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Question: CASE STUDY 1 Three years Themba, who lives in a rural area, is developing his language skills while his parents sell tomatoes on the streets. As he plays nearby, he picks up new words and phrases from customer interactions, such as "how much for the tomatoes?" and "fresh ones today!" Themba parents incorporate storytelling and playful conversations, enriching his vocabulary and encouraging him to express himself. This immersive language environment molds his communication skills and cultural identity. CASE STUDY 2 Thomas, a four-year-old from an urban environment, passionately recounts his preschool experiences with his father on everyday journeys. After being left off at his well-equipped preschool, Thomas participates in a variety of activities, which he enthusiastically describes to his father in the evening. Thomas's father's regular query, "What did you do today?" encourages him to use his emerging language skills to narrate events, describe friends, and read simple letters. This continuous interaction and supportive atmosphere help Thomas improve language skills, literacy, and confidence. CASE STUDY 3 Tshifhiwa, a five-year-old from a rural area in the Vhembe East district, communicates effectively while herding cattle with his parents. When reprimanded for playing with stones before leading the cattle, it likely indicates he is counting or keeping track. This instance illustrates Tshifhiwa's developing language skills, contextual word usage, and problem-solving abilities, influenced by his distinct environment and cultural background. 1.Who of the three children shows evidence of being in the emergent literacy stage? Give reason for your answer. 2.Who of the three children does not show evidence of emergent literacy? Why? 3. In what way do the children's different home backgrounds influence their state?
1. **Evidence of Emergent Literacy Stage:** Thomas shows evidence of being in the emergent literacy stage. This is because he actively engages in recounting preschool experiences, describes friends, and reads simple letters with his father. The regular interaction and questions about his day promote narrative skills, vocabulary growth, and early reading abilities, all of which are key components of emergent literacy. 2. **Lack of Evidence for Emergent Literacy:** Tshifhiwa does not show clear evidence of emergent literacy in the case study. While Tshifhiwa is developing effective communication skills and problem-solving abilities in her unique environment, there is no specific mention of engaging in literacy-related activities such as reading, storytelling, or using printed materials. Her activities are more focused on practical problem-solving and language use related to her environment. 3. **Influence of Home Backgrounds:** The children's home backgrounds strongly influence their language development and states of emergent literacy: - Themba’s environment is rich in conversational and cultural interactions through his parents' street vendor activities, fostering language skills in a practical and expressive manner. Storytelling and playful conversations further aid his verbal development, which is culturally contextual. - Thomas's urban setting provides structured preschool education and literacy opportunities. His home environment supports his learning by encouraging verbal articulation and reading, fostering emergent literacy skills more explicitly. - Tshifhiwa’s rural background in an agricultural setting concentrates on practical communication and problem-solving related to daily activities. While effective language skills are developed, they focus more on spoken interaction and practical applications rather than literacy activities. Each child’s exposure to language varies according to their environment, highlighting the impact of distinct settings on language and literacy development.
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