Early Literacy Education throughout the world
Prepare for Life!
is was an international conference in Leipzig, March 12.-14. 20013. German Reading Organisation „Stiftung Lesen“ and „Federal Department of Education“ invite field workers, experts, lecturers and scientists to discuss the „raising awareness for early literacy education.“ Pisaversteher hosted the panel for „Social Parameters“, where we shared ideas and practices, how to overcome the obstacles against early learning for reading and writing.
See here presentations of the speakers:
The panel took place on march, 13. 2013, 10-12 a.m.
Louise Chadwick of bookrust in UK gave a rationale for storybump – a very early reading tool:
„Babies develop hearing as early as 16 weeks’ gestation. Research has revealed that newborn babies under 24 hours old can recognise their mother’s voice, native speech patterns, and even ‘remember’ what they heard in the womb. They can detect small differences in speech sounds, and recognise a story they have heard while still in the womb.
A growing body of evidence demonstrates the importance of an early bond between parent and child and its impact on a child’s future. ‘Storybump’ is a unique tool facilitating bonding during pregnancy and encouraging behaviours which endure after birth.
The first Storybump pilot, in two areas in England, reflected that 77% of mothers to be, questioned at 24-28 weeks, had never read to their unborn baby. At the post-natal interview at 6 weeks, 92% were continuing to use Storybump with their new baby.
The gifting of the pack allows midwives and health visitors to encourage vulnerable mothers to talk, read and sing to their babies in the womb, developing a bond with their baby. Sophie, an isolated 21 year old who would not attend health appointments, and who lived in poor conditions, was delighted with the books. She read them with the midwife, and became more receptive to the midwife from then on. The midwife reflected that it was ‘a personal moment in my career’“.
Louise Chadwick of Booktrust in UK handed in an extremly interesting case of early literacy „education“ before birth >>> see her prezi by clicking here (follow the arrow or switch to autoplay)
Ivani Capelossa Nacked, directora of Instituto Brasil Leitor, presents the Brazilian Case of Early Literacy Education in Leipzig. Watch here >>> a short version of her presentation on Prezi
Karin Taube, Member of High Level Group of Early Literacy Experts of European Union, focusses an early reading and a new role of fathers >>> watch her Prezi-Presentation
Family Literacy Project encourages to read togetherLynn Stefano, director of family literacy project in kwazulu, south africa. It is material for the early literacy education-conference next week (12-14/3/13) in leipzig, here for the panel social parameters (13/3/13 10 a.m.) for reading and writing. See also posts below about the example of india and discussion points of the panelists.)
The Family Literacy Project works in 15 deeply rural villages in the Sisonke District. We facilitate adult literacy groups, as well as groups for teens and foundation phase children. (… more)
Rammohan Khanapurkar has written a profound essay on learning strategies and circumstances in India. He presents in this text an interview with groundworker Nilesh Nimkar a case-study of early reading in region Maharashtra and more specific location Nandurbar. (360 km from Mumbai)
‘The real issue of Early Literacy in the Indian context is incorrect and untested instructional methods institutionalised in std. I and II. We assume that children learn to read and write automatically with gradation; in reality they do not. Worse, we seldom understand that they struggle due to incorrect pedagogy of language teaching and decontextualised textbooks. A child requires progressive reading skills to deal with the advanced and multidisciplinary text in the higher grades. When children fail to acquire it, they simply abandon and opt out of the whole process of school system. Labeled as ‘drop-outs’, these children are often blamed for their under-performance in schools. In reality, what needs to be blamed is the blatant disregard in understanding intricacies of Early Literacy. What is required is setting ‘correct instructional methods’ for language acquisition at an early stage. Assumptions related to formative years of schooling and its neglect can diminish the student’s prospective as an effective learner. The education system must be exhorted to acknowledge Early Literacy as a distinct branch of knowledge in itself.’ (more to read in Early Literacy in Indian Context)