What do families and communities think about their children’s early literacy learning

Traditional educational theories state that a child goes through certain stages wherein they pick up abilities or learning skills that mark cognitive and learning development. In today's times, there is a concept of multiple intelligence wherein children are exposed to various learning stimuli that introduce skills that children learn.

Parents are adopting modern methods of teaching their children literacy at home with educational videos, games and television programs.Some educators opine that such forms of media pose distractions and may be detrimental to a child's learning. Modern times however demand that educators become more flexible in balancing theory with the reality of new and existing diversities in society and popular culture. Reaction Paper to "Multiple literacies in early childhood: What do families and communities think about their children's early literacy learning"There are many interesting and thought provoking points raised in the comparison and differences of the way parents and educators view literacy, teaching methods and young children's capacity for learning in the study conducted by the Australian researchers Criss Jones Diaz, Leonie Arthur , Bronwyn Beecher , Margaret McNaught entitled "Multiple literacies in early childhood: What do families and communities think about their children's early literacy learning" (2000)In the study, majority of the participating educators expressed a preference for teaching and learning methods patterned after Piagetian theories based on biological stages of cognitive development. Teaching methods are decidedly traditional and "bookish" with little room allowed for modern and popular cultures such as television, computers and the like.

To these educators, literacy must be more founded on human social interaction while approaches to teaching and lessons are designed according to mental and cognitive abilities that are developed with a child's age.Parents on the other hand believe that a child's cognition and literacy develop according to the presence of stimuli in his or her environment. Knowledge is picked up because knowledge is present. There is a common belief that children can learn and understand as much as they are given to.

Limiting a child's exposure to these "stimuli" will only limit their capacity for achieving and learning more. The practice of tailoring lessons and learning plans for young children according to Piagetian developmental theories can, in some cases, be limiting.Too much emphasis can be placed on literacy defined by social human-to-human interaction and theories of a child's capacity to learn. While it is understandable that educators are concerned that learning must be well paced in order to avoid overwhelming a child, there must always be room to consider that a child may be ready or even prefer to learn more. Times, lifestyles and environment are dynamic and continually undergo change.

These changes must be considered and accommodated as part of a child's learning background.It is not uncommon that parents believe their children can learn so much more if given enough and proper learning stimuli. With parents who have memories of spending their childhood days watching and counting along with the Sesame Street characters, it is no wonder that videos of "Blues Clues" and "Dora the Explorer" have become favorite purchases of parents with young children. Indeed, with the repetitive nature of the content of educational programs combined with catchy music and vibrant colors, children just can't help but learn while being entertained at the same time.

Looking at young children who recognize all the colors of Barney and friends as well as memorize the songs on the children's shows, it is very hard to dispute that children, one way or another, gain learning and literacy from modern media. The study cites the case of the child whose mother is surprised at how fast the child picked up the English language simply by attending a pre-school where English is the dominant language (para. 26).In my opinion, this is a perfect example of a child's ability to learn a new skill given enough exposure and practice.

The study also brings up the point of expectations from teachers that their families teach children both basic literacy and social skills. It seems however that the educator's classical definition of "basic" according to Piagetian standards does not agree with what most parents view as "basic" in today's modern and advanced times.With reference to the case of the mother who was made to feel guilty by her child's teacher for teaching her 3 1/2 year old daughter basic letters because she "was forcing her child to write," (para. 50) there is a question: Given that the child has already shown capability to learn and do a skill, should educators really criticize parents? If one were to go by traditional theories of learning, the answer would be yes. But this alone shows that traditional theories take too narrow a view of a child's learning ability.It is neither fair to the parent who has helped her child develop albeit in a faster rate than what biology dictates, nor to the child who has shown the capacity to learn beyond what is expected of her age.

I believe that theories and studies into early childhood development are helpful as foundations or basis of teaching. However, these should not limit educators. Most theories have been founded in different time periods where societies and cultures are very far from what is today.Accommodation and assimilation are concepts that are often attributed to children in cognitive development theories.

It will do well to apply these concepts in developing and reshaping teaching methods and perception of literacy, intelligence and achievement among children since it is not only children who grow and change but also the environments, in which they live and interact. There have been many changes since the time of Piaget and the classical theorists. Societies the world over has become culturally and socially diverse. Accessibility to popular culture has never been easier.Communication methods have expanded over to a variety of traditional and new media. It would be a shame to waste the opportunity of maximizing a child's potential simply because theory dictates children learn at a certain pace at a certain age.

This does not mean however that children must be forced to learn beyond their actual capabilities. I think open communication between parents and their child's teachers as well as maximizing all available forms of media to aid in the teaching process will be supremely helpful to the development of literacy in children.Through the years, the meaning of literacy has evolved from the simple ability of an individual to read and write to include cognitive abilities. Exposing children to different learning stimuli is not necessarily forcing them to go beyond their mental capabilities. Perhaps it is here that theory can serve as a check and balance between what expectations of learning are unrealistic and what are above average yet still not too demanding of a child's learning ability.

Times are changing and educators must learn to adapt to the demands and conditions of modern society and cultures. There are many factors and new teaching aids and methods that exist in today's modern world that were not yet in existence during the time of formulation of some educational theories. There is a need for flexibility and discernment on the part of educators as well as cooperation with the children's parents in order to support and maximize young children's potential for early learning and literacy.