A Research On The Status Of The Organization And Instruction Of Emergent Literacy In Early Education And Instruction Institutions

Reading plays a vital role in individual's development, which is a foundation for one's lifelong learning. Emergent literacy, as the foundation of reading, is an integrated activity of visual perception, auditory stimulation and tactile development. In China, infants' early education and care are still operated in separated families. Therefore, unscientific educational behaviors and parenting beliefs cannot provide high-caliber educational support for infants and toddles. Thus, institution based and systematic early instruction and service function as a supplementary but essential role in changing such unscientific models and in instructing parents for their children's emergent literacy development.This research applies un-participated observations and takes one public early childhood institution and two private ones in Shanghai as research samples, It focus on instructional activities' organization and specific instructional behaviors provided for infants and parents in these three institutions. Include curriculum, environment, materials, teachers and activities' implement. It finds out that, it show a low rate of emergent literacy curriculum, the creation of reading environments is non-professional, picture books are the main teaching material and content of activities, there is no teacher training, instruction for infants and parents are still unsystematic and casual. According to such outcomes, instructions for emergent literacy in institutions are calling for normalization and systematization. Institutions should pay more attention to emergent literacy instructional activities. There demands raise the rate of emergent literacy curriculum, creation of better supportive environment, manage and update reading materials, provide more teacher trainings,and more scientific instructions, so that the infants and toddles can have a better linguistic development.