Page 92 - Reading Nest - The Supportive Literacy Environment Handbook

When a child makes letter-like scribblings on paper, it is the teacher’s role to notice,

recognise and acknowledge them thus making the child feel successful and encouraged to
try again. Fairly young children are able to scribble something like I, O, M or N. When a

young writer is allowed to use a keyboard, the outcome is fairly readable, though does not
resemble any familiar language. By chance it might include existing words too. These could

be for instance highlighted and the child will be proud for correctly spelling e.g. ‘fish’.

It is important to set an example in reading and writing outside the nest as well.
Every time the teacher writes something or notes down children’s queries or comments, they

might inquire what was written and this is an opportunity to read out and further discuss the
topic. Discussing documentation with children and in front of them helps both parties to

recall where they got to in the studying process. For example the teacher checks the notes

and says, “Last time you had a question how animals know when to fall asleep for winter”
and the discussion continues from there.

Laste mõtteid võib esialgu kirja panna õpetaja. Fotol Tartu Terakese lasteaia Rõõmuterakese rühma laste lume ja
värvidega katsetamise refleksioon. Foto: õpetaja Jaana Koger.