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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.〔(【引用サイトリンク】url=http://www.provolibrary.com/emergent-literacy )〕 It signals a belief that, in literate society, young children—even one- and two-year-olds—are in the process of becoming literate.〔(【引用サイトリンク】url=http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li1lk1.htm )〕 Through the support of parents, caregivers, and educators, a child can successfully progress from emergent to conventional reading.〔(【引用サイトリンク】url=http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li100.htm )〕 The basic components of emergent literacy include: * Print motivation: Being interested in and enjoying books. * Vocabulary: Knowing the names of things. * Print awareness: Noticing print, knowing how to handle a book, and knowing how to follow words on a page. * Narrative skills: Being able to describe things and events and to tell stories. * Letter knowledge: Understanding letters are different from each other, knowing their names and sounds, and recognizing letters everywhere. * Phonological awareness: Being able to hear and play with the smaller sounds in words.〔 Emergent literacy is of critical importance in early education in light of research showing that children learn skills that prepare them to read years before they start school.〔 ==History== Traditionally, society has considered reading and writing in their formalistic senses, and viewed children as being knowledgeable about literacy only when they were capable of identifying written words without picture clues, and spelling words that adults could read.〔(【引用サイトリンク】url=http://www.lcsc.edu/RE303/what_is_emergent_literacy.htm )〕 In 1966, New Zealand researcher Marie Clay introduced the concept of emergent reading, using it to describe the earliest behaviors and concepts young children employ in interacting with books even before they are capable of reading in the conventional sense. The 1970s and early 1980s saw robust research activity in children's early language development, early childhood education, and reexamination of the concept of reading readiness. This work resulted in Teale and Sulzby assembling a book authored by various leading researchers of the time that proposed reconceptualizing what happens from birth to the time when children reading and write conventionally as a period of emergent literacy. Since then, an extensive body of research has expanded the concept, illuminating that a child's literacy development begins well before formal introduction in school, and can be influenced by social interactions with adults, exposure to literacy materials, and the use of engaged learning activities.〔 While the concept of reading readiness suggested that there was a point in time when children were ready to learn to read and write, Clay's notion of emergent literacy suggested that there were continuities in children's literacy development between early literacy behaviors and those displayed once children could read independently.〔(【引用サイトリンク】url=http://www.ets.uidaho.edu/cdhd/emerlit/intro.htm )〕 Clay also emphasized the importance of the relationship between writing and reading in early literacy development. Until then, it was believed that children must learn to read before they could learn to write. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Emergent literacies」の詳細全文を読む スポンサード リンク
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