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Essay / Research Paper Abstract
This 3 page research paper offers analysis of an article, "Early literacy development: Merging perspectives that influence practice" by Lesley M. Morrow and Susan Dougherty (2011). The writer offers a reaction paper that discusses the content of the article, which describes approaches to early childhood literary, and judges the article to be accurate, well written, insightful and practical. Only the article is cited.
Page Count:
3 pages (~225 words per page)
File: KL9_khearlylit.doc
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the skills-based model. These authors describe the history and characteristics of each perspective, identifying the strengths and weaknesses associated with each method, and then conclude their article by exploring how
these two approaches to early literacy can be blended within a comprehensive model that needs of early childhood learners. Examination of this article shows it to be comprehensively researched, insightful
and immensely practical, as it offers a great deal of information that informs educational practices. For example, the explanation of the differences between the child-centered approach and the skills-based
model are articulate, comprehensive, and aid the readers understanding enormously. The child-centered approached to early literacy development is the most broadly accepted of the two perspectives. The works of
Friedrich Froebel, who coined the word "kindergarten, which means Childrens Garden," and John Dewey, who stressed the need for a child-centered curriculum that includes the interests of children, have been
highly influential in developing this approach (Morrow and Dougherty, 2011, p. 5). The concept of "centers," that is, specialized areas of content for science, math, reading, and so forth, derives
from Deweys philosophy. The focus of centers is to provide children with a rich environment that encourages their intellectual development and curiosity, as well as their social and emotional growth.
Formal skill development is not part of this paradigm. Rather the children learn through conversation, observation and engagement with materials. Morrow and Dougherty (2011) then relate the cultural
context in which the skills-based model developed, which includes the profound influence that social constructivist philosophy had on this process, as well as the contributions of Jean Piaget and Lev
Vygotsky. This perspective, rather than waiting on natural development as advocated by the child-centered approach, stresses helping children develop the skills associated with reading readiness, such as auditory discrimination, visual
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