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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,
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,
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.