FRIENDLY ATMOSPHERE TO PROMOTE YOUNG CHILDREN EMERGENT LITERACY TO START TO LIKE READING

Abstract

Early Childhood Education is considered to be the most critical level for social (relationship to others), emotional (self-image and security), cognitive (thinking and reasoning) and physical development of children. Therefore, the teachers and parents of early years need to play a significant role in the teaching and learning process through providing a child friendly environment in their schools and homes. The study employed a case study approach in which the information was gathered through documents analysis. The document analysis was taken from analyzing any relevant references related to early childhood education and curriculum. This study explored the significant of environment created in schools and homes and how people in the environment can promote child wellbeing in their emergent literacy. The results of the study revealed that (1) Institutional supports, especially from teachers as the main caregivers at schools in creating friendly atmosphere can promote children emergent literacy. (2) Parents (adults) supports through setting up routines at home also has significant role in promoting emergent literacy for young children. (3) Schools and home literacy activities and printed environment can be the best atmosphere to promote young children emergent literacy. The contribution of this study is that institutional and home have significant role in providing a friendly environment for the child wellbeing in their emergent literacy.