, e.g. they can write a list of things they ‘need to buy.’ Additionally, signs are also adopted often throughout different areas of the centre, promoting literacy learning through play an exploration.