1. Through Preschool Education to Early Literacy Some Insights from my Research Theme: Scientifically Designed Curriculum and Pedagogy Rekha Sharma Sen Paper presented at Invest in Young Children A national conference on Mother tongue based multilingual early education and development 13-14 January 2016

2. Transferring Learnings… Project in helping preschool children learn English in a preschool, children from 4 – 6 years of age, mother tongue – urdu; minimal exposure to English in the family and the community. Approach of project - equip teachers with knowledge and pedagogies which would enable them to help children learn Englsih, and also bring about attitudinal change. Learnings that could be transferred to the context of MT MLE in Odisha.

3. The Context Similarities in context in urban Delhi and tribal Odisha Parental aspiration for the children to learn the state language/ English Minimal/ no exposure to the child to state language/ English Lack of proficiency on part of many of the teachers with respect to the state language/ English Inadequate number of MLE schools at the primary stage of schooling

4. Reality Check Many children will inevitably find themselves in a primary class where Dominantly used language is the state language / English Teacher may / may not know their mother tongue Teacher may / may not be proficient in state language

5. The Emergence of Literacy Development of language and literacy begins at birth and is a lifelong process In literate communities children come into contact with written language from infancy – spontaneously and consciously by adults. In literate societies children develop the idea that print has meaning (is purposeful) as they see others reading and writing and experiment with reading and writing Skills associated with learning to read and write are acquired by young children, with the support of adults, as children engage in purposeful activities.

6. Interdependence of LSRW The processes of reading and writing, together with speaking, develop simultaneously and are interdependent. Contrary to “reading readiness,” “pre- reading” or drilling in skills. Development of literacy does not follow a linear pattern. Literacy develops as children gain experience with oral language and print.

7. Implication for Preschool Education 1. Changing Teacher’s conceptions about how children learn to read and write – not simply a matter of teaching teachers a set of activities but enhancing their knowledge base about the nature of children as learners of language eg. teachers need to understand why introducing letters, then words and then sentences may not work for many children – may not appear meaningful

8. Implications… 2. Ample opportunity for children for oral language development in the mother tongue with gradual introduction of other language/s in oral form in a holistic manner. Opportunity for hearing and talking using meaningful sentences and not simply translation of a word into different languages to build vocabulary Opportunities for exploratory talk - teacher invites children to express their ideas even though these are not yet fully formed and clear to their own selves.

9. Implications… Children to be given opportunities for expressing their thinking to each other and to the teacher. What typically happens – highly regulated Utilizing the potential of common oral language development activities fully – story narration, rhymes recitation, picture reading

10. Implications… 3. Introduction to script of a language in a holistic manner by linking oral language development activities with literacy – oral story narration linked with read aloud – shared reading – giving children opportunity to handle books – drawing to be understood as a stage of writing. 4. Creating a physical learning environment that promotes reading and writing Encourage children to read and write to one another

11. Implications 5. Some specific strategies morning message Using children’s literature for story narration and read aloud Creating a reading corner

12. Implications… Children’s efforts at learning to read and write are positively supported and expanded These experiences should occur throughout the day and in all aspects of the program. Preschoolers are more likely to want to read and write and be less inhibited about taking risks in trying to read and write when the mechanics of reading and writing are not the primary focus

13. Thank You