PL EN


2016 | 9 | 71-88
Article title

The Change in Approach to Preparing Children to Learn to Read and Write

Content
Title variants
Languages of publication
EN
Abstracts
EN
Readiness to learn to read must be shaped at the level of preschool education. One of the innovative methods of teaching pre-school children to read is the natural language teaching method developed by Wenda Pye. The programme consists in the teaching of listening, speaking, reading and writing using games and creative activities. The learning process is accompanied by children’s creative activity. Therefore, the natural language teaching method is perceived not only as the process of language learning but also, and most importantly, as educating through language, where language is both a means of communication and a thinking tool. The concept is based on the belief that child’s language is a specific phenomenon determined, on the one hand, by natural child development and, on the other hand, by child’s interactions with the environment. Consequently, child’s language education should be enhanced by a subtle help from an adult, who – by the use of provocation, arrangement and gentle encouragement to take actions – opens up a new, unknown space to the child, i.e. the world of writing. Language plays a role of a factor that integrates various fields of knowledge and different types of child’s activity in reality perception and acquisition. Natural situations used in the teaching of reading, which create occasional educational situations, inspire the child and simultaneously introduce him into the world of writing. Thus, learning to read should be accompanied by learning to write. The discovery of new values that the novel language of signs has with regards to information acquisition increases child’s motivation to verbalise his own thoughts and to learn to read and write. Emotional engagement facilitates memorizing a story or new vocabulary. It sensitizes the child to the graphical, phonological and semantic dimension of a given word by making a direct link between the graphical representation and the sound. A point of departure for natural language teaching is a short and simple text and illustrations that highly relate to it. Texts form stories included in little books entitled “Sunshine Library”. There is a series of 40 books designed for pre-school children self-study of reading. The books are graded at four levels of difficulty. Didactic aids used in the series are very well organised and introduce already consolidated semantic structures, providing new contents regarding language competence at a slow pace. Each book is composed of three stories. Typically, the first story includes one text with carefully selected new language structures. The following two stories serve the purpose of material consolidation. The essence of the books are pictures, which should be in line with the text because the basis of reading is to associate an image with its graphical representation. The print used in the books is large, legible, the words are clearly separated, and every sentence starts with a new line. The stories are simple and presented with repetitive sentence patterns. Natural language teaching develops and deepens child’s natural willingness to speak, read or draw graphical symbols. Speech is here not only the foundation of child’s expression and learning to read and write, but also a support for child’s paralanguage activity. The article presents the use of the natural language teaching method in pre-school children education.
Year
Issue
9
Pages
71-88
Physical description
Contributors
References
  • Czerwińska, E. (1995). Kąciki zainteresowań w naturalnej nauce języka. Wychowanie w Przedszkolu [Areas of Interests in Natural Language Teaching, Education in Kindergarten], 1, 34–39.
  • Czerwińska, E., Narożnik, M. (1997). Słoneczna Biblioteka. Przewodnik metodyczny dla nauczycieli przedszkoli. [Sunshine Library. Methodical Guide for Kindergarten teachers]. Warszawa: WSiP.
  • Kamińska, K. (1999). Nauka czytania dzieci w wieku przedszkolnym. [Teaching Preschool Children to Read]. Warszawa: WSiP.
  • Pye, W. (2011). My Special Dictionary. n/a.
  • Pye, W. (2006). Activity Book 1. Informational Texts. Ellerslie (Auckland, New Zealand): Wendy Pye Publishing Ltd.
  • Pye, W. (2006). Activity Book 2. Informational Texts (Award Reading). Ellerslie (Auckland, New Zealand): Wendy Pye Publishing Ltd.
  • Pye, W. (2006). Letter Combinations Activity Book (Award Reading). Ellerslie (Auckland, New Zealand): Wendy Pye Publishing Ltd.
  • Pye, W. (1998). Literacy Sunshine, Ten Happy Elephants Big Book Title Group Pack. Oxford (Oxfordshire, United Kingdom): Rigby Educational Publishers.
  • Pye, W. (1998). Literacy Sunshine, Who Loves Getting Wet? Big Book Title Group Pack. Oxford (Oxfordshire, United Kingdom): Rigby Educational Publishers.
  • Ulita, B.M. (2011). Realizacja metody naturalnej nauki języka na przykładzie Przedszkola Niepublicznego im. Przyjaciół Kubusia Puchatka w Białej Podlaskiej. [Implementation of the Method of Natural Language Teaching on the Example of Winnie the Pooh’s Friends Non-public Nursery School in Biala Podlaska]. (An unpublished master’s thesis supervised by Prof. dr hab. Anna Klim-Klimaszewska at the Department of Didactics – Laboratory of Preschool Education, University of Natural Sciences and Humanities in Siedlce).
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-2d0c8040-632f-4a4c-86b3-e64213f3f980
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