MODULE 1

Theories of Learning
and Early Literacy
OVERVIEW
This lesson accounts for the theories of child
development and learning which serve as constructs of
early literacy and as framework of reading and writing
developments among children. Home literacy is given
emphasis with respect to emergent literacy.

OBJECTIVES

The main goal of this theory in early literacy is to

present the central premise of a theory, to characterize the
nature of early literacy which constitutes the young learner’s
literacy at any point of development and to explain how and
why emergent literacy takes place.

PRE – TEST

EXPLAIN BY ME!!!
Explain the following given question.

1. What is development?
2. What is the development of a child?
3. How they develop?
4. What is reading?
5. What is writing?
6. What is the important of reading and writing to the
development of a child?

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CONTENT

EMERGENT LITERACY is based on an assumption that a

child acquires some knowledge about language, reading,
and writing even before attending any formal education.
Marie Clay (1966) was the first who used the term, emergent literacy.
Clay also asserted that literacy development begins in early life and
so ongoing.

Teale (1987) defines the emergent literacy as the early signs of

reading and writing, demonstrated by the young children even before
take an formal instruction and such an easy way and early signs. It
viewed literacy as a results of children’s involvement in reading
activities together which facilitated by the literate adults.

Mediation can be consciously employed by the parents as they

prepare their child for formal schooling. Thus, a literacy-rich home
environment can provide more literacy information to the child.
However, at times, some parents are not actually aware of their direct
role in developing the early of their kids.

The concept of emergent literacy suggests that all children who

come to school already have certain experiences and interests in
learning (Teale, 1987).

Teale and Sulzby pointed out the preference for the term
emergent literacy over traditional readiness. Emergent or emerging
means that children are always in the process of becoming literate,
probably, since they are just a few months old (Teale, 1987). Sulzby
(1991) defines literacy as the reading and writing behaviors of young
children that precede and develop into conventional literacy.

Transitions on the Perspective of Emergent Literacy

1. Basic literacy which emphasizes the reading and writing of young

learners to construct meaning for themselves.
2. Socio-cultural literacy which emphasizes the importance of social
interaction of children to construct cultural- specific meanings and to
demonstrate literacy practices as social events and cultural phenomena; and 
3. Functional literacy which emphasizes the use of technology for instruction
and literacy, and the young learner’s use of technology to produce meaning. 
Learning theories supporting early literacy development
A number of learning and child development theories support emergent
literacy and likewise, early literacy instruction. These theories have assumed

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 Module 1 – Theories of Learning and Early
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a central place in early literacy research and have reflected the variety of
perspectives evident.

Table. 1. Transitions on the Perspectives of Emergent literacy

BEFORE NOW
• Early Literacy Was Somewhat • a great deal of attention to
Neglected literacy development in early
• Little attention given to a childhood
child's literacy development • acquisition of information about
before formal schooling literacy begins at birth and
• assumed that the beginning of continues at the course of
literacy was in grade 1. early childhood
• speaking and listening were • development of literacy in
learned in early childhood child's earliest years
while reading and writing were • simultaneous development of
learned in school age language -related abilities
• reading instruction was • emphasis on oral language
ignored in preschool education development and preparation
• no advocacy for formal reading for reading
instruction in early childhood • capitalize on child’s existing
• preschoolers were not knowledge, information about
perceived as readers and literacy and reading and writing
writers experiences
• waiting for a child's natural • children are active constructors
maturation to unfold of their own learning
• preparation for literacy was • nurture emergent literacy from
through the acquisition of a set birth through kindergarten to
of prescribed hierarchy of skills grade I
• progression from part to whole, • continuous building of
a set of skills as prerequisites knowledge on oral language,
to reading reading and writing
• drills for contrived skills • children learn from meaningful
• writing had been certainly and functional situations
missing writing develops after • children are interested and
reading attempt early to communicate
in writing reading and writing
are cultivated concurrently

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Table 2. Child Development Theories that Support Early Literacy

TH
E
EMPH STRAT ACTIVI SKI
O
RI ASIS EGIES TIES LLS
ST
Natural
Child’s learning Strategies Allowing
developmen
unfolds meshed with the children to
t of skills,
ROUSSE naturally; child’s grow and learn
individual
AU (1962) learning readiness to with the
ways of
through learn; little adult freedom to be
learning,
curiosity intervention themselves
curiosity
Specific
concepts Allowing
Specific
meeting specific children to use
concepts,
Children’s need objectives; manipulated
self-
early, orderly , learning toys; working
correction,
systematic materials are with carefully
MONTES independen
training in self -correcting; designed and
SORI t learning
mastering one learning during specific
(1965) and
skill after “sensitive materials for
mastery of
another; auto- period”; specific skills;
one skill
education designing work instead of
after
activities and play; activities
another
experiences for for skill mastery
learning
Early childhood Allowing time for
Manipulative Social skills,
learning is play and
toys, arts, emotional
child-centered; learning; music, story and
is built around providing a
reading, free physical
the interest of relaxed and outdoor developmen
DEWEY
the child; atmosphere; play, snack, t, informal
(1966)
child’s learns informal rest, circle reading and
best through activities for
time, informal writing
play because learning reading and
of social writing
interaction
PIAGET Children at Providing real Natural Active
(1969) certain stages life setting and problem construction

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 Module 1 – Theories of Learning and Early
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are capable of materials, solving of his

only certain opportunity to situations, learning,
types of play, explore playing; problem
intellectual and experiment exploring and solving,
endeavors; and allowing experimenting, playing
acquire kids to use their planning one’s ,exploration
knowledge by curiosity, own activities experiment
interacting with inquisitiveness and ation and
the world; and spontaneity cooperating curiosity,
active to help with teachers inquisitiven
participants in themselves to and peers in ess and
their own learn planning spontaneity
learning evaluating decision-
learning making,
social
interaction
The adult Providing adult Teacher- Psychomot
responsible for guidance and a facilitated or skills,
the education planned activities, shapes,
of the child environment, guided-play, colors and
needs to be guided-play, manipulative size
concerned with providing for learning recognition,
the child’s manipulative certain guided-play,
natural materials to concepts and singing
FROEBEL unfolding; learn concepts, providing obedience
(1974) emphasis on allowing” circle- opportunity for and
the fullest time” which is circle time for discipline
benefits of an opportunity singing
playing to to sing and to
learn; requires learn new ideas
adult guidance thru discussion
and direction
and a planned
environment
Natural Providing Informal Shapes,
learning withinformal activities that colors and
informal instruction, eventually lead size
instruction, providing to learning, recognition,
PESTALO natural manipulative manipulating language
ZZI (1979) potential of a experiences and objects and skills
child develops learning about learning about
through senses them through them through
the use of touch and
senses smell
VYGOTS Mental Providing Story reading, Communica
KY (1981) functions are meaningful and story retelling tions skills,
acquired interactive and directed reading and
through social activities, listening- writing

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relationship; providing thinking skills, oral

learning takes activities that activities, language
place when the allow a child to shared book skills, social
child interacts internalize, experiences, skills,
with peers and exposing a child dialogues, internalizati
adults and a to new conversations, on of skills
social setting situations to social functions
as they act actively interact of reading and
upon the with others, writing
environment; engaging in activities,
children learn functional and communicative
by internalizing interesting functions of
activities learning language
conducted in experiences
the world
around them;
they emulate
behaviors and
incorporate
them into their
existing
structures of
knowledge
when they are
exposed to
new situations
in which they
can actually
interacts with
others

THE CONSTRUCTIVIST MODEL

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 Module 1 – Theories of Learning and Early
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the schema
theory
recognizes that
background
literacy of the 20th knowledge
century has paved facilitates the
the way to new In constructivist model, reader's
literacy stutdies skills are taught at the comprehension
which woyld point when they are of text.
gradually lead to likely to be useful to
redefining literacy. kids as part of an
authentic literacy task

VIEWS ON READING

SILBERSTEIN (1987) accounted for the developments in reading

instruction. Her paper traced the significant changes in reading instruction as
greatly influenced by the trends in language teaching and learning. In the
beginning, reading viewed simply as speech written down. This view was
influenced by the behaviorist view on language acquisition and learning, that
is, language was speech (Bloomfield & Fries). However, dissatisfaction with
this view resulted to the decline of the oral approach.

THEORIES ON READING ACQUISITION

DURKIN (1995) discussed that this model applied to each child to speak
a primary or secondary language has an impact on the type of reading and
writing instruction provided in schools. Reading theorists agree that extensive
reading, develop the reading comprehension of the children.

Balanced Literacy

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 Module 1 – Theories of Learning and Early
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Phonics skills Meaning

Cycling Melding of Reading Instruction Models (Pearson, 2000)

VIEWS ON READING

Reading theorists agree that extensive reading is essential for the

development of reading comprehension.

reading as a
psycholinguistic readingCHOMSKY
to a child Children learn to
guessing game read naturally in the
aids literacy skills
reading as an active
process
(1972)
increases interest in
home environment
and interaction with
capitalizes on children books and in parents
priors strengths, past learning to read
children emulate
experiences and enhances reading model set
knowledge background by the parents
child attempts to information and
reconstruct his own sense of story
knowledge
familiarization with
language of books. HOLDAWAY
GOODMAN (1979)
(1967, 1980)

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 Module 1 – Theories of Learning and Early
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Children's all higher

mental functions are TEALE (1982)
reading is acquired
internalized social through social
relationship interactive and emulate
children increase their behavior
independent socail functions and
engagement in reading conventions of reading
activities through are acquired through
interaction with literate interactive literacy
adults events
VYGOTSKY
(1981)

STUDY HELP
1. Define emergent literacy.
2. Identify the importance of home literacy to early
literacy.
3. Identify the different theories of reading and writing.

DEVELOPMENTAL ACTIVITY

IT PUZZLES ME!!

D W G Y X A H D E V E L O P M E N T P V I O R
E D U C A T I O N P E F N M I E A L V Q U K C
Y P I R D F G H K U U Y R E W N C N A H F L O
H I R E D S U C B M I E M N F H D O I P Z E N
E V H A I E M E R G E N T L I T E R A C Y G S
T B U D W E R B I T N O O D A B N R T Q I N T
E S F I T E R B C U I N G C H I L D R E N E R

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 Module 1 – Theories of Learning and Early
Literacy

A B R N G O E D T E R B N J O Y S J K U V N U
L F T G E D V Y G O T S K Y L O R E A S V T C
E A R L Y L I T E R A C Y C S E V U H N M E T
I B H D F I G H H J U K L U R E A D U L T M I
V T G B Y H N U J M I K L O P M L P N K O I V
Z X W A Q S X E W R I T I N G D C R F V T G I
Q E W R T Y U I O P F G H J K L C V B N M J S
L H K A S D F G H J U H O L D A W A Y W C B T
P H C H O M S K Y T Y U I P M N B V C X Z L K
Q W E R T Y U I O P A D G O O D M A N F G H J

POST – TEST

IDENTIFY ME!!
Fill in the blank.

_________1. It refers to the competencies and literacy skills in early

childhood.
_________2. Theorist emphasize that trough senses, natural learning
with informal instruction ad natural potential of a child
can help the children on his development.
_________3. Theorist emphasized that children need early, orderly,
systematic training in mastering one skill after another;
auto-education for a child development.
_________4. The first one who used the term emergent literacy and
the one who asserted that literacy development begins
in early life and is on-going.
_________5. It was viewed simply as speech written down.
_________6. This theorist undergirds constructivist education, view
on teaching and learning as a conscious process of
reconstruction of experience.
_________7. This theorist stressed that knowledge is socially
constructed by interacting with others in a variety of
experiences.
_________8. He defined literacy as the reading and writing behaviors
young children that precede and develop into
conventional literacy.
_________9. He viewed literacy as the result of children’s
involvement
in reading activities facilitated by literate adults.
_________10. It means that children are always in the process of

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 Module 1 – Theories of Learning and Early
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becoming literate, probably, since they are just few

months old.

FINDING MY MATCH!!
A. TEALE (1982)
1. “children learn to read naturally
in the home environment and
interaction with parents.”
B. CHOMSKY (1972)
2. “reading as a psycholinguistic
guessing game”.

3. “reading is acquired through C. GOODMAN (1967,

socially interactive and emulate 1980)
behavior”.
D. HOLDAWAY (1979)
4. “children’s all higher mental
functions are internalized social
relationship”.
E. VYGOTSKY (1981)
5. “reading enhances background
information and senses of story
structures”.

WRAP UP
Along with the transitions on the
perspective of child literacy, emergent literacy has
been redefined and redirected. Thus, a contrast
between the nature and scope of emergent literacy in the past and in
the present significantly helps in understanding emergent learners
and in designing early literacy instruction, which is firmly supported by
learning theories in child development. Further, based on the theories
of reading acquisition, a cyclical model of reading instruction has been
developed.

Emergent literacy is defined from a number of theories of

learning and child development. The changing views about literacy
and the importance of home literacy similarly influence the view on
early literacy.

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 Module 1 – Theories of Learning and Early
Literacy

KEY – TO –
CORRECTION
DEVELOPMENT ACTIVITY

D W G Y X A H D E V E L O P M E N T P V I O R
E D U C A T I O N P E F N M I E A L V Q U K C
Y P I R D F G H K U U Y R E W N C N A H F L O
H I R E D S U C B M I E M N F H D O I P Z E N
E V H A I E M E R G E N T L I T E R A C Y G S
T B U D W E R B I T N O O D A B N R T Q I N T
E S F I T E R B C U I N G C H I L D R E N E R
A B R N G O E D T E R B N J O Y S J K U V N U
L F T G E D V Y G O T S K Y L O R E A S V T C
E A R L Y L I T E R A C Y C S E V U H N M E T
I B H D F I G H H J U K L U R E A D U L T M I
V T G B Y H N U J M I K L O P M L P N K O I V
Z X W A Q S X E W R I T I N G D C R F V T G I

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 Module 1 – Theories of Learning and Early
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Q E W R T Y U I O P F G H J K L C V B N M J S
L H K A S D F G H J U H O L D A W A Y W C B T
P H C H O M S K Y T Y U I P M N B V C X Z L K
Q W E R T Y U I O P A D G O O D M A N F G H J

POST-TEST
TEST I. TEST II.

1. Emergent literacy 1. Holdaway (1979)

2. Pestalozzi (1979) 2. Goodman (1967)
3. Montessori (1965) 3. Teale (1982)
4. Marie Clay (1966) 4. Vygotsky (1981)
5. Reading 5. Chomsky (1972)
6. Dewey
7. Vygotsky (1978)
8. Sulzby (1991)
9. Teale (1982)
10. Emergent/ emerging

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