A matter of definitions seem to be always tricky because of the fact that several words or even lines cannot give a whole picture of a particular notion. Numerous existing definitions to one and the same notion can definitely prove that creating the one is by fat not an easy task, as one idea or notion may involve different approaches to it. The definition of reading is not exclusion. Because of diversity of reading materials, its roles, function and purposes, providing an exact definition of reading is truly challenging experience. Having listened to my heart and feelings, I would definitely say that reading is the dimension to other worlds and the reader's greatest source of inspiration, information or, eventually, relaxation. The more rational part of me, though, wouldn’t appreciate such explanation. Thus the more argumentative and solid one would sound in the following way: “Reading is a process whose main outcome is to transmit certain information and knowledge, an activity which develops reader's skills and reveals the capacities to comprehend, analyze, think critically, imagine, predict and dream.”
Within my reading philosophy, based the central ideas that reading is an opportunity to find oneself in another dimensions or worlds, as well as to reveal one's own potential in different skills and spheres, the most important in reading activities would be to make them inspiring and interesting for children. As speaking, reading and writing skills are learned together in the early years (Texas Education Agency, n.p.), teaching activities should also be integrated. “Early learning and development are multidimensional. Developmental domains are highly interrelated.” (Illinois State Board of Education 16) – states Illinois State Board of Education. Making reading activities interactive and inquisitive will ensure that children will “exhibit a range of skills and competencies in any domain of development.” (Illinois State Board of Education 16).
However, success could be unlikely achieved without a systematic, well-structured approach. That is why this course was particularly relevant and helpful for me: it provided me with deeper insights into the emergent literacy and a broader amount of teaching tools. I particularly appreciate “Illinois Early Learning and Development Standards”, as it equipped me with a wide range of approaches to teaching, proposed a checklist for children’s development and a curriculum, advised how to deal with challenging situations, and indicated main growth patterns. Following these main guidelines, as well as those which were obtained during the course, I believe that such emergent literary perspective make my activities for early learners highly efficient.
Works Cited
Illinois State Board of Education. Illinois Early Learning and Development Standards. Springfield, IL:
Illinois State Board of Education. 2003. Print.
Texas Education Agency. Writing and Spelling Ideas to Use with Kids. n.d. Web. 21 Aug. 2016
