THE CONTINUUM OF EMERGENT LITERACY AND FISRT SCHOOL LITTERACY
Submitted by:
Eleni Ntente
Abstract:
This bibliographic study analyzes the principles of continuity and discontinuity between emergent literacy and first school literacy. Transitions between types of school and social structures require consideration since problems can arise in the field of literacy if educators do not apply the continuum of literacy. According to Unesco literacy is defined as a continuum of learning and proficiency in reading, writing and using numbers throughout life. The path to literacy is continuous, it starts and develops very early in the individual’s life and family is undoubtedly the first and most essential environment on which literacy develops (Stellakis & Kondyli, 2005). The first continuity of literacy is viewed between family and kindergarten and the next one occurs between pre-school and first school education, where the effects of the pedagogical use of literacy follows the students through their academicals career. As a result, pre-school and first-school educators should acknowledge ways and principles to support continuity in learner’s literacy development. The research focuses on Greek educational policy, comparing data from other countries. In a Greek research it was found that although pre-school education is now on institutionally part of compulsory education with a curriculum, there is no connection or continuity between preschool and first school education (Aidinis & Dalakli, 2019). Such research results arise questions about the necessity of establishment of continuity and a unified approach to the acquisition of literacy by students. In 2000, Vygotsky mentioned that the knowledge of ´the prehistory of children’s written language’ is very valuable and important to be taken into account by school. The present work aims at providing both to researchers and educators a bibliography considered to be useful for progressing in teaching implications as well as theoretical evidence about literacy development between preschool and first school education, under the light of continuum.
Key words: emergent literacy, first school literacy, continuity, discontinuity, education policy
Bibliography
Aidinis, A, Dalakli, C., 2009, Εmergent literacy first reading and writing: a framework for connecting preschool and first school age. Τhesis , University of Thessaloniki, available at http://ikee.lib.auth.gr/record/113200/files/GRI-2009-2868.pdf
Kondyli, M., Stellakis, N., 2005, Contexts For Learning To Be Literate: Some Evidence From Greek Pre-Primary Education Setting, L1-Educational Studies in Language and Literature 50
Apostolou, Z., Stellakis, N., Koustourakis, G., 2020, Pre-primary and first grade primary school teachers’ perceptions on the integration of pre-primary and first grade primary school curricula in Greece, L1-Educational Studies in Language and Literature 20
Unesco Institute for Lifelong Learning . What you need to know about Literacy, https://www.unesco.org/en/literacy/need-know