BUILDING UP THE COMPONENT FRAMEWORK FOR EMERGENT LITERACY AT PRESCHOOL STAGE

Abstract

Originating from different perspectives, researches on child language development still show a lack of consistency in describing the system of distinctive components that characterize emergent literacy. In this paper, with the retrospective method, the author builds up a theoretical framework, elucidates the concept of emergent literacy, thereby proposing a component framework for emergent literacy at preschool stage in the view of approaching emergent literacy components and corresponding to the competence-oriented teaching and learning. Those components includeprint and interest and motivation, oral language ability, knowledge about books, metalinguistic knowledge and real-life experience, print awareness and prewriting skills.