I.

PURPOSE, RELATED LITERATURE AND STUDIES

Children start to learn language from the day they were born. As they grow, they acquire
more knowledge and skills that are more complex compared to what they have known before.
Their interactions with literacy materials such as books, papers, posters and others; and also
with the adults and their lives contributes in building a scaffolding for their language, reading
and writing development.

In this mini research, we conducted a survey within five different families inside their
community with young children who are in kindergarten or in grade one level. We asked the
parents/guardian for the different print materials that are available in their home and the literacy
activities done with their child. This research tends to analyze the relationship between the
availability of print materials inside a childs home and activities theyre interacting with on how it
affects the childs reading and writing behaviours.

LITERATURE AND RELATED STUDY

Introduction

The importance of childrens early literacy development cannot be overstated. Childrens

success in school and later in life is depending upon their ability to read and write. The early
childhood years are crucial in childrens literacy development because the development of
language and literacy begins at birth and is a lifelong process. The primary function of language
is to communicate.

Language development accelerates rapidly in the preschool years. The growing ability to
use language to communicate is a landmark of development that distinguishes pre-schoolers
from infants and toddlers. As childrens vocabularies increase and they use more complex
sentences, their literacy skills emerge. Oral language ability is significant because of the strong
link with learning to read and write. Pre-schoolers vocabulary growth have progressed to the
stage of using language to convey their feelings and desires, interact with others, ask questions,
think about things, represent what they know and talk about imaginary situation . At the same
time, they are mastering grammar, constructing the meaning of specific words, and writing and
reading in their own particular, though unconventional ways. However, it must be pointed out
that some preschool children may already be reader.
 The process of becoming literate learning about all the print forms of language and
using them to communicate- In literate communities children come into contact with written
language from infancy. This occurs when adults consciously bring children into contact with the
print (e.g., when they read to children or provide toys with print).Further, children may see print
on television or in the environment in general. This exposure to print is the beginning of the
process of learning to read and to write that continues to emerge throughout the early childhood
years. Childrens growing ability to construct meaning from prints is viewed by the educators as
emergent literacy. Children see and interact with print (e.g., books, magazines, grocery lists) in
everyday situations (e.g., home, in preschool, and at daycare) well before they start elementary
school. Parents can see their child's growing appreciation and enjoyment of print as he or she
begins to recognize words that rhyme, scribble with crayons, point out logos and street signs,
and name some letters of the alphabet. Gradually, children combine what they know about
speaking and listening with what they know about print and become ready to learn to read and
write. Family played an important role in childs reading and writing skills Family literacy is
defined as home literacy activities that provide literacy skill-building opportunities for young
children while enhancing literacy skill development in all members of the family. Family literacy
often discuss about, "literacy-rich homes," "family-focused reading" and the importance of
building strong "home-school communication." All of these components are essential for
promoting family literacy activities and raising ready readers.

RELATED STUDIES

Banduras Social Learning Theory post that people learn from one another, via
observation, imitation, and modelling. The theory has often been called a bridge between
behaviourist and cognitive learning theories because it encompasses attention, memory, and
motivation. People learn through observing others behaviour, attitudes, and outcomes of those
behaviours. Most human behaviour is learned observationally through modelling: from
observing others, one forms an idea of how new behaviours are performed, and on later
occasions this coded information serves as a guide for action. (Bandura). Social learning theory
explains human behaviour in terms of continuous reciprocal interaction between cognitive,
behavioural, and environmental influences.

Piaget, cognitive development was a progressive reorganization of mental processes

resulting from biological maturation and environmental experience. He believed that children
construct an understanding of the world around them, experience discrepancies between what
they already know and what they discover in their environment, then adjust their ideas
accordingly. Moreover, Piaget claimed that cognitive development is at the center of the human
organism, and language is contingent on knowledge and understanding acquired through
cognitive development.

Piaget's theory has some limitations that Piaget recognized himself: forChildren have
dialogues with themselves when they engage in imaginative play. Role-playing means creating
a story and giving a voice to the different characters in the story. When children imitate others,
they are developing a vocabulary that allows them to name and navigate the world around
them. Less verbal children may talk more during imaginative play than in other settings.

Lev Vygotsky 's theory of cognitive development posits that information from the
external world is transformed and internalized through language. Since language is both a
symbolic system of communication and a cultural tool used to transmit culture and history, play
is an essential part of both language development and a child's understanding of the external
world. When a child is at play, he or she is in a constant dialogue either with self or
others. Children at play are making sense of the world through a process of "inner speech" -
that is, they are often talking out loud to themselves. As adults, we lose this capacity because it
is not socially sanctioned.
If we really listen to children at play, we can hear the way they converse with themselves in
order to make sense of the external world. Mimicking adults is often the most obvious way this
process can be observed. ("Now, let's wash our hands and eat supper" a child playing "family"
might say, for instance).

According to Vygotsky, language also serves the purpose of regulation, or self-control over
one's own cognitive processes such as memory and thought. As we develop, we transition from
being other-regulated to being self-regulated in our cognitive processes. Discovering language
via play is an essential part of this transition Vygotsky was also interested in the role of social
interaction on cognitive development and argued that development first takes place socially.
That is, children observe parental behaviour, listen to parents' speech, and then try to imitate
them. As children practice through imitation, parents will guide children, correct them, and
provide challenges. Through child-centered play, children take on different roles and try out
different language uses, all of which help them on the journey from being externally regulated to
internally regulate in cognition. Through play, children become more competent in their
language use and begin to regulate their own thought processes.

Theoretical Frame work

The major theme of Vygotsky's theoretical framework is that social interaction plays a
fundamental role in the development of cognition. Vygotsky (1978) states: "Every function in the
child's cultural development appears twice: first, on the social level, and later, on the individual
level; first, between people (inter psychological) and then inside the child (intra psychological).
This applies equally to voluntary attention, to logical memory, and to the formation of concepts.
All the higher functions originate as actual relationships between individuals." A second aspect
of Vygotsky's theory is the idea that the potential for cognitive development depends upon the
"zone of proximal development" (ZPD): a level of development attained when children engage in
social behaviour. Full development of the ZPD depends upon full social interaction. The range of
skill that can be developed with adult guidance or peer collaboration exceeds what can be
attained alone. Vygotsky's theory was an attempt to explain consciousness as the end product
of socialization. For example, in the learning of language, our first utterances with peers or
adults is for the purpose of communication but once mastered they become internalized and
allow "inner speech".
Vygotsky's theory is complementary to Bandura's work on social learning and a key
component of situated learning theory as well. Because Vygotsky's focus was on cognitive
development, it is interesting to compare his views with those a constructivist (Bruner) and
a genetic epistemologist (Piaget).

SOCIAL DEVELOPMENT THEORY BY LEV VIGOTSKY.

II. DISCUSSSION

On the 15th of February

2017, our group conducted a
survey among five different
families, where as every family shall at least has a kindergarten or a grade one level family
member. Our group provided a survey from which consists of questions asking what are the
different print materials available in the familys house as well as the literacy activities done by
the parents/guardians together with the child. We also had small talks with the parent regarding
the childs reading and writing development.

During the survey, we asked the parents some information about the reading and writing
development that they have seen with their child. On the first family which is the Lopez family
said that her child learned how to write first before reading. She also mentioned that her child
was more focused on technology. He immediately learned how to manipulate gadgets such as
tablets before actually learned reading and writing.

For the second family, the Madulid family, we found out that the guardian of the child was
also an education student before but she pursued criminology rather and now she is a
policewoman. The child is her nephew and while the childs parents are working abroad thats
why shes the in charge to look after the child. She said that the child loves to write. He writes
anything that he wants to. We even get to see some of the outputs of the childs work. They also
use technology as a resource to incorporate the childs learning while he is also having fun. In
terms of reading strategy, since the child is in kindergarten level, theyre using the phonetics in
teaching the child to read. Moreover, the child can now read simple phrases on his own.

Another family that had a survey was with the Ongjoco family. Mrs. Ongjoco shared that
her child learned writing and reading more likely inside the classroom. But as a mother she still
takes time to teach her son. She teaches him English alphabets as for reading skill and tracing
as for writing skill. And since the child has siblings, hes able to acquire knowledge from them.
We also noticed that the childs environment is kind of not-so-good environment. You see, a
persons environment reflects the persons behaviour and attitude. And since we saw the childs
behaviour, we can say for our opinion that the child is not fully given the right guidance and
attention. Hes more likely exposed to a more matured environment. Like for example, instead of
telling stories from childrens books, he talks more about gossips from the neighbourhood. But
despite of these matters, the child is able to read simple words and can already write his name.

For the last family, both the children are cousins and they are both exposed to a variety
of print materials such as newspapers, magazines, textbooks and more. They are also exposed
to technologies and are given enough attention from their parents during learning time.

These are what we had collected from the families that we interviewed. Families that
have different kind of way in teaching their children that differ when it comes to state in life.

ANALYSIS:

There are a lot of factors that can affect the childs literacy development. One factor is
the environment. It is the kind of surrounding the child grew up with. It is also the way he/or she
is nurtured by the parents or by anyone who is older than him/her. If the parents choose to be
more focused on the child, then the child may be able to develop properly and accordingly to
his/or her level. In contrast, if the parent did the other way around then there could be chances
that the child may suffer from it. Theres nothing wrong in being strict as much as we dont
exaggerate it and as much as we still think of the rights and freedom that the child deserves
because after all it is still a child and they should still be enjoying their childhood while learning
and discovering new things. One more thing which is the main purpose of this research is the
importance of print materials and literacy activities that is done with the child. As for us, we
observed that a child who is abundant with a variety of print materials at home is more likely to
have more access to literacy and is capable of developing faster compared to others. Like for
example, one of the families has their own tablet where the child can freely draw or write
anything he wants and make use of different art using the technology thats why he was able to
practice and improved more by that. While in the other hand, a family that cant afford to buy
that kind of technology will depend on the available resources that they have, just for example,
some textbooks or some old notebooks from an older sibling where he can scribble anything
only by using a pen or a pencil. The problem here is that the child has a chance to get bored
with it until he/she will soon give up on it because for them theres nothing new anymore. Also, a
child who is engaged with a lot of literacy activities done together with their parents is way more
advanced compared to the other children who are not given enough activities for their
development. In connection to this, parents should make every activity enjoyable and
memorable for the child because it can help them remember the things that they learned for a
long span of time. Thus, a child who is more engaged and has access to different print materials
and activities at home has a huge advantage compared to others who are not.

III. CONCLUSION

After having a thorough discussion about the relationship between print materials
availability at home and the literacy activities given to a child, our group therefore conclude that
these matters has great impact with the childs development. it is serves as a key to how a
childs reading and writing behaviour be a success. These two when not achieved properly will
reflect on the childs reading and writing behaviour. The child may struggle reading and writing
according to his/her level. Giving a child access to different print materials may able to inspire
him to read more and the same thing goes with writing. It could also help them bring out the
creative side of them and the hidden talent that they have. And of course this can also be an
opportunity for both the parent and child to get a time together and to bond more. It will make
the child feel the love that you have for him/her.

RECOMMENDATIONS:

Based on the findings of the study and conclusion drawn, the following recommendation
are hereby given

1. Young children love to use their imaginations to create stories to go along with pictures.
One of the earliest literacy skills children develop is the concept of sequencing, or telling
a story from start to finish in order. One way to practice this skill at home is to create
your own picture books, or books without words. Using photos, pictures from magazines
or your child's drawings, books can be created and placed in the home library for easy
access.
2. Family members can "read" the story with the child by asking him or her to take them
through the story. As the child gets older, family members should have the child dictate
the story to them so they can write it down and then move on to encouraging the child to
write the words themselves.
3. One way to encourage writing practice is to have family members leave notes for one
another on a regular basis. Leaving a note in a lunch box, taping a note to the mirror in
 the hallway or slipping a note under a pillow are great ways to reinforce the importance
of writing to communicate information. Children should be encouraged to send notes at
every stage of their development -- from scribbles to sentences.
4. Families should also visit the library to connect with community literacy projects,
storytelling, tutoring and reading clubs.
5. Learning to love to read starts at an early age and often starts at home. If families make
the effort to encourage, support and engage all aspects of literacy in their homes,
children and family members will enjoy reading and writing together for the rest of their
lives.
6. Talk to child and name objects, people, and events in the everyday environment.
7. Repeat child's strings of sounds (e.g., "dadadada, bababa") and add to them.
8. Talk to child during daily routine activities such as bath or mealtime and respond to his or
her questions.
9. Draw child's attention to print in everyday settings such as traffic signs, store logos, and
food containers.
10. Introduce new vocabulary words during holidays and special activities such as outings to
the zoo, the park, and so on.
11. Engage child in singing, rhyming games, and nursery rhymes.
12. Read picture and story books that focus on sounds, rhymes, and alliteration (words that
start with the same sound, as found in Dr. Seuss books).
13. Reread child's favorite book(s).
14. Focus child's attention on books by pointing to words and pictures as you read.
15. Provide a variety of materials to encourage drawing and scribbling (e.g., crayons, paper,
markers, finger paints).
16. Encourage child to describe or tell a story about his/her drawing and writing.