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Because a child's early experience with literacy-related activities is highly correlated to the child's success with reading, it is important to consider a child's developmental level when choosing appropriate activities and goals. Early and enjoyable pre-reading experiences set the stage for a child's desire to learn.
Learning programs based on the maturationist perspective usually focus on certain tenets of psychodynamic theories of development and progressive educational philosophy. [2] These draw, for instance, from the work of Sigmund Freud as reflected in their emphasis on early experience for subsequent emotional, social, and cognitive development. [2]
Emergent literacy is a term that is used to explain a child's knowledge of reading and writing skills before they learn how to read and write words. [1] It signals a belief that, in literate society, young children—even one- and two-year-olds—are in the process of becoming literate. [2]
Russian psychologist Lev Vygotsky proposed a "socio-cultural learning theory" that emphasized the impact of social and cultural experiences on individual thinking and the development of mental processes. [31] Vygotsky's theory emerged in the 1930s and is still discussed today as a means of improving and reforming educational practices.
Lev Semyonovich Vygotsky (Russian: Лев Семёнович Выготский, [vɨˈɡotskʲɪj]; Belarusian: Леў Сямёнавіч Выгоцкі; November 17 [O.S. November 5] 1896 – June 11, 1934) was a Russian and Soviet psychologist, best known for his work on psychological development in children and creating the framework known as cultural-historical activity theory.
The learning theories of John Dewey, Maria Montessori, and David A. Kolb serve as the foundation of the application of constructivist learning theory in the classroom. [40] Constructivism has many varieties such as active learning , discovery learning , and knowledge building , but all versions promote a student's free exploration within a ...
While Reading Recovery produces large impacts on early literacy measures, it does not give students the required skills for success in later grades; or, The gains are lost because students do not receive sufficient intervention in later grades; or, The impacts of the early intervention was washed out by subsequent experiences. [14]
The theory rejected the common-place notions of the time that learning to read utilised some special or unique traits from human evolution. Instead Downing conjectured the process of learning to read purely used general intellectual abilities, so an understanding of cognition can be used to explain how children learn to read. In the theory ...