HOPEACADEMY
EML1501
PORTFOLIO ASSESSMENT 4
DUE 29 SEPTEMBER
2025
QUESTION 1
1.1 Develop an overview that explores the significant role of parents in fostering
emergent literacy in young children. In your response demonstrate thorough
understanding of the concepts addressed in the study guide. Your overview should
address the following questions: Your overview must be well-structured, clear, and reflect
your ability to think critically about the role of parents in the learning process of language
acquisition. Use specific examples from the text and refer to key concepts where relevant.
The length of the overview must be between 250 and 300 words. Address the following
questions in your overview with clear headings.
• What is the role of parents in the promotion of emergent literacy?
• How can you identify a child who is emergent literate?
• How does a child’s family background affect his level of literacy?
0 7 6 4 0 3 1 2 2 9
,EML1501 PORTFOLIO
UNIQUE NO: 593060
ASSESSMENT 04
QUESTION 1
1.1 Develop an overview that explores the significant role of parents in fostering emergent literacy in
young children. In your response demonstrate thorough understanding of the concepts addressed in
the study guide. Your overview should address the following questions: Your overview must be well-
structured, clear, and reflect your ability to think critically about the role of parents in the learning
process of language acquisition. Use specific examples from the text and refer to key concepts where
relevant. The length of the overview must be between 250 and 300 words. Address the following
questions in your overview with clear headings.
• What is the role of parents in the promotion of emergent literacy?
• How can you identify a child who is emergent literate?
• How does a child’s family background affect his level of literacy?
The Role of Parents in Fostering Emergent Literacy
Emergent literacy refers to the skills, knowledge, and attitudes that young children develop before
they can read and write in a formal way. It includes listening, speaking, looking at books, scribbling,
and recognizing letters and sounds. Parents play a very important role in supporting this stage
because they are the child’s first teachers and spend the most time with them at home (Whitehurst
& Lonigan, 1998). This essay explains the role of parents in promoting emergent literacy, how to
identify an emergent literate child, and how family background influences literacy development.
1. The Role of Parents in the Promotion of Emergent Literacy
Parents help children develop emergent literacy by creating a rich language environment at home.
Simple activities such as talking with children, singing songs, telling stories, and asking questions
during daily routines help children build vocabulary and listening skills (Snow, Burns, & Griffin, 1998).
Reading books together is one of the most powerful ways parents can encourage literacy. When
parents read aloud, point to pictures, and explain new words, children begin to understand how
books and stories work. Parents can also encourage children to draw, scribble, or pretend to write,
which builds early writing skills. Even labelling objects in the house, like “door” or “cup,” helps
children connect words to print. In this way, parents prepare children for school learning.
2. Identifying an Emergent Literate Child
An emergent literate child shows interest in books, enjoys looking at pictures, and may try to turn the
pages while pretending to “read.” The child may recognize familiar logos or signs, such as “Stop” or
the name of a shop. They might enjoy listening to rhymes, songs, or stories and repeat parts of them.
Some children begin to scribble shapes that look like letters or write their own name with uneven
letters. They may also ask questions about words, letters, and sounds. These signs show that the
, child is beginning to understand how language and print work, even before they can read and write
in the formal sense (Justice & Pullen, 2003).
3. How Family Background Affects Literacy Development
A child’s family background strongly affects their level of emergent literacy. Children from homes
where parents read books, talk often, and provide access to learning materials usually develop
stronger literacy skills (Neuman & Dickinson, 2001). On the other hand, children from families with
fewer resources may not have many books or toys that encourage literacy. In some homes, parents
may not have had much schooling themselves, which can limit the support they give. However, even
in families with low literacy, parents can still support their children by telling stories, singing, or
encouraging talk. The family’s language and culture also shape the child’s literacy development. For
example, children who grow up hearing two languages can benefit from wider language experiences,
even if it sometimes slows early progress in one language.
Conclusion
Parents play a key role in fostering emergent literacy by creating supportive language environments,
reading with their children, and encouraging early writing and talking. Emergent literate children
show signs of interest in books, sounds, and writing before they formally learn to read and write.
Family background influences how quickly and strongly children develop these skills, but all parents
can support literacy in everyday ways. Strong parental involvement helps children build the
foundation for future reading and learning success.
References
Justice, L. M., & Pullen, P. C. (2003). Promoting emergent literacy: Language and literacy
development in preschool children. Allyn & Bacon.
Neuman, S. B., & Dickinson, D. K. (2001). Handbook of early literacy research. Guilford Press.
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children.
National Academy Press.
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child
Development, 69(3), 848–872.
QUESTION 2
2.1 “As a Grade R teacher, you are encouraged to use play as a way of
teaching language”. Briefly discuss three theories of play that are
highlighted by Wood (2009:9).
In your response, address the following questions:
• What is the role of play in language learning?
• Which type of play promotes social interaction amongst pre-school
EML1501
PORTFOLIO ASSESSMENT 4
DUE 29 SEPTEMBER
2025
QUESTION 1
1.1 Develop an overview that explores the significant role of parents in fostering
emergent literacy in young children. In your response demonstrate thorough
understanding of the concepts addressed in the study guide. Your overview should
address the following questions: Your overview must be well-structured, clear, and reflect
your ability to think critically about the role of parents in the learning process of language
acquisition. Use specific examples from the text and refer to key concepts where relevant.
The length of the overview must be between 250 and 300 words. Address the following
questions in your overview with clear headings.
• What is the role of parents in the promotion of emergent literacy?
• How can you identify a child who is emergent literate?
• How does a child’s family background affect his level of literacy?
0 7 6 4 0 3 1 2 2 9
,EML1501 PORTFOLIO
UNIQUE NO: 593060
ASSESSMENT 04
QUESTION 1
1.1 Develop an overview that explores the significant role of parents in fostering emergent literacy in
young children. In your response demonstrate thorough understanding of the concepts addressed in
the study guide. Your overview should address the following questions: Your overview must be well-
structured, clear, and reflect your ability to think critically about the role of parents in the learning
process of language acquisition. Use specific examples from the text and refer to key concepts where
relevant. The length of the overview must be between 250 and 300 words. Address the following
questions in your overview with clear headings.
• What is the role of parents in the promotion of emergent literacy?
• How can you identify a child who is emergent literate?
• How does a child’s family background affect his level of literacy?
The Role of Parents in Fostering Emergent Literacy
Emergent literacy refers to the skills, knowledge, and attitudes that young children develop before
they can read and write in a formal way. It includes listening, speaking, looking at books, scribbling,
and recognizing letters and sounds. Parents play a very important role in supporting this stage
because they are the child’s first teachers and spend the most time with them at home (Whitehurst
& Lonigan, 1998). This essay explains the role of parents in promoting emergent literacy, how to
identify an emergent literate child, and how family background influences literacy development.
1. The Role of Parents in the Promotion of Emergent Literacy
Parents help children develop emergent literacy by creating a rich language environment at home.
Simple activities such as talking with children, singing songs, telling stories, and asking questions
during daily routines help children build vocabulary and listening skills (Snow, Burns, & Griffin, 1998).
Reading books together is one of the most powerful ways parents can encourage literacy. When
parents read aloud, point to pictures, and explain new words, children begin to understand how
books and stories work. Parents can also encourage children to draw, scribble, or pretend to write,
which builds early writing skills. Even labelling objects in the house, like “door” or “cup,” helps
children connect words to print. In this way, parents prepare children for school learning.
2. Identifying an Emergent Literate Child
An emergent literate child shows interest in books, enjoys looking at pictures, and may try to turn the
pages while pretending to “read.” The child may recognize familiar logos or signs, such as “Stop” or
the name of a shop. They might enjoy listening to rhymes, songs, or stories and repeat parts of them.
Some children begin to scribble shapes that look like letters or write their own name with uneven
letters. They may also ask questions about words, letters, and sounds. These signs show that the
, child is beginning to understand how language and print work, even before they can read and write
in the formal sense (Justice & Pullen, 2003).
3. How Family Background Affects Literacy Development
A child’s family background strongly affects their level of emergent literacy. Children from homes
where parents read books, talk often, and provide access to learning materials usually develop
stronger literacy skills (Neuman & Dickinson, 2001). On the other hand, children from families with
fewer resources may not have many books or toys that encourage literacy. In some homes, parents
may not have had much schooling themselves, which can limit the support they give. However, even
in families with low literacy, parents can still support their children by telling stories, singing, or
encouraging talk. The family’s language and culture also shape the child’s literacy development. For
example, children who grow up hearing two languages can benefit from wider language experiences,
even if it sometimes slows early progress in one language.
Conclusion
Parents play a key role in fostering emergent literacy by creating supportive language environments,
reading with their children, and encouraging early writing and talking. Emergent literate children
show signs of interest in books, sounds, and writing before they formally learn to read and write.
Family background influences how quickly and strongly children develop these skills, but all parents
can support literacy in everyday ways. Strong parental involvement helps children build the
foundation for future reading and learning success.
References
Justice, L. M., & Pullen, P. C. (2003). Promoting emergent literacy: Language and literacy
development in preschool children. Allyn & Bacon.
Neuman, S. B., & Dickinson, D. K. (2001). Handbook of early literacy research. Guilford Press.
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children.
National Academy Press.
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child
Development, 69(3), 848–872.
QUESTION 2
2.1 “As a Grade R teacher, you are encouraged to use play as a way of
teaching language”. Briefly discuss three theories of play that are
highlighted by Wood (2009:9).
In your response, address the following questions:
• What is the role of play in language learning?
• Which type of play promotes social interaction amongst pre-school
