NAME: PALESA ROSE MOLUPE

STUDENT NO: 18387144

MODULE: EMERGENT LITERACY

MODULE CODE: EML1501

UNIQUE CODE: 651347

QUESTION 1

1.1 The language stage that Tom displays is Adult-like language structures as it is
illustrated in a text that he is in preschool this stage occurs between 5and 6, during
this stage children show significant growth in their ability to understand and use
language. children at this stage use more complex sentences that resembles that of
adults and use adjectives such as ‘heavy’, Tom language skills are more advanced
due to his surroundings. Tom who is only 4 years old is constructing sentences that
resembles that of older children sentences like ‘it was raining but the sun was
shining’ this illustrates mastery of syntax and the ability to use conjunctions such as
‘and’, ‘but’, and more complex sentence structure. Tom ability to tell stories
demonstrate excellent narrative skills, as this involves understanding the sequence
of events, cause -and effect relationships, characters, and the setting a story such
as the three little pigs which he can retell from beginning to end. By simply just
listening to stories Tom is exposed to various words and phrases giving him an
opportunity to understand vocabulary and express himself using different tones
found in the story differentiating characters as he imitates his granny. Tom ability to
retell stories effectively shows his understanding of grammatical rules such as
singular and plural forms, question formation and past tense for example Tom may
say ‘yesterday my granny read me a story of the three little pigs’ or simply start the
story by saying ‘once upon time there were three little pigs who built houses’. His
ability to retell stories to his peers displays high level of concentration and good
social skills even the teacher is impressed that he can modify his language to suit
different audiences and purposes.

1.2 To strengthen Tom language skills his grandmother can employ advanced
strategies and techniques such as:
• Multilingual exposure- the granny can use magazines, songs, story books that has
various languages to improve his language skills.
• Word games- the granny can use word games such as boggle or word puzzle to
expand his vocabulary and enhance spelling skills.
• Drama- the granny and Tom can do a role play after a story so that his narrative skills
can improve and be able to retell the story with much creativity.
• Interactive storytelling- the granny can ask Tom to predict the outcome of the story or
discuss character’s feelings and create his own story to improve his vocabulary and
his ability to think critically.
• The grandmother can create a print-rich environment so that he can get used to
words, be able to read them to know meaning and learn language.

1.3 ways I will use to advance the literacy development of pre-school children are as
follows:
• foster a culture of reading aloud regularly to class, using expressions pause to ask
questions and introduce new vocabulary.
• Formulate a play after reading a book to check their level of understanding.
• Encourage children to retell a story in sequence after reading to them using visual
aids such as picture cards to support their narrative and literacy skills.
• Formulate a literacy-rich environment considering the diverse needs of all learners
so that they can have access to books, posters, labels and writing material so that
they can connect with a text.
• Engage children in and activities of phonic awareness such as rhyming games,
clapping syllables and sound matching games.
• Instruct children to draw and write about the events of the story to develop their
creativity comprehension,
• Encourage children to share their real-world experiences with their peers to improve
their ability to tell stories and connect with others.
• Encourage other parents to read stories to their children and create a print- rich
environment at home.
• Use technological tools such as whiteboards, audio books, videos and language
games to make the lesson fun and enjoyable.
• Motivate children to read and write more often by giving them positive feedback or
rewards as this will boost their confidence.
QUESTION2

2.1 Children employ narrative skills by describing events that may have occurred such as
visiting a doctor or a trip down memory lane. Narrative skills are developed when children
can tell stories or describe a sequence of events. This ability allows them to organise their
thoughts, convey knowledge effectively and comprehend complex ideas. For example, a
child can narrate a story about how her school holidays were by using descriptive language
and emotions to paint a vivid picture for the listener. Children employ narrative skills by
using storytelling for example a teacher may read a story of puss and boots to students
their level of understanding will be tested as they narrate the same story to their families
and friends in chronological order and describing characters involved. Children show their
narrative skills during a play with toys as they create different scenarios and events with
their dolls or cars for example a child might say that his car needs petrol and create all the
events that will happen to reach to his destination. These activities help them develop
creativity and communications skills. A child may misbehave but when a parent reprimand
him/her, she/he will create a story trying to get out of trouble without any punishment.
children employment of narrative skills it is important for their cognitive, emotional, social
and language development as it gives them an opportunity to experience the world around
them, connect and communicate their thoughts and experiences effectively.

2.2 A table displaying the difference between the recreation and the pre-exercise
theory:

Recreation theory Pre-exercise theory

It was introduced by Friedrich Schiller
Regard play as a means of relaxation and
enjoyment, allowing a person to unwind
from daily routines and engage in activities
of pleasure
suggest that people and animals engage in
playful activities when they have surplus
energy.
Focus on immediate physical benefits
such as energy expenditure
Simplistic, primarily considers physical
aspects
Activities in play are often spontaneous
and different
It was introduced by Karl Groos
Regard play as the necessary practice or
preparation for future activities and
challenges.
Regard play as an evolutionary mechanism
that help young animals and children to
develop the skill needed for adult life.
Focus on long term benefits such as skill
development and learning
Broader, focus on cognitive, motor and
social skills development
Activities in play are more structured and
target specific goals or skills.
2.3.1 The five skills depicted in the picture are:

1. Reading comprehension
2. Listening skill
3. Fine motor skills
4. Cognitive skills
5. Language skills

The importance of these skills are as follows:

1. Reading comprehension, it is crucial for academic success as it gives learners the

ability to understand, analyse, evaluate and interpret written text as it is illustrated
in the picture.
2. Listening skill, attentive listening skills help a learner to understand spoken words
and follow the instructions effectively it is also essential for effective
communication and social interactions.
3. Fine motor skills are essential for task requiring precise movements such as holding
a scissor or a pencil to write as it is illustrated in the picture, they are important for
daily living activities such as buttoning a shirt or tying shoelaces and essential for
academic success.
4. Cognitive skills are crucial for problem solving, critical thinking in a learning
environment similarly to the picture, these types of skills improve academic
achievements and decision-making tactics.
5. Language skills, the picture shows a learner who understand the language of a
teacher and his instructions as he quietly do the task due to effective
communication. Language skills are essential for effective communication, literacy
development and social development, influencing both academic and personal life.

2.3.2 Phonemic awareness refers to the child’s ability to hear and respond to the small
sound in words. Educators use various methods to teach children about phonics such as
rhyming, segmenting, blending and manipulation. Rhyming is used to check if children can
identify similarities in sound such as ‘cat’, ‘bat’ and ‘hat’. Segmenting is used to teach
children to break words into individual sound such as cat(c/a/t/). educators use blending to
teach learners to form words from individual words such as ‘t/a/l//c/p/’ learners can either
form ‘tap or clap’ depending on provided individual words. Children are taught
manipulation as they change the meaning of sounds in words for example replacing the /t/
in ‘cat’ with /h/ to create ‘hat’. Phonic awareness is essential for the development of reading
and writing skills.
QUESTION3

1 behaviourists emphasize external factors and observable behaviours in

language of teaching, while nativists highlight innate cognitive processes
abs universal grammar. Behaviourists use repetition and reinforcement,
while language input and communication. The behaviourist perspective on
language teaching, proposed by theorists like B.F. skinner, emphasizes the
role of environmental factors and observable behaviours in language
acquisition. Example students might engage in drills and repetition
exercises to learn vocabulary and grammar. Teachers may use positive
reinforcement, such as praise or rewards, to encourage correct language
use. The nativists theory gives rise to Language Acquisition Device (LAD)
which is thought to be a part of the brain that enables all children to grasp
language naturally. Example the focus may be on providing rich and
meaningful language input to students, allowing them to naturally absorb
the language through exposure to authentic materials and interactions with
proficient speakers.
Behaviourist theory Nativists theory
According to the theory language is According to the theory language
learnt in the way other habits are develops in the same way as other
learnt. biological functions.
Language acquisition is a stimulus Language acquisition is a
response process. congenital process.
Knowledge is seen as constant. Knowledge is seen dynamic
Learning is said to be successful Learning is said to be successful
when the child can repeat what was when the child can generate
taught. innumerable grammatically correct
sentences and rejects
ungrammatical ones.
View holds that children need
formal teaching and guidance to
learn in a correct way.
It ignores the creativity of human
beings.
The behaviourist theory is
mechanical.
Cannot explain how child precedes
in his/her journey of language
acquisition.
Language acquisition is the result
of nature
Believe that human mind is a blank
slate.
View maintains that children do not
require primary formal instruction.
It views language acquisition as a
creative process.
The nativist theory is not
mechanical since it does consider
the child as an inert recipient.
Gives some rational explanations
about children’s language
acquisition procedure.
Language acquisition is the result
of nature.
Believe that human mind is a
tubular rasa.

Behaviourists focus on external factors and reinforcement, while nativists

emphasize internal language acquisition mechanisms and meaningful
language input.
3.2. Vygotsky’s social theory emphasizes the role of social interaction in
cognitive development. According to Vygotsky, language and thought
originate from social interactions and are internalized as individuals
develop. This theory suggests that learning is a collaborative process
where children learn through interactions with more knowledgeable others.
Role of play in social interaction- in play, children often engage in role-
playing and use language to communicate their intentions, negotiate roles,
and create scenarios. This interaction not only enhances their social skills
but also their language abilities as they learn to express themselves and
understand others. Vygotsky introduced the concept of the Zone Proximal
Development (ZPD), which refers to the difference between what they can
achieve with guidance and encouragement from a skilled partner. In play,
adults or peers can scaffold children’s learning by providing just the right
level of support to help them reach higher levels of language use and
understanding. Thorough repeated interactions play, children internalize
language. They begin to use language not just for social interaction but
also for self-regulation and thinking. This internalization is a key aspect of
Vygotsky’s theory, where external social interactions become internal
cognitive processes. Play is significant in fostering language development
in Foundation Phase learners as it provides a rich context for social
interaction, scaffolding, and the internalization language, all of which are
central to Vygotsky’s social theory of cognitive development.

REFERENCES

• Emergent literacy study guide. University of south Africa. Muckleneuk, Pretoria.

2018
• https://www.classace.io
• https://www.studocu.com
• https://www.study.ai
• https://www.theinternet.io
• https://www.coursesidekick.com
HONESTY DECLARATION FOR THE DEPARTMENT OF EARLY CHILDHOOD

EDUCATION

Module code:EML1501 Assessment DDate28 06 2024

1. I know that plagiarism means taking and using the ideas, writings, works or
inventions of

another as if they were one’s own. I know that plagiarism not only includes verbatim

copying, but also the extensive use of another person’s ideas without proper

acknowledgement (which includes the proper use of quotation marks) or any attempt
to

cheat the plagiarism checking system. I know that plagiarism covers the use of
material

found in textual sources and from the internet.

2. I acknowledge and understand that plagiarism is wrong.

3. I understand that my assessment answers must be accurately referenced.

4. This assessment is my own work. I acknowledge that copying someone else’s work,
or

part of it, is wrong, and that submitting identical work to others constitutes a form of

plagiarism.

5. I have not allowed, nor will I in the future allow anyone to copy my work with the
intention

of passing it off as their own work.

6. I understand that I can be awarded 0% if I have plagiarised.

7. I understand that my assessment may be submitted automatically to Turnitin.

8. I confirm that I have read and understood the following UNISA policies:

8.1 Policy for Copyright and Plagiarism

8.2 Policy on Academic Integrity

8.3 Student Disciplinary Code

Name: Palesa Rose Molupe Student no: 18387144

Signed:950508 0304 089