UNIVERSITY OF SOUTH AFRICA (UNISA)
College of Education
⋄
ASSESSMENT 4 (COMPULSORY)
PORTFOLIO (60%)
Emergent Literacy Insights — 2026
⋄
Module Code: EML1501
Module Name: Emergent Literacy Insights
Assessment No.: Assessment 4 (Compulsory) Portfolio
Year: 2026
Unique Number: 722717
Submitted in partial fulfilment of the requirements for Emergent Literacy Insights
at the University of South Africa.
,UNISA | EML1501 Assessment 4 Portfolio
Question 1: Emergent Literacy
1.1 Lesedi’s literacy state
Lesedi is at the stage of emergent literacy, which refers to the early knowledge, behaviours
and abilities that children develop before they can read and write conventionally. These abili-
ties grow through everyday experiences, interaction with other people, play, storytelling, draw-
ing and exposure to print. Literacy development therefore begins long before formal school-
ing (Teale and Sulzby, 1986; Whitehurst and Lonigan, 1998).
Several behaviours in the case study show his emerging literacy skills.
• Picture interpretation. He looks at the pictures in his sister’s book and interprets what
he sees. This shows that he understands that pictures communicate meaning and help
readers make sense of a story.
• Responding to questions. He answers his mother’s questions about the book appro-
priately. His statement that he and Mpho are going to school shows that he links the
pictures to familiar experiences and expresses his interpretation in speech.
• Pretend play. He plays school with his sister. Imaginative play gives him opportunities to
practise language, take on roles and explore experiences connected to schooling.
• Scribbling with meaning. He scribbles on the floor and gives his drawings meanings.
This is an early form of emergent writing because he uses marks to represent ideas and
not merely to make random movements.
• Storytelling. He tells a story about his drawing, which suggests that he is beginning to un-
derstand the relationship between visual representation, spoken language and meaning.
Lesedi has not yet shown conventional reading and writing, but he has important foundations
for both. His behaviour shows that children can build literacy knowledge through ordinary
home experiences even when access to formal educational resources is limited.
1.2 How Lesedi’s home background shaped his literacy
Lesedi’s home environment shapes both the opportunities available to him and the experi-
ences through which he learns. His circumstances need to be examined critically, because
economic disadvantage does not automatically mean that a child has poor literacy potential.
Page 1 of 23
, UNISA | EML1501 Assessment 4 Portfolio
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 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, because Lesedi’s behaviour shows
that meaningful learning does take place at home.
Limited access to educational materials. Lesedi does not have toys of his own. This may re-
strict his access to building blocks, pretend-writing equipment and educational toys. His use
of his sister’s book and a stick to make marks nevertheless shows resourcefulness. Everyday
objects become learning materials when children are encouraged to explore and use their
imagination.
Support from family members. His mother asks questions about the book and congratulates
him when she discovers his drawing. These interactions encourage him to communicate,
explain his thinking and keep exploring literacy. Research on shared reading highlights the
value of adult and child conversations that go beyond naming pictures to discussing events,
characters and personal experiences (Whitehurst et al., 1988).
Sibling interaction and imaginative play. Playing school with Mpho allows Lesedi to imitate
familiar classroom activities. His sister may provide language models, introduce new words
and encourage pretend reading. From a sociocultural perspective, learning is supported by
interaction with more knowledgeable people and by participation in meaningful activities
(Vygotsky, 1978).
Socioeconomic inequality and educational opportunity. Unemployment and poverty can
affect access to books, electricity, safe play spaces and early learning services. These struc-
tural barriers may limit the range of literacy experiences available to Lesedi. Interpreting his
circumstances only in terms of deficits, however, would overlook his existing abilities and the
strength of his family relationships.
In conclusion, Lesedi’s home background presents material disadvantages, but it also offers
opportunities for language development through shared reading, sibling play, storytelling and
positive parental feedback. Effective teaching should build on these strengths while giving
him access to resources that are not available at home.
Page 2 of 23
College of Education
⋄
ASSESSMENT 4 (COMPULSORY)
PORTFOLIO (60%)
Emergent Literacy Insights — 2026
⋄
Module Code: EML1501
Module Name: Emergent Literacy Insights
Assessment No.: Assessment 4 (Compulsory) Portfolio
Year: 2026
Unique Number: 722717
Submitted in partial fulfilment of the requirements for Emergent Literacy Insights
at the University of South Africa.
,UNISA | EML1501 Assessment 4 Portfolio
Question 1: Emergent Literacy
1.1 Lesedi’s literacy state
Lesedi is at the stage of emergent literacy, which refers to the early knowledge, behaviours
and abilities that children develop before they can read and write conventionally. These abili-
ties grow through everyday experiences, interaction with other people, play, storytelling, draw-
ing and exposure to print. Literacy development therefore begins long before formal school-
ing (Teale and Sulzby, 1986; Whitehurst and Lonigan, 1998).
Several behaviours in the case study show his emerging literacy skills.
• Picture interpretation. He looks at the pictures in his sister’s book and interprets what
he sees. This shows that he understands that pictures communicate meaning and help
readers make sense of a story.
• Responding to questions. He answers his mother’s questions about the book appro-
priately. His statement that he and Mpho are going to school shows that he links the
pictures to familiar experiences and expresses his interpretation in speech.
• Pretend play. He plays school with his sister. Imaginative play gives him opportunities to
practise language, take on roles and explore experiences connected to schooling.
• Scribbling with meaning. He scribbles on the floor and gives his drawings meanings.
This is an early form of emergent writing because he uses marks to represent ideas and
not merely to make random movements.
• Storytelling. He tells a story about his drawing, which suggests that he is beginning to un-
derstand the relationship between visual representation, spoken language and meaning.
Lesedi has not yet shown conventional reading and writing, but he has important foundations
for both. His behaviour shows that children can build literacy knowledge through ordinary
home experiences even when access to formal educational resources is limited.
1.2 How Lesedi’s home background shaped his literacy
Lesedi’s home environment shapes both the opportunities available to him and the experi-
ences through which he learns. His circumstances need to be examined critically, because
economic disadvantage does not automatically mean that a child has poor literacy potential.
Page 1 of 23
, UNISA | EML1501 Assessment 4 Portfolio
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 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, because Lesedi’s behaviour shows
that meaningful learning does take place at home.
Limited access to educational materials. Lesedi does not have toys of his own. This may re-
strict his access to building blocks, pretend-writing equipment and educational toys. His use
of his sister’s book and a stick to make marks nevertheless shows resourcefulness. Everyday
objects become learning materials when children are encouraged to explore and use their
imagination.
Support from family members. His mother asks questions about the book and congratulates
him when she discovers his drawing. These interactions encourage him to communicate,
explain his thinking and keep exploring literacy. Research on shared reading highlights the
value of adult and child conversations that go beyond naming pictures to discussing events,
characters and personal experiences (Whitehurst et al., 1988).
Sibling interaction and imaginative play. Playing school with Mpho allows Lesedi to imitate
familiar classroom activities. His sister may provide language models, introduce new words
and encourage pretend reading. From a sociocultural perspective, learning is supported by
interaction with more knowledgeable people and by participation in meaningful activities
(Vygotsky, 1978).
Socioeconomic inequality and educational opportunity. Unemployment and poverty can
affect access to books, electricity, safe play spaces and early learning services. These struc-
tural barriers may limit the range of literacy experiences available to Lesedi. Interpreting his
circumstances only in terms of deficits, however, would overlook his existing abilities and the
strength of his family relationships.
In conclusion, Lesedi’s home background presents material disadvantages, but it also offers
opportunities for language development through shared reading, sibling play, storytelling and
positive parental feedback. Effective teaching should build on these strengths while giving
him access to resources that are not available at home.
Page 2 of 23
