Early Years Learning Framework: The Reggio Emilia Approach

Literacy is more than just three R's - reading, writing and arithmetic. While these are important, a broader definition of literacy incorporates all forms of communication, including the visual and performing arts as well as talking, listening and storytelling. All combine to provide a full understanding of the world around us. Literacy has many benefits for children, families, communities and society as a whole with High literacy linked to increased academic and occupational success, increased self-esteem, motivation to learn, and socially acceptable behaviour.
The Early Years Learning Framework (EYLF) reminds us that positive attitudes and competencies in literacy are essential for successful learning. The foundations of these competencies
Whilst as adults we may see literacy to be focused in written work, at Ranges we do not consider this to be developmentally appropriate until such time as an individual child displays their readiness to explore written work further. Understanding the value in a child’s growing understanding of their world, their literacy, and taking pleasure from this should be our aim knowing this is setting a solid foundation which will make formal reading and writing meaningful and easy once the child is
We all share the joy of witnessing a ‘burst’ of language development as the children’s communication skills increases.
Children enjoy shared reading during group time and the teachers take this opportunity to discuss pictures, predicting what is going to happen and promoting conventions of print.
EYLF argues that play based learning experiences play a crucial role in the development of literacy. Play provides opportunities for children to acquire and put into practice literacy attitudes and competences. In their play, the children are taking an interest in writing. They scribble, make marks and draw lines in the context of their play as doctors, nurses and shop keepers. As adults we may not readily recognize these as written work, taking a step back and considering that these are very much the precursors to our own levels of reading and writing will help us support children’s development further. Understanding that our lack of understanding from an adult perspective does not remove their real meaning to the child making these works. Taking the time to discuss such mark making with a child will reveal a whole world of enlightenment about the child making them and their greater understanding of concepts we perhaps previously thought beyond them the