What Kind of Text Is the Joy of Reading and Wirting
The types of texts that children use and create expand and grow in complication as they develop.
Overview
Children engage with a range of texts throughout early babyhood, including fiction and nonfiction books; besides magazines, brochures, posters; various art forms like poetry, cartoon, painting, and sculpture; besides as multimedia and information communication engineering science (ICT) texts.
The types of texts that children create also expand and abound in complexity as they develop, assuasive them to use texts for a variety of personal and social purposes:
[Children] create and display their data in a style that suits dissimilar audiences and purposes. Victorian early years learning and development framework (VEYLDF) 2016
This section volition explore the use of texts for a range of purposes (personal, imaginative, informative), types of children'due south literature, and multimedia and ICT texts.
This learning focus is virtually developing children'due south awareness of how texts work, and how a variety of texts tin can be used to communicate.
This learning focus concerns the functions and purposes of texts; that is how they are used (every bit per the four resources model: Freebody and Luke, 1990). This learning focus differs from making pregnant and expressing ideas (emergent literacy), which looks at how children appoint in making significant from texts and create meaning inside their texts.
The importance of exploring and creating texts
Children'south development of literacy skills is supported past frequent, and rich experiences with print and texts. The Victorian Early Years Learning and Development Framework (VEYLDF, 2016) highlights that children "engage with a range of texts and get significant from these texts" (Result 5.2).
This includes exploring and agreement texts written by others (linking to emergent reading comprehension). It also includes children creating their texts, to tape, reflect, entertain, inform, instruct, and even persuade others (linking to emergent written expression).
This exploration and creation of texts non simply enables children to limited themselves through a range of media just likewise paves the mode for children's later literacy success (see MacKenzie and Veresov, 2013).
The VEYLDF (2016) too emphasises that children "begin to empathise how symbols and blueprint systems piece of work" (Outcome 5.4) and "employ data and communication technologies to access data, investigate ideas and represent their thinking" (Outcome 5.five). In this way, developing children'due south competence in exploring and creating a variety of texts prepares them for the opportunities and challenges of the 21st Century (see Saracho, 2017a, for give-and-take).
Using texts for a range of purposes
Texts are created to achieve certain purposes (for example writing a letter, telling a story, sharing information).
In that location are many more kinds of texts that can be covered in detail in this toolkit. The post-obit three types (genres) are age-appropriate for early babyhood settings, and have been adapted from Fellowes and Oakley (2014):
- personal (expressive) texts, including letters, diaries, journals, and notes
- imaginative (narratives) texts, including stories, fairytales, poems, and play scripts
- informative (expository) texts, including reports, explanations, procedures, and persuasive writing.
Different types of texts have specific features including:
- the topic and content
- the way information is organised (text construction)
- types of sentences used (for example present or past tense)
- diverse vocabulary.
While certain types of texts will have specific features that children will become familiar with, Fellowes and Oakley (2014, p. 379) remind educators that:
Text composition rarely completely conforms to a single model standard. Communicative purposes are accomplished using more than interesting and dynamic texts when compositional flexibility is applied….
Over time and with the right experiences, children volition probable develop a more innate ability to apply structure to the texts they write, and a more sophisticated and flexible control of the organisational and linguistic communication requirements.
Personal (expressive) texts
Personal (expressive) texts refer to diverse forms of writing, used for recording, sharing, or describing personal experiences, events, or ideas.
The kinds of personal texts that children would meet in everyday life include:
- messages, cards, and messages from family and friends
- digital messages, emails, posts, and other communications sent via online media.
These are probable to be multimodal: they may have visual (pictures and images), audiovisual (voice, music, video), as well as written words. They will likewise have features specific to the personal text type, for instance, a alphabetic character starting with Honey [Name].
Creating personal texts is a useful opportunity for developing emergent literacy during writing with children. Examples of personal texts that children create include mark makings, drawings, writings (and annotations past adults) for:
- recounting an event
- expressing feelings or reactions
- sending a bulletin to family and friends.
Children tin can begin to write personal (expressive) texts when they outset using cartoon, writing materials, or digital media. Through intentional learning experiences, children can acquire to construct texts relating to their personal experiences (for case a visit to the zoo), people they know (my family, my friends), or past/upcoming events (incursions/excursions).
Imaginative (narrative) texts
The two main types of imaginative texts are narratives (stories) and poems. Both are forms of text that come from the author'due south imagination.
Narratives
Stories are a medium with which all children tin can become familiar and enjoy. Narratives can be oral or written. They can too be presented through fine art and theatre, or through sound-visual media like film, tv, sound and music.
Every story has at least a start, middle, and stop.
Start
- one time, a boy chosen Jack traded his cow for some magic beans.
Middle
- from the beans sprung a huge beanstalk, which lead Jack to a giant's castle in the sky.
Finish
- when Jack tried to steal the treasures, the giant chased him downward the stalk. Jack cutting the stalk, and the behemothic fell.
All narrative texts have the elements of setting, grapheme, plot, and themes or messages within the story. Almost stories will take a complete "episode" (Story Grammar: Stein and Glenn, 1975).
See the Stories and Narratives learning focus page for more information.
Children's exposure to narrative texts is mainly through picture storybooks. However, other narrative text forms include art, design and theatre, or multimedia texts similar picture, television, audio and music.
See further beneath for examples of children's literature.
Through writing experiences, children's learning tin be scaffolded to create their narrative texts. Information technology may exist a challenge to make up one's mind when children's writing (including mark makings, drawings, written messages and words -and annotations past adults), counts as a 'story'. Notwithstanding, information technology is important to treat children's drawing and writing as chatty and to encourage children to explicate or express what their work means, through verbal or nonverbal communication.
Some examples of narrative texts that children may begin to draw and write in early childhood include:
- marker marking and scribbling
- drawings and paintings (with or without annotations)
- comic strips
- digital drawings/paintings
- photos, videos, sound recordings, and perhaps a combination of these
- early written stories with approximations of letters and symbols, and images
- images accompanied by a few sentences equally part of a written story.
with educator annotations. Image: Academy of Melbourne Early Learning Centre.
Poetry
Poetry is a form of writing that helps readers to hear, run across, and feel what is being described. Common forms of poesy include limericks, acrostics, ballads, haikus and couplets. Poems oftentimes include linguistic communication elements such equally:
- repetition of words, phrases, and sentences
- rhyme
- ingemination (for instance ten tiny toys)
- onomatopoeia (where a word's sounds mimic the sound being described, for example, ding, buzz, thud)
- imagery, metaphor, simile (run into higher-society linguistic communication).
Higher-order language
Poesy and rhyme are oft used in children's literature and music. Run across these verses from A House for Donfinkle by Choechoe Brereton:
Upward high in the grasslands
where Wooble Beasts roam,
Donfinkle Vonkrinkle
is building his home.
The mud walls are perfect,
the door just divine,
the Windows are beech woods,
the porch is all pine.
When scaffolded by educators, children tin savor engaging with poetic texts and first to get aware of language elements like rhyme, alliteration, and repetition.
Educators may likewise facilitate co-writing of poetry with children using basic forms of poetry like haiku.
The following examples come from a four-year-erstwhile kindergarten room at the University of Melbourne Early Learning Middle.
They were composed by children, in collaboration with their educators/teachers who helped scaffold their expression, and scribe their ideas down:
A bloom and a snail
Talk and listen.
They are friends.
Bluegum basics-
They take reflection
Of the sky on them.
Examples of children's haiku. 4-year-quondam kindergarten room at the University of Melbourne Early Learning Centre.
An example of a rhyming poem composed by a iv-year-old:
I am falling into the water
And my seagull is falling with me.
We are falling into the sea.
In that location are flowers in the bounding main.
Examples of child'due south rhyming poem. 4-year-quondam kindergarten room at the University of Melbourne Early Learning Heart.
Here are some other examples of poems by children who had been composing in collaboration with their educators/teachers across the Kindergarten yr:
Butterflies await unlike
on a spring day.
They hide within their wings.
When I encounter logged woods
my middle breaks
like glass.
The Sunday is playing
with a ball
on a soft cloud.
Examples of children's haiku. Four-year-old kindergarten room at the University of Melbourne Early on Learning Center.
Her long muddy dress
Her long muddy clothes is dotted
with sunny wattles.
her pockets are filled
with gumnuts, feathers and leaves;
She is a house
for noisy birds,
pink dolphins of the by;
She flows from the mountains
of shadows and mist
to a bay that's non too far;
Oooo, who is she?
Birrarung Marr
Who is she?
Birrarung Marr.
Examples of group poems, composed during grouping time. Four-twelvemonth-sometime kindergarten room at the University of Melbourne Early Learning Centre.
The in a higher place examples demonstrate how children tin can be facilitated in their expression, through collaborative writing experiences that slowly build from simple to more complex poems.
Annotation: Children composed poems orally and educators/teachers scribed their ideas. Afterwards, some children started to write (some of) their poems in their handwriting with support.
Informative (expository) texts
Texts that explain, discuss, or provide information are often called informative (or expository texts). These texts can use a combination of written, visual, and auditory information to convey messages. Three master types of expository texts are informative, procedural, and persuasive texts.
Informative texts
Informative texts include descriptions, explanations, reports, discussions, and lists. The purpose of this kind of communication is to provide information about a item topic.
Informative texts can include several features including a clear topic or theme, descriptions and details well-nigh the topic, and a conclusion summarising information in the text. Informative texts tin can as well include visuals - diagrams, graphs, charts, pictures, and maps. If they are a digital informative text, similar a webpage or app, they may too include audio and video.
Some examples of functional informative texts for children to engage with and write, in collaboration with educators, have been suggested past Fellowes and Oakley (2014 p. 377), including:
- preparing for an excursion by writing a reminder list of the things to be taken
- talking and so drawing/writing about favourite animals or places and assembling them to make a book
- drawing/writing labels for material containers and special areas of the room so they tin exist easily located.
Procedural texts
The purpose of procedural texts is to provide instructions in a logical sequence to achieve a goal. Common examples of instructions/procedures that children tin explore and create include:
- recipes
- connective blocks instructions (for instance Duplo® or Lego®)
- instructions for games (for case how to play Simon Says)
- treasure hunt instructions/maps.
When given a prepare of instructions, these components are usually included:
- an introduction with an overview of the goal/product
- a listing of materials/items needed to complete the chore (for example ingredients, resource, parts)
- and a sequence of directions that provide step-past-step details.
Instructions/procedures often include visual, written (and sometimes audio-visual) data.
Downloadable Visual Recipe
Persuasive texts
Persuasive texts are designed to convince someone of an thought or opinion. In written course, these texts are non often encountered in early on babyhood settings simply may be introduced in functional means that support children's specific strengths and capabilities, including:
- posters showing why people should respect and treat one another
- a poster or sign providing reasons to recycle
- a vocal or video talking about why art is fun
- writing a sign to go over a fish tank advising people nigh required behaviour when feeding the fish, or cleaning their tank.
Persuasive texts have the following main features:
- a central thought of which the reader/audience is beingness convinced
- primal reasons/arguments to support the idea
- examples or evidence that demonstrate why the arguments are true.
Children'southward literature
In this section, an overview of types of children's literature will be explored. Annotation: These categories cross over significantly! Some books are in multiple categories and tin can be used for multiple purposes.
Notation that educators play a meaning role in creating intentional learning experiences with texts (see the education practice, reading with children).
Some broad categories of texts include:
Picture storybooks
- include various kinds of stories (narratives), nursery rhymes
- tin can be fictional, or stories based on real-life (factual)
- Australian and international books
- themes and concepts from multiple cultures and times.
Non-fiction or concept books
- introduce new vocabulary, concepts and noesis
- engagingly provide information, to develop children's concept cognition and vocabulary
- for case Dig Dig Digging by Margaret Mayo
- for instance Rumble in the Jungle past Giles Andreae
Rhyming or songbooks
- books based on a vocal or rhyme
- allow children to learn the words of the book and chant or sing forth
- develops phonological awareness and vocabulary
Wordless books
- books with a serial of pictures that show the narrative
- permit adults or children to narrate the story
- for example The Snowman by Raymond Briggs
- for example The Red Book by Barbara Lehman
Interactive books
- pop-up, lift-the-flap, foldouts, bear upon and feel books
- activity books such every bit pasting, gluing, colouring, and talking books
- interactive opportunities encouraging children to interact with books, and develop fine motor skills
- for case Dear Zoo and the Spot volume serial by Eric Colina
- for case Snip Snap Pop Up Fun past Jonathan Litton
Predictable books
- repetition and reinforcement encourage children intrinsically
- allow for opportunities to predict what will happen, or what give-and-take will exist next
- children can use these books for independent reading and start to tell the story in their own words
- for example Brown bear, Brown bear, What So You See? by Pecker Martin, Jr.
- for example Hattie and the Fox by Mem Fox
Alphabet, counting and word books
- provide models of messages, numbers and words in unproblematic and bright books
- children can often begin to identify letters, numbers and words using these books.
Sturdy board, fabric or plastic books
- well-constructed, sturdy books, for children to handle at whatsoever age, but especially easier to hold and dispense for infants and toddlers
- give children the opportunity to handle books without worrying about ripping pages.
Real-life themes and multi/cross-cultural books
- deal with real-life issues in a sensitive and authentic fashion
- provide opportunities to develop empathy and discuss feelings
- for instance family issues, new babies, moving house
- for example books nigh other cultures, lifestyles, and private differences
- encourage awareness and appreciation of diversity
- for example, The When I'm Feeling … series past Trace Moroney
- for example Kangaroos Hop by Ros Moriarty.
Bilingual or multilingual books
- provide text in English and other languages, including several Aboriginal languages
- promote diversity, inclusivity and encourage understanding of other cultures, traditions and histories
- acoustic combinations of books with CDs or DVDs, which provide additional ways for children to experience and engage with multilingual literature
Others
- reference books (Illustrated dictionaries, thesaurus, encyclopaedia)
- paperback books for young children
- magazines (and other data texts like brochures, flyers, posters)
Information and Advice Technology (ICT) texts
- opportunities for children to compare different media, even at a very immature historic period
- see examples beneath
Multimedia and ICT texts
Multimedia or ICT texts refer to the different texts and media that children may engage with including internet sites, apps and programs, film, videos, music, sound, photographs – and many others! These texts are often:
- multimodal (integrating images, written words and/or audio), and
- interactive (responsive to touch, vox, typing, or other inputs).
Information technology is essential for educators to be aware of ways to use multimedia and ICT texts strategically for intentional pedagogy, equally the VEYLDF (2016) notes that children "use digital technologies and multimedia resource to communicate, play and learn".
Many children come to early babyhood settings with an sensation of ICT tools including smartphones, tablets, computers and digital toys. Through engagement with this digital technology in the home, children may develop a range of digital skills exterior of early babyhood settings.
Some benefits of multimedia and ICT texts include, that they:
- are an engaging and interactive medium
- provide children with multimodal learning
- provide access to information from global and diverse sources
- allow children to develop their digital literacy skills
By using applied science purposively and strategically with children, educators can enhance play and learn in traditional contexts.
Strategies for exploring and creating multimedia and ICT texts
These are some suggested strategies to make the all-time employ of multimedia and ICT texts in early childhood settings:
- ensure intentional apply for a specific learning purpose
- embed language modelling and concept development within ICT experiences
- permit time for purposeful play and exploration
- use digital technology to allow for equity of opportunity
- when technical difficulties ascend, use these as learning experiences, to scaffold children's apply of digital engineering
- be aware of child rubber and utilise of approved digital applied science policies
- create clear guidelines for use of digital tools
- ensure adequate supervision of children using digital engineering
- plan experiences to build upon children's previous successes with digital technology
Adapted from Alper (2013) and Lim (2012).
Theory to practice
In line with the Iv Resources Model (Freebody &Luke, 1990), exploring and creating texts is about children learning how to use texts (for case becoming Text Users).
Past engaging with a range of unlike text types (genres), children learn about how texts piece of work, their main features, and how to use them for a variety of social (and eventually academic) purposes.
The Text User knows about the different functions of texts, and their features —the fashion texts are structured, their sequence of components, and the kinds of linguistic communication used within them. For instance, children learn the differences between personal, imaginative, and informative texts. They too recognise like texts by their features and system.
In addition, for children shortly to transition to schoolhouse, they may beginning to analyse texts, as a class of emergent disquisitional literacy in collaboration with educators. This could include scaffolding children'southward thinking by asking them what they liked about certain texts, and why they did/did not similar a text. In Freebody and Luke's (1990) model, this is referred to equally the Text Analyst.
Prove base of operations
Past engaging purposively with a range of books and resource, children are existence prepared for the diverse texts they will run across once they transition to principal school. These engagement opportunities include:
- learning how texts work
- making meaning from texts they engage with
- creating their texts (in visual, written, or multimedia form).
Research reviews show that educators should choose both narrative and data texts to explore with children, but that they need to:
(a) be visually stimulating and aesthetically pleasing to motivate children to collaborate with the books, (b) encourage children to re-read them several times, (c) be of interest to … children, (d) be familiar to the children, and (e) reflect their home environment and daily lives.
- Saracho (2017b, p. 561)
Evidence shows that making pregnant from and writing narrative texts is an important skill for early on reading and writing success (Saracho, 2017b).
In addition, growing research shows the benefits of advisory (non-fiction) texts in early babyhood. Cost, Bradley and Smith (2012) found that educators engaged in more agile discussion about informational texts, than when reading storybooks.
Other inquiry has shown that when children explore information text by themselves, they are more than likely to mimic the language used past adults during reading aloud, than with storybooks (Massey, 2014).
Other testify shows the importance of illustrations for facilitating children's significant-making and recall of stories (Greenhoot, Beyer and Curtis, 2014); and new prove suggests that using wordless picture books tin advance the quality and quantity of children's language production during shared reading experiences (Chaparro-Moreno et al., 2017).
Finally, while more research is needed to determine any potential limitations with digital texts over paper-based texts, digital storybooks appear to provide benefits in children's appointment with texts (Bus, Takacs, Kegel, 2015).
Links to VEYLDF
Victorian early years learning and development framework (VEYLDF, 2016)
Issue 2: customs
Children go aware of fairness
- begin to sympathize and evaluate ways in which texts construct identities and create stereotypes.
Outcome 5: communication
Children engage with a range of texts and get meaning from these texts
- listen and respond to sounds and patterns in speech, stories and rhymes in context
- view and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments and/or questions
- begin to sympathise primal literacy and numeracy concepts and processes, such as the sounds of language, letter-sound relationships, concepts of print and the means that texts are structured
- explore texts from a range of different perspectives and brainstorm to analyse the meanings
- actively use, appoint with and share the enjoyment of linguistic communication and texts in a range of ways
- recognise and engage with written and oral culturally constructed texts
Children express ideas and make pregnant using a range of media
- share the stories and symbols of their ain cultures and re-enact well-known stories
Children begin to understand how symbols and pattern systems work
- develop an understanding that symbols are a powerful means of advice and that ideas, thoughts and concepts can be represented through them
- begin to be enlightened of the relationships betwixt oral, written and visual representations
- begin to recognise patterns and relationships and the connections between them
- brainstorm to sort, categorise, order and compare collections and events and attributes of objects and materials in their social and natural worlds
- mind and respond to sounds and patterns in speech, stories and rhyme
- depict on the memory of a sequence to complete a task
- draw on their experiences in constructing meaning using symbols.
Children use information and communication technologies to access information, investigate ideas and represent their thinking
- use information and advice technologies to admission images and information, explore diverse perspectives and make sense of their globe
- utilise information and communications technologies as tools for designing, drawing, editing, reflecting and composing
- engage with technology for fun and to make meaning
Experiences plans and videos
Early communicators (birth - xviii months)
- Worm farm: discussion effectually texts
Early language users (12 - 36 months)
- Drawing as writing
- Worm farm: discussion around texts
- Stories to tell
For language and emergent literacy learners (30 - 60 months)
- Posting with friends
- Watching sprouts abound
- Megawombat drawing telling
- Making comics: creating visual narratives
- Stories to tell
Learning foci and teaching practices
- Fine arts
- Higher-order linguistic communication
- Independent reading and writing
- Stories and narratives
- Literacy-rich environment
- Performing arts
- Play
- Reading with children (Emergent literacy)
- Sociodramatic play
- Writing with children
References
Alper, M. (2013). Developmentally appropriate new media literacies: Supporting cultural competencies and social skills in early childhood education. Journal of Early on Childhood Literacy, 13(2), 175-196.
Passenger vehicle, A. 1000., Takacs, Z. K., and Kegel, C. A. T. (2015). Affordances and limitations of electronic storybooks for young children'due south emergent literacy. Developmental Review, 35, 79–97.
Chaparro-Moreno, Fifty. J., Reali, F., and Maldonado-Carreño, C. (2017). Wordless motion-picture show books boost preschoolers' language product during shared reading. Early Childhood Enquiry Quarterly, xl, 52–62.
Fellowes, J., and Oakley, G. (2014). Linguistic communication, literacy and early babyhood educational activity, 2nd Edition. Melbourne, Australia: Oxford Academy Printing.
Freebody, P.,& Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: An Australian Journal of TESOL,5(3), vii-16.
Greenhoot, A. F., Beyer, A. K., and Curtis, J. (2014). More than pretty pictures? How illustrations bear on parent-kid story reading and children's story remember. Frontiers in Psychology, 5, one–10.
Lim, E. (2012). Patterns of kindergarten children'southward social interaction with peers in the computer surface area. International Journal of Estimator-Supported Collaborative Learning, 7(3), 399-421.
MacKenzie, N., and Veresov, North. (2013). How cartoon tin can back up writing acquisition: Text construction in early writing from a Vygotskian perspective. Australasian Journal of Early on Babyhood, 38(four), 22-xxx.
Massey, S. L. (2014). Making the instance for using informational text in preschool classrooms. Creative Education, five, 396–401.
Pappas, C. C. (2006). The information book genre: Its role in integrated science literacy research and practice. Reading Research Quarterly, 41(2), 226–250.
Price, Fifty. H., Bradley, B. A., and Smith, J. M. (2012). A comparison of preschool teachers' talk during storybook and information book read-aloud. Early Childhood Enquiry Quarterly, 27(three), 426–440.
Saracho, O. Northward. (2017a). Literacy and language: new developments in research, theory, and practise. Early on Child Development and Intendance, 187(3–4), 299–304.
Saracho, O. N. (2017b). Parents' shared storybook reading–learning to read. Early on Child Evolution and Care, 187(iii–4), 554–567.
Stein, North. L., and Glenn, C. Chiliad. (1975). An assay of story comprehension in elementary school children: A test of a schema. In R. O. Freedle (Ed.), New Directions in Discourse Processing (pp. 53–120). Norwood, NJ, US: Ablex Publishing Corporation.
Victorian Country Authorities Department of Pedagogy and Training (2016) Victorian Early Years Learning and Development Framework (2016). Retrieved 3 March 2018
Victorian Curriculum and Assessment Authorization (2016). Illustrative Maps from the VEYLDF to the Victorian Curriculum F-x. Retrieved 3 March 2018.
Zevenbergen, R. , and Logan, H. (2008). Reckoner use by preschool children: rethinking practice as digital natives come to preschool. Australian Periodical of Early Childhood, 33(one), 37-44.
Additional resources
- Premier's Reading Challenge
- The Children's Book Council of Australia
- 30 Books to Read Before You're Three
Source: https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/emergentliteracy/Pages/exploringandcreatingtexts.aspx
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