Feel like teaching literacy is the domain of an elite few?

Think again. At Literacy Adventure, we’re committed to making literacy accessible.

The philosophy behind Literacy Adventure has been to build on the foundational work of Barbara Brann. The intention is to promote a practical and logical process through which the underpinning skills for literacy are taught in ways that make sense for children and their teachers.

Implementing this has meant challenging many of the prevailing literacy myths we’ve come to accept as true.

Teachers already have everything they need to teach literacy skills in the early years of formal schooling.

Not true. More than ever, classroom teachers are pressured to deliver programs that teach literacy in the prep to year three teaching environment within very prescriptive parameters. What’s more, this means children miss out, often leapfrogging the very skills and learning that informs the development of effective handwriting. Using ‘Casey the Caterpillar Handwriting Process’ and ‘Barbara Brann’s Building Blocks to Literacy Framework’, we firstly teach teachers ‘why’ developing the underpinning literacy skills is so crucial for successful literacy outcomes. Understanding the ‘why’ and experiencing ‘how’ to practically develop skills for children empowers them to teach with wisdom.

Children just need to sit at a desk and copy from a board because it’s the best way to learn how to write.

Also not true. The accelerating drive by parents and schools to focus on performance has led to play-based learning in the early childhood environment falling from favour; so much so, that we expect children in prep to be sufficiently cognitively developed to sit at a desk and copy letters from a board well before they have the skills to even hold a pencil correctly or draw shapes that resemble letters.

The fact is, there are approximately 400 skills a child must develop before they’re able to write and read with competence and confidence and the majority of these are developed while doing seemingly unrelated play activities like role playing, painting, cutting, messing around with water,  scribbling and participating in music and movement.  When we work with teachers, we show them how these 400 skills are developed, how they can teach them, and in doing so, how they can show children how to develop a love of writing.

Schools know best what works in terms of teaching literacy.

Definitely not. We find that many literacy leaders and key decision makers in schools feel confused about how to invest their funding to realise the best literacy results for their students. Many people in these roles are unfamiliar with the pivotal role early childhood literacy skills have on long term outcomes, and ultimately, a school’s performance in the arena of literacy. With our understanding of how these two ends of the spectrum connect, we’re able to help schools identify what they need and help them implement it following an ongoing schedule of work.

Parents need to stay out of the way, because schools and teachers know best.

Nothing could be further from the truth. Parents and carers are entitled to equip themselves with everything they need to give their child the best chance of developing important literacy skills for life. Understanding how the development process works, and the skills which arise through that process, is not something which should be the exclusive domain of a few. Rather, we believe this information should be widely accessible, including to parents and carers, who want to know how they can positively influence their child’s literacy adventure. The resources available through our website are an excellent starting point for educating and creating awareness, and if you have any questions, we welcome direct contact.

Still confused about where to start?
Why not start by chatting to Danielle.

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