COVER PAGE
EML1501: Emergent Literacy
Portfolio Assessment 4
(Unique Number: 593060)
Student Name:
Student Number:
Programme: BEd Foundation Phase
Module Code: EML1501
Year: 2025
Assessment: Portfolio (Assessment 4)
Submission Date:
TABLE OF CONTENTS
Section Page
1. The Significant Role of Parents in Fostering Emergent Literacy in Young
2
Children
2. Three Theories of Play and Their Role in Language Learning 4
3. Grade R Language Learning Activity Based on Provided Pictures 6
4. Promoting Language Development in Grade R (Environmental Print,
9
Storytelling, Assessment)
5. Foundation Phase Lesson Plan: Storytelling and Predictive Skills 14
References
Question 1 [15]
The Significant Role of Parents in Fostering Emergent Literacy in Young Children
What is the Role of Parents in the Promotion of Emergent Literacy?
,Parents are the first and most influential teachers in a child’s life, especially when it
comes to emergent literacy. Emergent literacy is the stage where children start
learning about reading and writing from birth, even before they enter school or
receive formal instruction (United States Department of Education, 2015). This early
exposure is essential because children learn the basic building blocks for reading and
writing from their families.
In my experience and as supported by the EML1501 Study Guide, when parents
speak, sing, read stories, and interact with their children, they help to grow the
child’s vocabulary, listening, and speaking skills (Phatudi, 2014). Simple actions such
as naming objects during daily routines, pointing out letters on cereal boxes, or
telling stories at bedtime help children develop a love for language. Parents also
model a positive attitude towards books and reading, which encourages children to
see reading as an enjoyable activity. When parents are involved in their children’s
literacy journey, children are more likely to become confident readers and writers.
Parents also help create a print-rich environment at home, where children are
surrounded by books, newspapers, labels, and other printed materials. This
environment gives children many chances to see, touch, and interact with print. The
study guide highlights that even in homes where resources are limited, parents can
use everyday objects—like writing names in the sand or using grocery lists—to
promote literacy (EML1501 Study Guide, 2025:12).
How Can You Identify a Child Who is Emergent Literate?
A child who is emergent literate often shows clear signs of early literacy skills. For
example, they might “read” a favourite book from memory, pretend to write letters
and numbers, or try to sound out words they see on signs or packaging. The
EML1501 Study Guide describes emergent literacy as a process where children
become aware of reading and writing before they can do it formally (United States
Department of Education, 2015).
In my view, these children enjoy looking at books and pictures, often ask adults to
read stories, and may even tell their own stories using pictures or toys. They might
scribble on paper and say it is their “writing,” showing that they are starting to
connect spoken and written language. Other signs include recognising their own
name, identifying familiar logos (like those of shops or brands), and using new words
in conversation. All these behaviours show that the child is developing the
foundation for later reading and writing.
How Does a Child’s Family Background Affect Their Level of Literacy?
The family background has a very big impact on a child’s emergent literacy. Children
from homes where parents value reading, speak often with their children, and
, provide access to books usually develop stronger language and literacy skills. The
study guide’s case studies show this clearly. For example, Tommy, who comes from a
home where his parents talk with him and take him to a good preschool, displays
advanced literacy skills compared to Matome, who has fewer opportunities at home
due to family responsibilities and limited resources (EML1501 Study Guide, 2025:3–
4).
In some homes, parents may not have time, resources, or confidence to support
their child’s early literacy development. These children may not be exposed to as
much print or language, and so they might start school with less confidence or fewer
skills. However, it’s important to remember that all children can develop emergent
literacy if teachers and parents work together, even in challenging environments. For
example, using oral storytelling, singing, and drawing can all help build literacy skills,
even without formal books or materials.
Question 2 [15]
Three Theories of Play Highlighted by Wood (2009:9) and Their Role in Language
Learning
Introduction: The Value of Play in Language Learning
Play is widely recognised as an essential approach for language teaching in the
Foundation Phase. The EML1501 Study Guide emphasises that play is “the most
effective and quickest way of presenting a lesson,” especially for young children
learning to use and understand language (EML1501 Study Guide, 2024/2025:16).
Through play, children develop socially, emotionally, physically, and intellectually,
with language growth woven into every playful interaction.
Three Theories of Play
1. Surplus Energy Theory
The surplus energy theory, as discussed by Groos & Baldwin (1898), proposes that
children naturally build up excess energy which they need to release through play.
The study guide notes, “children do not have much to do and their energy builds up.
They thus need to get rid of the surplus energy through active play” (EML1501 Study
Guide, 2024/2025:16). During this energetic play, children talk, sing, chant, and give
each other instructions. This creates authentic situations for using language in
meaningful ways. For example, in running games, children shout directions and
celebrate wins, building vocabulary and sentence structure in a lively setting.
EML1501: Emergent Literacy
Portfolio Assessment 4
(Unique Number: 593060)
Student Name:
Student Number:
Programme: BEd Foundation Phase
Module Code: EML1501
Year: 2025
Assessment: Portfolio (Assessment 4)
Submission Date:
TABLE OF CONTENTS
Section Page
1. The Significant Role of Parents in Fostering Emergent Literacy in Young
2
Children
2. Three Theories of Play and Their Role in Language Learning 4
3. Grade R Language Learning Activity Based on Provided Pictures 6
4. Promoting Language Development in Grade R (Environmental Print,
9
Storytelling, Assessment)
5. Foundation Phase Lesson Plan: Storytelling and Predictive Skills 14
References
Question 1 [15]
The Significant Role of Parents in Fostering Emergent Literacy in Young Children
What is the Role of Parents in the Promotion of Emergent Literacy?
,Parents are the first and most influential teachers in a child’s life, especially when it
comes to emergent literacy. Emergent literacy is the stage where children start
learning about reading and writing from birth, even before they enter school or
receive formal instruction (United States Department of Education, 2015). This early
exposure is essential because children learn the basic building blocks for reading and
writing from their families.
In my experience and as supported by the EML1501 Study Guide, when parents
speak, sing, read stories, and interact with their children, they help to grow the
child’s vocabulary, listening, and speaking skills (Phatudi, 2014). Simple actions such
as naming objects during daily routines, pointing out letters on cereal boxes, or
telling stories at bedtime help children develop a love for language. Parents also
model a positive attitude towards books and reading, which encourages children to
see reading as an enjoyable activity. When parents are involved in their children’s
literacy journey, children are more likely to become confident readers and writers.
Parents also help create a print-rich environment at home, where children are
surrounded by books, newspapers, labels, and other printed materials. This
environment gives children many chances to see, touch, and interact with print. The
study guide highlights that even in homes where resources are limited, parents can
use everyday objects—like writing names in the sand or using grocery lists—to
promote literacy (EML1501 Study Guide, 2025:12).
How Can You Identify a Child Who is Emergent Literate?
A child who is emergent literate often shows clear signs of early literacy skills. For
example, they might “read” a favourite book from memory, pretend to write letters
and numbers, or try to sound out words they see on signs or packaging. The
EML1501 Study Guide describes emergent literacy as a process where children
become aware of reading and writing before they can do it formally (United States
Department of Education, 2015).
In my view, these children enjoy looking at books and pictures, often ask adults to
read stories, and may even tell their own stories using pictures or toys. They might
scribble on paper and say it is their “writing,” showing that they are starting to
connect spoken and written language. Other signs include recognising their own
name, identifying familiar logos (like those of shops or brands), and using new words
in conversation. All these behaviours show that the child is developing the
foundation for later reading and writing.
How Does a Child’s Family Background Affect Their Level of Literacy?
The family background has a very big impact on a child’s emergent literacy. Children
from homes where parents value reading, speak often with their children, and
, provide access to books usually develop stronger language and literacy skills. The
study guide’s case studies show this clearly. For example, Tommy, who comes from a
home where his parents talk with him and take him to a good preschool, displays
advanced literacy skills compared to Matome, who has fewer opportunities at home
due to family responsibilities and limited resources (EML1501 Study Guide, 2025:3–
4).
In some homes, parents may not have time, resources, or confidence to support
their child’s early literacy development. These children may not be exposed to as
much print or language, and so they might start school with less confidence or fewer
skills. However, it’s important to remember that all children can develop emergent
literacy if teachers and parents work together, even in challenging environments. For
example, using oral storytelling, singing, and drawing can all help build literacy skills,
even without formal books or materials.
Question 2 [15]
Three Theories of Play Highlighted by Wood (2009:9) and Their Role in Language
Learning
Introduction: The Value of Play in Language Learning
Play is widely recognised as an essential approach for language teaching in the
Foundation Phase. The EML1501 Study Guide emphasises that play is “the most
effective and quickest way of presenting a lesson,” especially for young children
learning to use and understand language (EML1501 Study Guide, 2024/2025:16).
Through play, children develop socially, emotionally, physically, and intellectually,
with language growth woven into every playful interaction.
Three Theories of Play
1. Surplus Energy Theory
The surplus energy theory, as discussed by Groos & Baldwin (1898), proposes that
children naturally build up excess energy which they need to release through play.
The study guide notes, “children do not have much to do and their energy builds up.
They thus need to get rid of the surplus energy through active play” (EML1501 Study
Guide, 2024/2025:16). During this energetic play, children talk, sing, chant, and give
each other instructions. This creates authentic situations for using language in
meaningful ways. For example, in running games, children shout directions and
celebrate wins, building vocabulary and sentence structure in a lively setting.
