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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:

  1. 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.
  2. The ways this provides the conditions in which young children from economically poor backgrounds start to become engaged and powerful emergent readers and writers.
  3. Indications of early literacy progress.

 

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