PRAESA has a holistic, meaning-based approach to language and early literacy teaching that we have named Storyplay.

Key research assumptions that underpin Storyplay are:

  • Adults are the interactive reading and writing role models who inspire and motivate babies and children’s interest in and exploration of oral and written language.
  • Young children become emergent talkers, readers, writers and imaginative thinkers when their experiences with language and print are regular and personally meaningful.
  • Young children learn language joyfully and effectively with regular opportunities to listen to stimulating, playful language input from adults and children, to be listened to as they express their own thoughts and views, and to compose their own stories.
  • Young children learn language in holistic ways: they integrate listening, talking, reading and writing.
  • Young children use stories and play to drive their learning; so these are the basis for an appropriate early literacy pedagogy and curriculum.

PRAESA helps to transform ways for adults to approach and facilitate young children’s biliteracy learning experiences in community and school settings. This work involves:

  • Advocating for the democratic right of all young children to appropriate and enriched early-literacy-related experiences and access to a wide variety of literature in languages they use and understand.
  • Providing early biliteracy training and mentoring at different levels of informal and formal education systems through Storyplay.
  • Undertaking literacy research and development in early childhood settings (birth to age 6).
  • Encouraging the creation of appropriate-quality Storyplay in Action sites.
  • Sharing multi-modal insights and examples of early literacy in action.

 

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