Neumann, M.M., Hood, M., Ford, R.M., and Neumann, D.L. (2012).
The role of environmental print in emergent literacy. Journal of Early Childhood Literacy, 2012 12: 231.
This article debates the importance
of the role of environmental print for children emergent literacy development.
It is suggested that the three categories of the environmental print, including
Child Logos, Community Logos, and Household Logos are very likely to foster
children’s literacy skills and promote literacy development later on. The
article points out that interactions with environmental print in the child’s
sociocultural context will develop their logographic reading skills, then it
will lead to promotion in emergent literacy skills, and ultimately conventional
reading skills.
After reading the article, I am
very interested in how the environmental print can be established and what kind
of material teachers or parents can place at school or home that could possibly
facilitate emergent literacy learning for young children. Since logographic
skills can help children to make grapheme-phoneme correspondences as well as
support their letter name and sound knowledge, I am also interested in teachers
and parents using scaffolding to guide children’s literacy learning with the
existing environmental print. Because the reading the environmental print is
fun and contextualized, emergent readers are more likely to pay attention to
it. The challenge is how we set up the environment that is rich of print for
children to learn, and that the methods to effectively lead the learner to
interact with the logos, letters, phonemes, in order to prepare them to move to
the next step of emergent literacy learning.
As a future educator, I like the
idea that children learn from everyday life, and the sociocultural experiences
that they are familiar with. I would keep researching on this issue and try to
incorporate the environmental print into my future classroom.
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