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A child's vocabulary at the age of three is 2000 words, and at the age of five, it has grown to at least 5000 words. This observation led to the fact that the value of a child's growth in the early stages of childhood cannot be overstated. In certain cases, a child's progress in the early stages of life or later in adulthood is based on the reading skills that they were learned in the early stages of life. There has been a lot of research done on the relationship between early reading abilities and the work that a child puts in to become a better reader, speller, and writer (National Institute of Literacy 3). The significance of these results is highlighted by Critical to these findings is the establishment that some skills are more important at an early stage that other, hence the recommendation for a timely interaction of age-appropriate ideas. The development of an early childhood literacy program that improves on the child's competency and cognition lies primarily in the need for a sustainable environment that features resources that the learner relates with in their daily activities.
One of the most reliable ways that have been proven to improve the literacy of the child at an early stage in life is the provision of support through establishing a supportive climate for the child to flourish. It is critical that the preschool programs, regardless of whether they are in the community settings or in the schools, establish a scenario where the child's effort are support and expanded (Alleyne 4). The desire to communicate and learn other material is improved when the needed resources and a positive culture is created so that the child faces minimal risks in their effort to be conversant with reading and writing (Alleyne 3). The suggested method involves considering integrative models as a core feature for the learning process with the teacher's role being relevant as a guide in supporting the learner whenever they face difficulty. The child's esteem is substantially improved and the ability to engage in more daring challenges is enhanced when the child is assured of a supportive environment that caters for their needs (Kennedy et al. 73). Overall, it is noted that the establishment of a supportive literacy learning culture will make the reader enjoy the joy of communication as they will engage in speaking, reading, and writing without many obstacles.
As children are also most attracted to pay at a tender age, it is advisable that the environment should be favorable for integrating play in the reading and writing processes and vice versa. In many parts of the world, play is a natural process that is critical to the development of the child. It is common to experience instances where the child assumes the use of the locally available resources as an imaginary object (French 39). For instance, a child could use a cylindrical block as a microphone for dramatic play or perceive small cubes in a tin to imply meat. To improve literacy in play, it is advisable that the children should be exposed o markers, pencils, paints, brushes, and crayons in this play processes as they will extend their knowledge in these objects better in reading and writing (Alleyne 5). Thus, the mentor's ability to integrate learning by using these tools as learning process can have a positive impact on the development of the child as the young one can relate better and retain more.
The provision of a physical learning environment that encourages reading and writing is also another crucial way of advancing a child's literacy at a tender age. One essential criterion in the consideration of this element is the need for a comfortable and well-lit are that is far from the experience that the child has in the classroom. Such a place will enable the learner to get the child or reading on their own or read with the help of an adult. Furthermore, it is advisable to provide non-English material to support the child's process of learning the English language (Alleyne 6). The physical learning setting can also be improved to enhance the reading cultures by providing age-appropriate and culturally-diverse resources that the child will use. These materials could include newspapers, reading games, magazines, and many other materials that are well displayed and accessible to the child. The last technique that is suggested as a system with which the physical setting can be enhanced is through the development of written messages and instructions on charts that the child will read regularly and which they can recall later (Modek 106). Such charts should alcove accessible and visually appealing to be attractive and exciting to the child.
In summary, the literacy of the child is likely to be improved through positive effort by the parent at the home setting. In some instances, the teacher and other stakeholders in the schools can be relevant in the effort to establish a workable structure for improving cognition. There are varied ways in which this goal is achieved with the primary ways involving the provision of a supportive environment, a visually appealing physical setting, and by integrating learning in the child's play. Through these processes, it is anticipated that at an early child, the parent of teacher will be able to train the child to appreciate learning processes as they grow in the environment they are involved as they find learning exciting.
Alleyne, Camille Jackson. “Early Literacy Development: A Focus on Preschool.” Early Literacy (2010): n. pag. Web.
French, Geraldine. “Children’s Early Learning and Development -a Background Paper.” National Council for Curriculum and Assessment (2007): n. pag. Web.
Kennedy, Eithne et al. “Literacy in Early Childhood and Primary Education.” National Council for Curriculum and Assessment (2010): n. pag. Web.
Modek, Fannette. “Emergent Literacy in Early Childhood Education.” UNESCO (2010): n. pag. Web.
National Institute of Literacy. “Early Literacy Knowledge and Instruction.” Early Beginnings (2002): n. pag. Print.
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