miss

Topics: Phonics, Milton Keynes, Open University Pages: 5 (1738 words) Published: May 25, 2014

Exploring children’s learning experiences

Ethical statement
I confirm that for this assignment, I have made sure that I have abide to the ethical requirements published by the British Educational Research Association (BERA, 2011). I have done this by only using materials drawn from my setting which have been identified on my employer Permission Agreement Form. I have also kept my settings name as well as any names of the children’s anonymous due to confidentiality.

Introduction
The reading process as a whole is a very complicated area. I have focused on how it is important for a child to learn the sounding of the words before they can start reading. As a preschool practitioner it becomes imperative for me to understand the process and theories behind the reading act itself. Language is central to personal social and emotional development and to gain knowledge and skills to problem solve to help them into being readers and writers. I will be talking about how language can be used in different situations and for different purposes. This will come from through experimenting with language and sounds. And also will compare and contrast the Listen up article with my own practice. I believe that is essential at one point for young children to understand the connection between the sounds and symbols first before they can start reading. Reading is a very complex process but there are ways in which children can learn. As said in (ST14, E100.p.41) children who are aware of rhyme, alliteration and the sounds and names of letters that make up words, do seem to make better progress in reading than those who don’t have this awareness (Goswami 1994) The first thing is the 'look and say' method. Children learn to recognise words by repeating them continuously. The other method is phonics. Phonics is a process of learning words by breaking them down into the particular sounds of the letters. The alphabet is taught by saying, for example, 'bah' for 'b' or 'sss' for’s’. The different sort of vowels sounds are taught as 'aw', 'ah', 'ay'. Children eventually begin to recognise the words by breaking them down. Most children tend to learn by using a combination of these two methods. (ST3, E100.p.21). I think we put too much pressure on children to read too early. Some can and others can't... and they begin to feel like they've failed... that's a real problem! (Listen up article)

I agree to the term of the early pressure of reading from the listen up article. All children tend to develop at different rates and the age at which they begin to start to read can vary greatly from child to child. Some parents become very keen on to giving their child a 'head start' by introducing reading from an early age. While showing young children flash cards (which are little cards on which the words are written with the object to represent the letter) and training them to remember the words is often a good idea but we as adult have not to realise is that what the child wants. Being a practitioner in a preschool I work mainly in the classroom with children from the age of 3 to 5 year olds. children are given fun activities that are done in a fun way to encourage children to read such as flash card games or find the object with the letter ‘a’ and sounds like aaa. These way children enjoy the whole process and learn at the same time. There is no pressure as the children are sat for 10 minutes and then they can choose to go and play. We are a free flow setting so the child comes first as a whole (ST14, E100, p.45). The practitioners in my setting involve phonological awareness into the everyday practice at the setting through forms of songs, rhymes, clapping games, and using age appropriate computer programs which include teaching programme such as letters and sounds (ST14, E100,p.45). This also enhances their technological skills on using computer which is just another way, like writing, drawings, movement and sound for...

References: British Educational Research Association (BERA) (2011) Ethical Guidelines for Educational Research (2011), Nottingham, BERA.
The Open University, (2012) E100, DVD1, Block 5, Feelings, Milton Keynes, the Open University.
The Open University, (2012) E100 Study Topic 12, Milton Keynes, the Open University.
The Open University, (2012) E100 Study Topic 13, Milton Keynes, the Open University.
The Open University, (2012) E100 Study Topic 14, Milton Keynes, the Open University.
The Open University, (2012) E100 Study Topic 11, Milton Keynes, the Open University.
The Open University, (2012) E100 Study Topic 12, Milton Keynes, the Open University.
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