EML1501
Assignment 4 PORTFOLIO 2025
Unique number:
Due Date: 30 September 2025
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
The Role of Parents in the Promotion of Emergent Literacy
Parents play a central role in laying the foundation for emergent literacy, which refers
to the early skills, attitudes, and knowledge that support later reading and writing
development. From birth, children are exposed to language through daily interactions
with parents, such as talking, storytelling, singing, and shared book reading. These
activities stimulate vocabulary growth, listening skills, and an understanding of print
awareness. Parents who read aloud, encourage questions, and provide access to
books create a literacy-rich environment that nurtures curiosity about language and
symbols. Such active involvement ensures that children enter formal schooling with
stronger literacy readiness.
Identifying an Emergent Literate Child
A child who is emergent literate shows observable behaviours that reflect growing
awareness of language and print. These include pretending to read, recognising
familiar logos, scribbling or drawing to represent words, and showing interest in
books. Emergent literate children also demonstrate phonological awareness, such as
recognising rhymes or beginning sounds in words. Parents and teachers can notice
these behaviours during play or daily routines, which signal the child’s readiness to
develop more formal literacy skills.
The Impact of Family Background on Literacy Development
Family background strongly shapes a child’s literacy development. Children from
homes where parents actively engage in literacy activities are more likely to build
rich vocabularies and stronger language comprehension. Socio-economic factors
also play a role, as access to books, educational resources, and time for reading can
differ greatly between households. Cultural practices, parental education levels, and
attitudes towards reading influence how literacy is valued at home. For example, a
family that shares bedtime stories or encourages conversations provides more
opportunities for literacy growth compared to households with limited exposure to
reading materials.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 2
Three Theories of Play Highlighted by Wood (2009)
Wood (2009:9) identifies three main theories of play that inform how teachers use it
in the classroom.
1. Piaget’s Cognitive-Developmental Theory – Piaget viewed play as a way
for children to explore and make sense of their environment. Through
activities such as symbolic play and make-believe, children develop problem-
solving skills and practice language structures.
2. Vygotsky’s Sociocultural Theory – Vygotsky emphasised the social aspect
of play, seeing it as a space where children learn through interaction with
peers and adults. In this zone of proximal development, play encourages
language growth and cooperative communication.
3. Parten’s Social Theory of Play – Parten focused on the social stages of
play, such as solitary, parallel, and cooperative play. As children move
towards cooperative play, they use more complex language to negotiate,
share ideas, and solve conflicts.
The Role of Play in Language Learning
1. Play provides a natural and meaningful context for children to use and
practise new words.
2. It encourages conversation between peers and adults, strengthening
communication.
3. Role play introduces narrative skills, such as sequencing events and building
stories.
4. Play supports listening skills as children follow rules and respond to others.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 4 PORTFOLIO 2025
Unique number:
Due Date: 30 September 2025
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
The Role of Parents in the Promotion of Emergent Literacy
Parents play a central role in laying the foundation for emergent literacy, which refers
to the early skills, attitudes, and knowledge that support later reading and writing
development. From birth, children are exposed to language through daily interactions
with parents, such as talking, storytelling, singing, and shared book reading. These
activities stimulate vocabulary growth, listening skills, and an understanding of print
awareness. Parents who read aloud, encourage questions, and provide access to
books create a literacy-rich environment that nurtures curiosity about language and
symbols. Such active involvement ensures that children enter formal schooling with
stronger literacy readiness.
Identifying an Emergent Literate Child
A child who is emergent literate shows observable behaviours that reflect growing
awareness of language and print. These include pretending to read, recognising
familiar logos, scribbling or drawing to represent words, and showing interest in
books. Emergent literate children also demonstrate phonological awareness, such as
recognising rhymes or beginning sounds in words. Parents and teachers can notice
these behaviours during play or daily routines, which signal the child’s readiness to
develop more formal literacy skills.
The Impact of Family Background on Literacy Development
Family background strongly shapes a child’s literacy development. Children from
homes where parents actively engage in literacy activities are more likely to build
rich vocabularies and stronger language comprehension. Socio-economic factors
also play a role, as access to books, educational resources, and time for reading can
differ greatly between households. Cultural practices, parental education levels, and
attitudes towards reading influence how literacy is valued at home. For example, a
family that shares bedtime stories or encourages conversations provides more
opportunities for literacy growth compared to households with limited exposure to
reading materials.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 2
Three Theories of Play Highlighted by Wood (2009)
Wood (2009:9) identifies three main theories of play that inform how teachers use it
in the classroom.
1. Piaget’s Cognitive-Developmental Theory – Piaget viewed play as a way
for children to explore and make sense of their environment. Through
activities such as symbolic play and make-believe, children develop problem-
solving skills and practice language structures.
2. Vygotsky’s Sociocultural Theory – Vygotsky emphasised the social aspect
of play, seeing it as a space where children learn through interaction with
peers and adults. In this zone of proximal development, play encourages
language growth and cooperative communication.
3. Parten’s Social Theory of Play – Parten focused on the social stages of
play, such as solitary, parallel, and cooperative play. As children move
towards cooperative play, they use more complex language to negotiate,
share ideas, and solve conflicts.
The Role of Play in Language Learning
1. Play provides a natural and meaningful context for children to use and
practise new words.
2. It encourages conversation between peers and adults, strengthening
communication.
3. Role play introduces narrative skills, such as sequencing events and building
stories.
4. Play supports listening skills as children follow rules and respond to others.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
