Ο αναδυόμενος γραμματισμός στην προσχολική εκπαίδευση: Νέα ζητήματα και εκπαιδευτικές προτάσεις


George Manolitsis
https://orcid.org/0000-0002-2117-2384
Abstract

Περίληψη. Η μελέτη αυτή παρουσιάζει μία προσέγγιση για την ερμηνεία του αναδυόμενου γραμματισμού, η οποία τεκμηριώνεται στην ανάλυση βιβλιογραφικών δεδομένων τόσο ως προς τα θεωρητικά μοντέλα των τελευταίων τριάντα ετών όσο και ως προς τα σύγχρονα ερευνητικά ευρήματα για την ανάδυση του γραμματισμού. Σύμφωνα με το προτεινόμενο τριγωνικό θεωρητικό μοντέλο οι περιβαλλοντικές εμπειρίες κατέχουν κεντρικό ρόλο στη συνεχή ανατροφοδότηση μεταξύ των συστατικών στοιχείων του αναδυόμενου γραμματισμού. Τα συστατικά στοιχεία που βρίσκονται στις κορυφές ενός τριγώνου και θεωρούνται κρίσιμα στην ανάδυση του γραμματισμού προσδιορίζονται ως προς το επίπεδο των εννοιολογικών και διαδικαστικών γνώσεων, των δεξιοτήτων του προφορικού λόγου και της γλωσσικής επίγνωσης, των μορφών συμπεριφοράς αναδυόμενης ανάγνωσης και γραφής.

Λέξεις κλειδιά: Συστατικά αναδυόμενου γραμματισμού, προφορικός λόγος, μεταγλωσσικές δεξιότητες, έννοιες αντίληψης γραπτού λόγου, οικογενειακός γραμματισμός.

Summary. The present study aims to describe a theoretical perspective of emergent literacy, based on a detailed literature review of previous theoretical models, and on contemporary research findings on the structure of emergent literacy. A triangular model is suggested to explain the construct of emergent literacy. A prominent role is given to the continuous interaction of various contextual experiences with the components of emergent literacy. The construct of emergent literacy consists of three major components which are considered critical for literacy acquisition. These major components are the knowledge of literacy concepts, literacy skills and literacy behaviours. The knowledge components include concepts about print and letter knowledge; the literacy skills include oral language (vocabulary, listening comprehension, and narrative skills) and metalinguistic (phonological, syntactic and morphological awareness) skills; literacy behaviour includes emergent reading and emergent writing. According to this triangular model, the components of literacy knowledge and literacy skills are intercorrelated, while both components influence the emergence of literacy behaviours such as emergent reading and writing. However, beyond the direct links of each major component to each other, there are also indirect links among them through the effects of the experiences children get from the contexts they live in. These experiences originate from home and school contexts. Educational implications for optimal literacy acquisition from an early age are discussed based on the suggestions of this triangular model.

Keywords: emergent literacy components, oral language, metalinguistic skills, concepts about print, home literacy. 

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George Manolitsis, Πανεπιστήμιο Κρήτης

Αναπληρωτής Καθηγητής, Παιδαγωγικό Τμήμα Προσχολικής Εκπαίδευσης

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