Parental Scaffolding Skills
Dr. B Nagalakshmi, Educational content developer,
Chennai.
email:nageethirumalai@yahoo.co.in
Parental Scaffolding Using Storybooks with the Pre-School Children: a Launch -Pad for Early Literacy Skills
Abstract
Early one morning Sarah’s mother entered her daughter’s room and found her 5- year- old in night-suite pijamas, sitting-up in her bed reading ‘Snow white and the Seven Dwarfs’ to her stuffed toys. The little one was not just reading but adopted a mixed-mode of reading, narrating and asking questions pointing to pictures. The mother was surprised not by her mixed-mode story reading but upon the fact that it was the first thing the child has decided to do upon awakening and the mother observed that the child was reading for
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Children come to preschool and kindergarten having been exposed to various language and literacy environments at home. Adult support is needed to maximize children’s learning as they actively construct knowledge about the way read and writing work. The values, attitudes, and expectations toward literacy that are acquired in the home can have a long-term effect on learning to read. The below discussed history of Early Literacy Skills establish a link between the home and school environments and lays foundation for current teaching learning practices.
Social Constructivist
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Maturation Theory
Arnold Gesell (1925), the leader of the maturist movement compared cognitive maturation to physical maturation. Children would be “ready” to read when they had developed certain prerequisite skills that could be evaluated by the readiness testing. According to this theory there is little teachers and parents can do to hurry the process of development. Reading readiness and readiness testing were central themes of early reading instruction until well into 1950s (Lilly & Green, 2004:2)
Behaviorist theory
Reading program based on behaviourist theory, which is still used by some school systems today, are fast-paced, teacher-directed approaches based on the behaviourist science of the 1970s. Children learn languages by repeating words and sentences modelled by their teachers, and working through sequences of reading skills in workbooks and programmed texts. The act of reading is seen as a series of isolated skills addressed by teachers hierarchically and
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