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Started in the 1700s advances were being made in literature, Rousseau, Pestalozzi, and Froebel all greatly influenced this process by providing developmental theories to guide children to become successful learn, readers, and writers. Emergent Literacy began to rise, which was the belief that children must create their own reading, writing, and speaking to successfully acquire knowledge. -
Rousseau was a philosopher in the 1700s (1712-1778) who believed that a child's early education should be natural. He stated children learn with freedom and curiosity. -
Pestalozzi (1746-1827) believed in natural learning but with another dimension. He thought it is necessary for teachers to create a reading process to grow, by developing principles for learning that combined natural elements with informal instruction. -
Froebel (1782-1852) believed in natural learning and followed in Pestalozzi's footsteps. He stressed the importance of play in a planned environment for child development and was the first educator to design a systematic curriculum fro young learners. -
Constructivism can be traced all the way back to Rousseau's ideals but was significantly worked on along with the whole language between the 1900s and 1980s. -
In the 1930s and 1940s, standardized tests were developed to indicate whether a child was old enough to learn to read. These tests became popular as they listed the four skills needed to read, and encouraged teachers to focus nurture children's maturation to prepare them for reading. -
Montessori (1965) believed that children needed early systematic training to master a skill. She is known for her view on senses and systems. Not only did she believe in order but she believed children learn best in a hands-on environment, that utilizes all senses and where they have the freedom to make and correct their mistakes, -
Dewey's 1966 philosophy led to the child-centered curriculum concept, otherwise known as progressive education. He believed that children learn through play and real-life settings built around their interests. -
Piaget's 1969 Theory of development describes the intellectual capabilities of children at different stages of development. He believed in four stages of cognitive development, by which children learn from interacting with the world. Which has lead to natural problem solving and assimilation. -
Between the 1960s and 1980s, researchers investigated the development of literacy, which brought many changes to our practices. Research from diverse settings was conducted to study the cognitive development of children. -
Vygotsky developed the schema acquisition theory in 1978, which suggest learning takes place as children acquiring new concept. When children interact with one another and acquire feedback, concepts are acquired. He believes that children learn through internalizing activities and the language of others in the outside world. -
During the mid-1980s and early 1990s, whole language instruction became controversial as the test scores for reading were not high enough. Many misinterpreted this philosophy and thought it meant whole group learning when indeed it advocated for small groups to better focus on children's needs and using phonics to break down the learning process and make learning easier. -
It was made apparent that there was no one method to teach children reading, but a balance of a careful selection of theories and successful practices that have been researched. -
This panel was formed at the request of congress to assess effective strategies to teach reading. -
Money from the federal government went to funding this act along with reading first grants. -
The work started in 2007, but many states have written their own version of standards -
Know letters and sounds, Phonological awareness, rapid naming of letters and numbers, can write their name and letters, remember what was said to them for a while, and produce or comprehend spoken language -
Act 284 was created to address literacy performance in South Carolina and place a comprehensive system of support. 284 provides a strong assessment and intervention system.