Early Literacy Assessment Essay

Phonological awareness can be termed as the ability to recognize and manipulate units of sound in spoken language. Phonological awareness is made up of various skills one of the most common known as phonemic awareness. Phonemic awareness is normally the last of the phonological awareness abilities to contract. Phonemic awareness may include segmenting and blending. Through the skill and hence, segmenting, kids can tune into individual sounds in a word. It is though phonemic awareness that they can separate a word into sounds that make up the entire word, hence, blend single sounds into words. On the other hand, blending can be termed as telling a statement after several of its characters is detected. Some other skills learned through phonemic awareness include; sound word discrimination and rhyming. The main advantage of phonological awareness is that the skills learned can assist kids to discover the relationship that links word sounds and printed letters or other words. The children who have issues with reading can be said to have poor phonemic awareness and hence, should look for a teaching program for the same.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Save 25%

Human development is a complex process and it usually starts with a perception of the process of the way growth yields. Continuum can be termed as an outline of the series of abilities that children attain through their developmental stages of approximation. Continuum development covers a variety of developmental domains and which may include social, emotional, communication and physical domains. It is through a continuum that observations and discussions of children's growth and learning can be discussed. Continuum of developmental skills is important as "early childhood practitioners and caregivers work together in early childhood settings" (Best Start Expert Panel on Early Learning, 2007). It is the duty of early childhood professionals to know what comes first and last and take note of any personal growth yields at various rates in the context of a family, a society, and a culture.

In reading, families can issue learning opportunities on the basis of deep knowledge to their growing children. These opportunities may range from conversations at home to a shared reading, outings and recreational activities that bring in a moment-by-moment experience. The skills transferred to children become experience when some entities are combining with some ideas (National Research Council, 2001). Through continuum, therefore, knowledge develops as children start mimicking the delivery and review process. The process is not a locked step hence, universal skill patterns should be encouraged in regards to one routine. The continuum of development is significant in the identification of chains of growth as solid grounds for executing early childhood curricula and education in distinct environments. Through the experience of reading, knowledge is augmented and children become more motivated to persevere expanding their study of literacy (Browder et al., 2006). Through reading, children can also be able to use story and more advanced verbal expression (Roskos & Christie, 2004). As soon as early childhood practitioners introduce various number representations including drawings, tallies pictographs, and narratives, a child's number thinking are promoted and they can hence, be assisted to remember and explain their reasoning. Continuum development is, therefore, important in observation and discussion of a child's particular growth and training.

The scope of odds for human development is vast even though the advance of a child's growth can be required. The aim of early childhood training at present is to support the understanding of a practitioner of a kid's development and the continuum development alongside its roles in the development of reading. Being a central incorporate of the framework of reading, continuum suggests the sequence of skills that kids at various periods are required to seek on various vast domains. The other importance of continuum development is that it promotes the strengths of early childhood professionals to view and note down the actions of the children along with their interactions with the aim of planning the curriculum and communicates with their majors such as parents and practitioners. The skills mostly target the routes towards lifelong education, their behavior, and well-being, those which are associated with the growth of the kid. In some societies, there are high numbers of vulnerable children. Most of the families in those societies are faced with societal challenges that include poverty, demands for employment and parental health issues that make it hard for them to support their children's maximum initial development. As the kids face the challenges, they tend to have issues and their vulnerability is presented along with the socio-economic spectrum. However, through learning, the challenges can easily be identified before they become critical to lead to interventions targeting the reduction of such difficulties and hence, set the kids on maximum early development.

Aiyana needs to be critically informed to integrate knowledge presented with to make correct answers hence, communicate effectively and thrive in the community. Through the advantage, Aiyana will be prepared as a future citizen of this world to satisfy the requirements of the modern society. She also needs to read more books with her majors to assist her dive into conversations. Through the readings, she can be able to have her language skills and future learning ability boosted.

References

Best Start Expert Panel on Early Learning. (2007). Early Learning for Every Child Today A framework for Ontario early childhood settings

Browder, D., Courtade-Little, G., Wakeman, S., & Rickleman, R. (2006). From sight words to emerging literacy. In D.M. Browder & F. H. Spooner (eds.) Teaching language arts, math and science to students with significant cognitive disabilities. Baltimore, MD: Paul H. Brookes.

National Research Council (2001). Eager to Learn: Educating Our Preschoolers. Washington, DC: National Academic Press.

Roskos, K. & Christie, J. (2004). Examining the play-literacy interface: A critical review and future directions. In Ziegler, E., Singer, D. & Bishop-Josef, S. (2005). Child's Play: The Roots of Reading. Washington, DC: Zero to Three Press, 95-124.