PRAESA conducts qualitative early literacy research in diverse multilingual settings to help understand how to ensure that young children experience a positive literacy learning trajectory in early childhood.
In 2018, we are researching:
- The nature of practitioner mentoring and support in a small informal creche to allow a sustained story and imaginative play focused curriculum to develop with a group of 3-and-4-year-olds.
- The ways this provides the conditions in which young children from economically poor backgrounds start to become engaged and powerful emergent readers and writers.
- Indications of early literacy progress.