, EML1501
ASSIGNMENT 4
(PORTFOLIO) 2026
DUE 5 NOVEMBER 2026
QUESTION 1
1.1 Literacy State of Lesedi (5)
Lesedi is a 3-year-old boy who demonstrates clear evidence of being in the emergent literacy stage.
According to EML1501 (2018:12), emergent literacy refers to "a stage in the development of
speaking, reading and writing skills that young children go through before they can read and write
in the conventional way." Lesedi displays several characteristics of emergent literacy: he engages in
emergent reading by "reading" pictures in a book and giving relevant answers about what he sees,
demonstrating comprehension and narrative skills (EML1501, 2018:14). He also shows emergent
writing through scribbling on the floor with a stick and assigning meaning to his drawings, which is
typical of children under five years who believe their "writing" is understood by adults (EML1501,
2018:15). Furthermore, he demonstrates emergent speaking by telling a story about his drawing.
His mother's positive reinforcement through smiling and congratulating him further encourages his
literacy development (EML1501, 2018:17). Lesedi is on the path to developing formal reading and
writing skills, even though he cannot yet perform these skills conventionally.
1.2 Influence of Lesedi's Home Background on His Literacy State (5)
Lesedi's home background significantly influences his literacy state in both positive and negative
ways. On the positive side, despite living in an informal settlement with limited resources, Lesedi is
exposed to literacy experiences through his interactions with his 5-year-old sister Mpho and his
mother. According to EML1501 (2018:20), "the environment in which children grow plays a
significant role in their development in general and their language skills in particular." His mother
engages with him by asking questions about the book he is reading, which scaffolds his learning
and encourages his emergent reading (EML1501, 2018:34). The presence of a book, even if it
belongs to his sister, provides him with exposure to print materials. However, the lack of financial
resources means he cannot attend preschool, which may limit his access to structured literacy
activities and developmentally appropriate materials. Research indicates that children from
impoverished backgrounds may have reduced potential to acquire language or develop literacy
compared to those from more affluent environments (EML1501, 2018:20). Nevertheless, the
supportive interaction with his mother and sister demonstrates that emergent literacy can develop
even in resource-limited settings when adults engage children in literacy-related activities.
, 1.3 Literacy State Displayed When Lesedi Scribbled on the Floor (5)
When Lesedi scribbled on the floor with a stick and gave his drawings names, he displayed
emergent writing. According to EML1501 (2018:15), "emergent writing can be seen as a
developmental writing process in which children randomly scribble and draw and then assign
'meaning' to the scribbles and drawings." Lesedi's scribbling represents Stage 1: Uncontrolled
Scribbling, which is common among children from 18 months to four years (EML1501, 2018:15). At
this stage, children make random marks that do not resemble adult writing but are significant
because they use them to show ideas. Lesedi believes that his scribbles convey meaning, as
evidenced by his ability to name his drawing as a car and tell a story about it. His behaviour reflects
the developmental writing process where children do not differentiate between writing and
drawing (EML1501, 2018:60). The fact that he uses a stick to scribble on the floor also
demonstrates that children will use whatever materials are available to engage in writing activities,
as noted in the case study of Matome in the study guide (EML1501, 2018:12).
1.4 Skill Displayed by Answering Questions About His Picture (5)
The skill that Lesedi displayed by answering his mother's questions about his picture is narrative
skill, which is a component of emergent speaking and listening. According to EML1501 (2018:14),
"narrative skills are the literacy step when children develop the ability to tell a story or describe a
sequence of events." When Lesedi responds to questions like "This is Mpho and me, we are on our
way to school," he demonstrates that he can construct a coherent narrative from his drawing. His
mother's questions prompt him to provide further details, which is a strategy that parents and
teachers can use to promote narrative skills (EML1501, 2018:15). This skill is important because it
predicts later reading proficiency and comprehension (EML1501, 2018:54). Additionally, Lesedi's
ability to give relevant answers shows that he has developed comprehension, which refers to "the
ability to understand or make sense of written texts" or in this case, his own drawings (EML1501,
2018:16). His narrative skill also indicates that he has acquired vocabulary and can express himself
using words and vocabulary, which are essential components of language development (EML1501,
2018:10).
1.5 Importance of Developmentally Appropriate Materials in a Grade R Classroom (10)
Developmentally appropriate materials are essential in a Grade R classroom because they support
children's learning and development in ways that match their developmental stage and individual
needs. According to EML1501 (2018:22), "a child's growth in all four literacy areas is based on
triggering his/her learning interest, enthusiasm, creativity, and desire for exploration and
risk-taking. One of the best ways to do this is through high-quality toys and a variety of
age-appropriate books and a range of music and a variety of musical instruments."
Firstly, developmentally appropriate materials ensure that children are actively involved in their
learning. The study guide emphasises that "the essential component of these materials is that they
require children to be actively involved" (EML1501, 2018:22). For example, in a Grade R classroom,
block area materials allow children to talk to each other about how they want to build their city,
which promotes language development through social interaction. In the music area, children listen
carefully to distinguish different sounds, which develops phonological awareness. In the art area, a
child carefully holds a paint brush and deliberately paints a picture of his or her family, which
develops fine motor skills needed for writing (EML1501, 2018:22).
ASSIGNMENT 4
(PORTFOLIO) 2026
DUE 5 NOVEMBER 2026
QUESTION 1
1.1 Literacy State of Lesedi (5)
Lesedi is a 3-year-old boy who demonstrates clear evidence of being in the emergent literacy stage.
According to EML1501 (2018:12), emergent literacy refers to "a stage in the development of
speaking, reading and writing skills that young children go through before they can read and write
in the conventional way." Lesedi displays several characteristics of emergent literacy: he engages in
emergent reading by "reading" pictures in a book and giving relevant answers about what he sees,
demonstrating comprehension and narrative skills (EML1501, 2018:14). He also shows emergent
writing through scribbling on the floor with a stick and assigning meaning to his drawings, which is
typical of children under five years who believe their "writing" is understood by adults (EML1501,
2018:15). Furthermore, he demonstrates emergent speaking by telling a story about his drawing.
His mother's positive reinforcement through smiling and congratulating him further encourages his
literacy development (EML1501, 2018:17). Lesedi is on the path to developing formal reading and
writing skills, even though he cannot yet perform these skills conventionally.
1.2 Influence of Lesedi's Home Background on His Literacy State (5)
Lesedi's home background significantly influences his literacy state in both positive and negative
ways. On the positive side, despite living in an informal settlement with limited resources, Lesedi is
exposed to literacy experiences through his interactions with his 5-year-old sister Mpho and his
mother. According to EML1501 (2018:20), "the environment in which children grow plays a
significant role in their development in general and their language skills in particular." His mother
engages with him by asking questions about the book he is reading, which scaffolds his learning
and encourages his emergent reading (EML1501, 2018:34). The presence of a book, even if it
belongs to his sister, provides him with exposure to print materials. However, the lack of financial
resources means he cannot attend preschool, which may limit his access to structured literacy
activities and developmentally appropriate materials. Research indicates that children from
impoverished backgrounds may have reduced potential to acquire language or develop literacy
compared to those from more affluent environments (EML1501, 2018:20). Nevertheless, the
supportive interaction with his mother and sister demonstrates that emergent literacy can develop
even in resource-limited settings when adults engage children in literacy-related activities.
, 1.3 Literacy State Displayed When Lesedi Scribbled on the Floor (5)
When Lesedi scribbled on the floor with a stick and gave his drawings names, he displayed
emergent writing. According to EML1501 (2018:15), "emergent writing can be seen as a
developmental writing process in which children randomly scribble and draw and then assign
'meaning' to the scribbles and drawings." Lesedi's scribbling represents Stage 1: Uncontrolled
Scribbling, which is common among children from 18 months to four years (EML1501, 2018:15). At
this stage, children make random marks that do not resemble adult writing but are significant
because they use them to show ideas. Lesedi believes that his scribbles convey meaning, as
evidenced by his ability to name his drawing as a car and tell a story about it. His behaviour reflects
the developmental writing process where children do not differentiate between writing and
drawing (EML1501, 2018:60). The fact that he uses a stick to scribble on the floor also
demonstrates that children will use whatever materials are available to engage in writing activities,
as noted in the case study of Matome in the study guide (EML1501, 2018:12).
1.4 Skill Displayed by Answering Questions About His Picture (5)
The skill that Lesedi displayed by answering his mother's questions about his picture is narrative
skill, which is a component of emergent speaking and listening. According to EML1501 (2018:14),
"narrative skills are the literacy step when children develop the ability to tell a story or describe a
sequence of events." When Lesedi responds to questions like "This is Mpho and me, we are on our
way to school," he demonstrates that he can construct a coherent narrative from his drawing. His
mother's questions prompt him to provide further details, which is a strategy that parents and
teachers can use to promote narrative skills (EML1501, 2018:15). This skill is important because it
predicts later reading proficiency and comprehension (EML1501, 2018:54). Additionally, Lesedi's
ability to give relevant answers shows that he has developed comprehension, which refers to "the
ability to understand or make sense of written texts" or in this case, his own drawings (EML1501,
2018:16). His narrative skill also indicates that he has acquired vocabulary and can express himself
using words and vocabulary, which are essential components of language development (EML1501,
2018:10).
1.5 Importance of Developmentally Appropriate Materials in a Grade R Classroom (10)
Developmentally appropriate materials are essential in a Grade R classroom because they support
children's learning and development in ways that match their developmental stage and individual
needs. According to EML1501 (2018:22), "a child's growth in all four literacy areas is based on
triggering his/her learning interest, enthusiasm, creativity, and desire for exploration and
risk-taking. One of the best ways to do this is through high-quality toys and a variety of
age-appropriate books and a range of music and a variety of musical instruments."
Firstly, developmentally appropriate materials ensure that children are actively involved in their
learning. The study guide emphasises that "the essential component of these materials is that they
require children to be actively involved" (EML1501, 2018:22). For example, in a Grade R classroom,
block area materials allow children to talk to each other about how they want to build their city,
which promotes language development through social interaction. In the music area, children listen
carefully to distinguish different sounds, which develops phonological awareness. In the art area, a
child carefully holds a paint brush and deliberately paints a picture of his or her family, which
develops fine motor skills needed for writing (EML1501, 2018:22).
