EML1501
ASSIGNMENT 4
PORTFOLIO ANSWERS
2025
EML1501 ASSIGNMENT 4 PORTFOLIO
ANSWERS 2025
,EML1501
PORTFOLIO ASSESSMENT 4
QUESTION 1
What is the role of parents in the promotion of emergent literacy?
Parents are the first literacy teachers, shaping language exposure, routines, and
attitudes toward reading. They create a print-rich, responsive environment through
daily conversations, storytelling, and shared book experiences. Key practices include
daily read-alouds with dialogic reading (open-ended questions, expanding child
utterances, linking stories to the child’s life); labeling and talking about pictures; and
writing together (child's name, simple captions). They model reading as a valued
activity and provide access to a diverse range of books and print in daily life.
Culturally sustaining practices that reflect family values strengthen motivation and
identity as a reader.
How can you identify a child who is emergent literate?
An emergent literate child shows curiosity about print and words, even before
decoding. Signs include interest in books, attempts to open, turn pages correctly,
requesting stories, recognition of environmental print (logos, signs), and naming
some letters or sounds. They may retell a story with sequence, predict outcomes,
and engage in rhymes and phonological play. They write scribbles or their name and
can discuss pictures, concepts, and story structure. Emergent literacy is a
continuum; observations across home, preschool, and community contexts illustrate
progress and guide support.
How does a child’s family background affect his level of literacy?
Family background shapes the Home Literacy Environment (HLE). Socioeconomic
status, parental education, language at home, and access to books and libraries
, affect vocabulary growth, storytelling opportunities, and exposure to print
conventions. High-stress environments and limited resources can constrain literacy
experiences, while culturally and linguistically responsive practices boost
engagement and identity as a reader. Positive factors include regular shared
reading, library visits, and parents' beliefs that reading matters. Interventions should
be accessible, family-centered, and culturally appropriate to strengthen strengths
and close gaps.
QUESTION 2
Here is a concise answer that integrates the three theories Wood (2009:9) highlights
and then addresses the three questions with at least five points each.
The three theories of play highlighted by Wood (2009:9)
- Piaget’s cognitive-developmental theory of play
- Play mirrors children’s stage of cognitive development and helps them practice
and consolidate thinking skills.
- Through functional, symbolic (pretend), and games-with-rules play, children move
from concrete actions to representational thinking.
- Language grows as children use symbols and talk during play; cognitive readiness
drives the emergence of more complex language.
- Play provides a safe setting to experiment with concepts (e.g., size, quantity,
cause-effect) that later support language and literacy.
- Mis-match between action and language in play can reveal developmental
readiness and scaffold next steps.
- Vygotsky’s sociocultural theory of play
ASSIGNMENT 4
PORTFOLIO ANSWERS
2025
EML1501 ASSIGNMENT 4 PORTFOLIO
ANSWERS 2025
,EML1501
PORTFOLIO ASSESSMENT 4
QUESTION 1
What is the role of parents in the promotion of emergent literacy?
Parents are the first literacy teachers, shaping language exposure, routines, and
attitudes toward reading. They create a print-rich, responsive environment through
daily conversations, storytelling, and shared book experiences. Key practices include
daily read-alouds with dialogic reading (open-ended questions, expanding child
utterances, linking stories to the child’s life); labeling and talking about pictures; and
writing together (child's name, simple captions). They model reading as a valued
activity and provide access to a diverse range of books and print in daily life.
Culturally sustaining practices that reflect family values strengthen motivation and
identity as a reader.
How can you identify a child who is emergent literate?
An emergent literate child shows curiosity about print and words, even before
decoding. Signs include interest in books, attempts to open, turn pages correctly,
requesting stories, recognition of environmental print (logos, signs), and naming
some letters or sounds. They may retell a story with sequence, predict outcomes,
and engage in rhymes and phonological play. They write scribbles or their name and
can discuss pictures, concepts, and story structure. Emergent literacy is a
continuum; observations across home, preschool, and community contexts illustrate
progress and guide support.
How does a child’s family background affect his level of literacy?
Family background shapes the Home Literacy Environment (HLE). Socioeconomic
status, parental education, language at home, and access to books and libraries
, affect vocabulary growth, storytelling opportunities, and exposure to print
conventions. High-stress environments and limited resources can constrain literacy
experiences, while culturally and linguistically responsive practices boost
engagement and identity as a reader. Positive factors include regular shared
reading, library visits, and parents' beliefs that reading matters. Interventions should
be accessible, family-centered, and culturally appropriate to strengthen strengths
and close gaps.
QUESTION 2
Here is a concise answer that integrates the three theories Wood (2009:9) highlights
and then addresses the three questions with at least five points each.
The three theories of play highlighted by Wood (2009:9)
- Piaget’s cognitive-developmental theory of play
- Play mirrors children’s stage of cognitive development and helps them practice
and consolidate thinking skills.
- Through functional, symbolic (pretend), and games-with-rules play, children move
from concrete actions to representational thinking.
- Language grows as children use symbols and talk during play; cognitive readiness
drives the emergence of more complex language.
- Play provides a safe setting to experiment with concepts (e.g., size, quantity,
cause-effect) that later support language and literacy.
- Mis-match between action and language in play can reveal developmental
readiness and scaffold next steps.
- Vygotsky’s sociocultural theory of play
