Literacy in early childhood - adult guided learning?

Intentional teachers should plan adult-guided learning activities to enable children to learn systems of knowledge, which they can't develop on their own, as suggested by Epstein. In a video titled "supporting early writers", posted by the National Quality Standard Professional Learning Program of Australia, a teacher carried out a guided activity to support children's learning in writing letters of the alphabet. In the video, she diligently wrote down what a child said, put the paper aside and moved on to the next child. She looked stressed as several children were queuing up for their turn.

I think the teacher's planning is informed by the notion of literacy as social practice. She  could be demonstrating how to put words into print. However, she could have stated the obvious, talking with the children about what we say can be written down in words, so everyone can read it, and the message is recorded and will last for a long time. So, if Mum and Dad read the writing, they will know what happen in the kindergarten and so on. As such, the activity will be more meaningful. Writing a letter, a card, a story or a sign is meaningful.

Also, the teacher could have supported the learning of literacy skills and knowledge by describing how to form the letters, for instance, letter "t" is a tall stick and a little line across. When spelling a word, the teacher could model the way to sound the word out or invite the child to try. Depending on the capabilities of the child, the teacher could encourage the child to listen for the beginning sound of a word. Of course, don't overdo it. I've made a silly mistake by asking a child to work out how to spell ninja, after we have done a few words. He walked away leaving this comment: "you figure it out yourself, you are a teacher!"

The key to adult guided learning is responsive and reciprocal relationship, as the teacher applies her knowledge of the child to engage and involve him in his learning. The teacher should listen to and talk with the child patiently, slowing down and affirming the child that his idea is so important that it worths to be written down. After writing, read it back to the child to confirm what he wants to say is correctly recorded. True, time could be a hurdle, but learning activities should not be designed as an one off experience. If it is impossible to cover everyone on this occasion, find another time and do it again.

Most importantly, the child should not feel the need to please the teacher by doing what is told. The child is central to all types of learning, adult-guided or child-initiated. The teacher could have acknowledged the funds of knowledge which the child already have, by asking the child whether he would like to write or let the teacher write for him. The child's attempt should be encouraged while the teacher provides the technical support, ranging from how a particular letter looks like to how to spell a word. The teacher in the video wrote down what a child said and moved on as quickly as possible, which only reinforces the child's dependency and becomes inclined to turn to the teacher for help.

Lastly, I feel for the teacher in the video, as it seems she was responsible for a big group at the time. Just hope the management will step up and contribute a better learning environment for the children and an effective teaching condition for the teacher.