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Key principles for designing early years literacy programs

Australia Reads August 6, 2024

Foundation for Learning and Literacy co-convenor Robyn Ewing AM was invited to write this article for Australia Reads, one of the Foundation’s symposium partners.

Robyn has provided a blueprint for teachers to design their literacy programs. Rather than the lock step scripted linear programs that many teachers are provided, Robyn sets out a research informed set of principles to support teachers to shape their literacy program to meet the needs of their school context and their learners’ needs. When these principles are incorporated into a teacher’s literacy programming, they will work together to foster a love of stories, books, and reading in every child.

What is best practice when it comes to early years literacy program design? Professor Robyn Ewing shares some key considerations, based on decades of research.

Becoming literate is more than just learning a set of skills. Literacy is a highly complex, dynamic, contextualised, and ongoing mix of social practices and processes that we perform, negotiate, and achieve over time.

The early childhood years should begin a journey of lifelong literacy and engagement with reading, with research showing strong links between reading attainment and enjoyment.

Ensuring good program design in our preschools, schools and libraries helps children develop skills that will enable them to understand and enjoy the lifelong benefits of reading for pleasure.

Talking together, developing a love of story, and sharing and responding creatively to imaginative literature are key factors in developing deep literacy skills and are an important part of literacy program design.

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Keywords: Literacy | Literacy Across the Curriculum | Reading

Resource Added: 13 August, 2024

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