Abstract
Emergent literacy skills are critical ‘getting ready to read skills’ that children need to develop before they can learn to read. These early literacy skills begin early as young children learn to use verbal and non-verbal communication patterns, including speech and sign language, to express themselves. The aim of this review was to examine previous studies which were conducted on association between beliefs and practices of teachers on emergent literacy between the periods of 1990-2021.The systematic review was conducted using the preferred reporting items for systematic reviews and Meta -Analysis guidelines (2020). The Google Scholar database was used to search the studies conducted between 1990 and 2021 using a combinations of key words related to teacher’s beliefs and practices. Among 100 articles retrieved from Google Scholar databases, 20 met the criteria for present review. Among the most relevant studies 7 were conducted in America ,3 in Australia,2 in China, and each in India, Portugal, UK, Spain, Norway and southern countries . From the review there was correlation between teacher’s beliefs and classroom practices. It is evident from the review that classroom practices have subsequent benefits on language and literacy skills of pre-school children especially from poverty backgrounds.
Keywords
Emergent literacy, Teachers’ Beliefs, Teachers’ Practices, Developmentally Appropriate Practices, Child Centered Beliefs, Child Centered Practices.
Citations
IRE Journals:
Muramutla Usha Rani , Anuradha K
"Beliefs and Practices of Pre-school Teachers towards Emergent Literacy- A Review" Iconic Research And Engineering Journals Volume 6 Issue 4 2022 Page 156-164
IEEE:
Muramutla Usha Rani , Anuradha K
"Beliefs and Practices of Pre-school Teachers towards Emergent Literacy- A Review" Iconic Research And Engineering Journals, 6(4)
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