Working in a Reggio Inspired Preschool presents ongoing work which is crafted around collaboration, collective capacity for improvement, and deep learning.  In addition to that, we strive to incorporate an interweaving of the disciplines in an attempt to fight against isolated skills approach to learning.  The NCLE report lists key findings and concludes with an analysis of opportunities for educators and systems to move forward.  Read the report and let me know what you think.  How can you work to embrace literacy in all aspects of school life?

NCLE Report: Remodeling Literacy Learning | Literacy in Learning Exchange.





This research summary focuses on the practice of oral storytelling, which has been

shown to enhance emergent literacy and language development in young children. A

thorough review of the literature revealed the need for parents and other adult

caregivers to gain awareness of multi-faceted approaches to emergent literacy.

Specifically, it is important to grasp that a love for literacy develops through

experiences with adult caregivers. In fact, oral storytelling appears to be just as

important as reading to children when discussing potential keys to emergent literacy.

Oral storytelling is a contributor to emergent literacy and assists children in

becoming motivated to approach literacy.

What does that have to do with your practice in a Preschool or Childcare setting?  How can you use the research to further your work with young children?

I met Stephanie Jones from UGA on a Literacy Study Tour to Reggio Emilia, Italy. Inspired by her passion for children and change in education, I checked out her blog.  I encourage you to do the same!

The Teaching Georgia Writing Collective – check it out!.



“Today, we have a great deal of scientific evidence on the language and literacy development of infants. Much of it reinforces our intuition to engage children through relationships and to impart knowledge through intense interaction. Yet, the evidence also strongly suggests that there is much more we can do as parents and teachers to build stronger language and literacy skills in young children.
There is a science to early language and literacy development. We can better prepare children for later school achievement by taking what we know and making it an intentional and integral part of early childhood education—particularly among at-risk children and families.” From Crib to Classroom

Click on the link to download.  This might be a great conversation starter for professional development.  Your thoughts?



From Crib to Classroom: Developing Language and Skills for Reading | Invest in US.


As adults read or tell stories to children, their facial expressions and intonation create a visual and auditory connection to the emotions being represented.  Researchers have emphasized that children’s social/emotional and cognitive skills are interrelated and develop within responsive and caring environments. (Shonkoff & Phillips 2000)









Susan MacKay, from the Opal School has a wonderful blog.  After spending time with her in Reggio Emilia, I began following her.  See what you think.  Do you agree that story is a powerful way to gain insight to ourselves and those we encounter each day?  If so, how can you, in your practice, embrace “story”?  How can you use “story” to make visible to parents and the community the learning that is occurring within your schools?  Could you share stories with parents on a story night?  What about sending stories into the local newspapers?  Could you self publish classroom compilations?


Playful Literacy

At Opal School, we have spent years asking ourselves– What is the relationship between play and language? In Reggio Emilia a decade ago I heard Jerome Bruner state that we learn the syntax of our language to tell stories. I’m sure we are born driven to do this: to connect, express, relate, inquire, research, discover, explore. I’m sure this is true no matter what circumstance we happen to be born within. I’m sure that as joyfully and naturally as we learn to speak our stories we can be supported to write them down, and to desire to read the stories of others. And I’m sure that school can be a particularly rich place for these things to happen. Because at school we get to encounter the stories we might otherwise never know.

Maybe these are the stories of distant authors that a teacher we wouldn’t otherwise know brings to share. And maybe these are stories of the others in the room, from the neighborhood or from across town, who bring with them experiences we wouldn’t otherwise know. And as they share, and as we share, we get to know more about our own selves. How are our own experiences, and our ideas about those experiences special, unique, interesting, original? And do I have the language I need to get it right? The more clearly you show me how well you see me, the better I know who I am.

This is literacy. And it happens through play.


Playful Literacy – Opal School Blog.