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Early Literacy Development and School Entry

Published online by Cambridge University Press:  29 October 2015

Chris Pratt and
Alison F. Garton
Chris Pratt
Affiliation:
Department of Psychology, The University of Western Australia
Alison F. Garton
Affiliation:
Research and Evaluation Unit, Health Department of Western Australia
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Extract

In this paper we wish to put forward the argument that when one is considering the development of literacy in children, it is essential to consider both spoken and written language within the same integrated perspective. We also intend to argue that examining literacy from this perspective implies educators must meet the challenge of avoiding major discontinuities of experience for children. Further, given the large individual differences in children's development, we argue that the actual age of school entry is of little inportance. Of far greater importance is the provision of educational programmes that take account of the different experiences of individual children.

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Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 5 , Issue 1 , May 1988, pp. 16 - 20
Copyright
Copyright © Australian Psychological Society 1988

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