UNIVERSITY OF SOUTH AFRICA
College of Education
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
EML1501: Emergent Literacy Insights
Assessment 4 (Compulsory) Portfolio | 2026
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
EML1501
Module Code:
Emergent Literacy Insights
Module Name:
Emergent literacy, play, emergent writing,
Assessment Topic:
environmental print and assessment
Assessment 4 (Compulsory) Portfolio, 60%
Assessment Number:
722717
Unique Number:
Submitted in partial fulfilment of the require-
ments for Emergent Literacy Insights, UNISA 2026
,UNISA | EML1501 Assessment 4 Portfolio
Question 1: Emergent Literacy
Emergent literacy refers to the early knowledge, behaviours and abilities that children develop
before they can read and write conventionally (Teale and Sulzby, 1986; Whitehurst and Loni-
gan, 1998). The case of Lesedi illustrates how these foundations develop through everyday
experiences, even in a home with limited material resources.
1.1 The Literacy State of Lesedi
Lesedi demonstrates emergent literacy. These abilities develop through everyday experi-
ences, interaction with other people, play, storytelling, drawing and exposure to print. Literacy
development therefore begins before formal schooling rather than only when a child learns
letters and words (Teale and Sulzby, 1986; Whitehurst and Lonigan, 1998).
Several behaviours in the case study demonstrate his emerging literacy skills.
1. Picture interpretation. He looks at the pictures in his sister’s book and interprets what he
sees. This indicates that he understands that pictures communicate meaning and can
help readers make sense of a story.
2. Responding to questions. He responds appropriately to his mother’s questions about the
book. His statement about himself and Mpho going to school shows that he can connect
the pictures to familiar experiences and express his interpretation verbally.
3. Pretend play. He engages in pretend school play with his sister. Imaginative play creates
opportunities to practise language, take on roles and explore experiences associated with
schooling.
4. Emergent writing. He scribbles on the floor and assigns meanings to his drawings. This
is an early form of writing because he uses marks to represent ideas rather than merely
making random movements.
5. Storytelling. His ability to tell a story about his drawing suggests that he is beginning to
understand the relationship between visual representation, spoken language and mean-
ing.
Lesedi has not yet demonstrated conventional reading and writing, but he has important
foundations for both. His behaviour illustrates that children can develop literacy knowledge
through ordinary home experiences even when they have limited access to formal educa-
tional resources.
Page 2 of 26
, UNISA | EML1501 Assessment 4 Portfolio
1.2 How Lesedi’s home background shaped his literacy
Lesedi’s home environment influences both the opportunities available for literacy develop-
ment and the experiences through which he learns. His circumstances should be examined
critically because economic disadvantage does not automatically mean that a child has poor
literacy potential.
1. Limited access to formal early childhood education. His mother cannot afford preschool
fees, which may reduce his access to structured literacy activities, age-appropriate books,
trained educators and planned opportunities to interact with other children. Quality early
childhood programmes can provide systematic support for vocabulary, phonological
awareness, storytelling and early writing (National Early Literacy Panel, 2008). However,
the absence of preschool does not mean that literacy learning is absent. His behaviour
shows that meaningful learning can occur at home.
2. Limited access to educational materials. The case indicates that Lesedi does not have
toys of his own. This may restrict his access to play materials such as building blocks,
pretend-writing equipment and educational toys. Nevertheless, his use of his sister’s
book and a stick to make marks demonstrates resourcefulness. Everyday objects can
become learning materials when children are encouraged to explore and use their imagi-
nation.
3. Support from family members. His mother asks questions about the book and congratu-
lates him when she discovers his drawing. These interactions encourage him to commu-
nicate, explain his thinking and continue exploring literacy. Research on shared reading
highlights the value of adult-child conversations that go beyond naming pictures to dis-
cussing events, characters and personal experiences (Whitehurst et al., 1988).
4. Sibling interaction and imaginative play. Playing school with Mpho allows Lesedi to imi-
tate familiar classroom activities. His sister may provide language models, introduce new
words and encourage pretend reading. From a sociocultural perspective, learning is sup-
ported by interaction with more knowledgeable people and participation in meaningful
activities (Vygotsky, 1978).
5. Socioeconomic inequality and educational opportunity. Unemployment and poverty can
affect access to books, electricity, safe play spaces and early learning services. These
structural barriers may limit the range of literacy experiences available to Lesedi. How-
ever, interpreting his circumstances only in terms of deficits would overlook his existing
abilities and the strengths of his family relationships.
Page 3 of 26
College of Education
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
EML1501: Emergent Literacy Insights
Assessment 4 (Compulsory) Portfolio | 2026
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
EML1501
Module Code:
Emergent Literacy Insights
Module Name:
Emergent literacy, play, emergent writing,
Assessment Topic:
environmental print and assessment
Assessment 4 (Compulsory) Portfolio, 60%
Assessment Number:
722717
Unique Number:
Submitted in partial fulfilment of the require-
ments for Emergent Literacy Insights, UNISA 2026
,UNISA | EML1501 Assessment 4 Portfolio
Question 1: Emergent Literacy
Emergent literacy refers to the early knowledge, behaviours and abilities that children develop
before they can read and write conventionally (Teale and Sulzby, 1986; Whitehurst and Loni-
gan, 1998). The case of Lesedi illustrates how these foundations develop through everyday
experiences, even in a home with limited material resources.
1.1 The Literacy State of Lesedi
Lesedi demonstrates emergent literacy. These abilities develop through everyday experi-
ences, interaction with other people, play, storytelling, drawing and exposure to print. Literacy
development therefore begins before formal schooling rather than only when a child learns
letters and words (Teale and Sulzby, 1986; Whitehurst and Lonigan, 1998).
Several behaviours in the case study demonstrate his emerging literacy skills.
1. Picture interpretation. He looks at the pictures in his sister’s book and interprets what he
sees. This indicates that he understands that pictures communicate meaning and can
help readers make sense of a story.
2. Responding to questions. He responds appropriately to his mother’s questions about the
book. His statement about himself and Mpho going to school shows that he can connect
the pictures to familiar experiences and express his interpretation verbally.
3. Pretend play. He engages in pretend school play with his sister. Imaginative play creates
opportunities to practise language, take on roles and explore experiences associated with
schooling.
4. Emergent writing. He scribbles on the floor and assigns meanings to his drawings. This
is an early form of writing because he uses marks to represent ideas rather than merely
making random movements.
5. Storytelling. His ability to tell a story about his drawing suggests that he is beginning to
understand the relationship between visual representation, spoken language and mean-
ing.
Lesedi has not yet demonstrated conventional reading and writing, but he has important
foundations for both. His behaviour illustrates that children can develop literacy knowledge
through ordinary home experiences even when they have limited access to formal educa-
tional resources.
Page 2 of 26
, UNISA | EML1501 Assessment 4 Portfolio
1.2 How Lesedi’s home background shaped his literacy
Lesedi’s home environment influences both the opportunities available for literacy develop-
ment and the experiences through which he learns. His circumstances should be examined
critically because economic disadvantage does not automatically mean that a child has poor
literacy potential.
1. Limited access to formal early childhood education. His mother cannot afford preschool
fees, which may reduce his access to structured literacy activities, age-appropriate books,
trained educators and planned opportunities to interact with other children. Quality early
childhood programmes can provide systematic support for vocabulary, phonological
awareness, storytelling and early writing (National Early Literacy Panel, 2008). However,
the absence of preschool does not mean that literacy learning is absent. His behaviour
shows that meaningful learning can occur at home.
2. Limited access to educational materials. The case indicates that Lesedi does not have
toys of his own. This may restrict his access to play materials such as building blocks,
pretend-writing equipment and educational toys. Nevertheless, his use of his sister’s
book and a stick to make marks demonstrates resourcefulness. Everyday objects can
become learning materials when children are encouraged to explore and use their imagi-
nation.
3. Support from family members. His mother asks questions about the book and congratu-
lates him when she discovers his drawing. These interactions encourage him to commu-
nicate, explain his thinking and continue exploring literacy. Research on shared reading
highlights the value of adult-child conversations that go beyond naming pictures to dis-
cussing events, characters and personal experiences (Whitehurst et al., 1988).
4. Sibling interaction and imaginative play. Playing school with Mpho allows Lesedi to imi-
tate familiar classroom activities. His sister may provide language models, introduce new
words and encourage pretend reading. From a sociocultural perspective, learning is sup-
ported by interaction with more knowledgeable people and participation in meaningful
activities (Vygotsky, 1978).
5. Socioeconomic inequality and educational opportunity. Unemployment and poverty can
affect access to books, electricity, safe play spaces and early learning services. These
structural barriers may limit the range of literacy experiences available to Lesedi. How-
ever, interpreting his circumstances only in terms of deficits would overlook his existing
abilities and the strengths of his family relationships.
Page 3 of 26
