{"id":2773,"date":"2021-10-06T16:51:12","date_gmt":"2021-10-06T15:51:12","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/?page_id=120"},"modified":"2026-03-31T15:19:44","modified_gmt":"2026-03-31T14:19:44","slug":"emerging-literacy-concepts-of-print","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/emerging-literacy-concepts-of-print\/","title":{"rendered":"Emerging Literacy &amp; English &#8211; Concepts of Print"},"content":{"rendered":"<section id=\"builder-section-text_11\" class=\"builder-section-first builder-section builder-section-text builder-section-next-text builder-section-full-width builder-text-columns-2 layout-9\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_11-column-1\">\n<div class=\"builder-text-content\">\n<h1><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-17252 alignleft\" src=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/11\/24141652\/Curriculum-icon-300x300.png\" alt=\"\" width=\"50\" height=\"50\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/11\/24141652\/Curriculum-icon-300x300.png 300w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/11\/24141652\/Curriculum-icon.png 756w\" sizes=\"auto, (max-width: 50px) 100vw, 50px\" \/><\/h1>\n<h1><span style=\"color: #003300;\"><a style=\"color: #003300;\" href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/emerging-literacy-and-english\/\" target=\"_blank\" rel=\"noopener\">Emerging Literacy &amp; English<\/a><\/span><\/h1>\n<h5><span style=\"color: #003300;\">Concepts of Print, Pre-Reading &amp; Emerging Writing<\/span><\/h5>\n<p><span style=\"color: #ff6600;\"><strong><a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/emerging-literacy-concepts-of-print-resources-and-collated-guidance-pages\/\"><span style=\"color: #ff6600;\">Resources<\/span><\/a> <\/strong><strong><span class=\"ttfmake-icon mceNonEditable fas\">\uf0ad<\/span><\/strong><\/span><\/p>\n<h3>\u00a0<\/h3>\n<h3>What is it?<\/h3>\n<p>Concepts of print are the skills, knowledge and understanding that children need to develop pre-reading and pre-writing skills.\u00a0 They need to know how to use and handle books, make-marks that convey meaning to create their own texts (emergent writing), and use and enjoy texts for information and pleasure.<\/p>\n<p><cite>&#8220;Emergent writing is children&#8217;s earliest attempt at written communication.\u00a0 In its earliest stages, writing looks like scribbling and drawing and eventually begins to include letters of the alphabet, invented spelling, conventional spelling, and basic grammar.&#8221;<\/cite><\/p>\n<p>(<a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/video\/emergent-writing\" target=\"_blank\" rel=\"noopener\">Emergent Writing<\/a>, Early Childhood Learning and Knowledge Centre, 2021)<\/p>\n<h3>\u00a0<\/h3>\n<h3>Key messages:<\/h3>\n<ul>\n<li>Practitioners must complete SBC Early Years Emerging Literacy training packages 1-4, and then use these sessions to support whole setting professional dialogue to evaluate current provision, develop practice and improve outcomes for all children.<\/li>\n<li>Practitioners use Scottish Borders Council Developmental Overviews and Literacy Trackers to identify and plan for the developmental stage of children&#8217;s pre-writing skills (see tabs at the bottom of this page).<\/li>\n<li>Knowledgeable practitioners share, value, understand and support the developmental progression or stages of reading and writing (<a href=\"https:\/\/highlandliteracy.com\/concepts-of-print-in-early-learning-and-childcare\/\" target=\"_blank\" rel=\"noopener\"><strong>Concepts of Print in Early Learning and Childcare<\/strong><\/a>, Highland Literacy).<\/li>\n<\/ul>\n<p>This is inclusive of:<\/p>\n<ul>\n<li>Observing<\/li>\n<li>Interacting<\/li>\n<li>Planning<\/li>\n<li>Provision of opportunities<\/li>\n<\/ul>\n<ul>\n<li>Practitioners plan rich, daily, developmentally appropriate and progressive opportunities for:\n<ul>\n<li>Phonological awareness and vocabulary development (underpinning reading skills)<\/li>\n<li>Mark making and <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/emerging-literacy-pre-writing\/\" rel=\"noopener\"><strong>pre-writing skills<\/strong><\/a> (underpinning emergent writing skills) both indoors and out<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>The continuous provision provides engaging, exciting and stimulating opportunities for creative pre-reading and emergent writing across all\u00a0spaces,\u00a0indoors\u00a0and\u00a0out.<\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_11-column-2\">\n<div class=\"builder-text-content\">\n<h4>\u00a0<\/h4>\n<h4 style=\"text-align: right;\">\u00a0<\/h4>\n<h4 style=\"text-align: right;\">\u00a0<\/h4>\n<p style=\"text-align: right;\"><strong>SBC Early Years BITESIZE training video Concepts of Print:<\/strong><\/p>\n<div class=\"jetpack-video-wrapper\">\n<div class=\"ttfmake-embed-wrapper aligncenter\" style=\"max-width: 960px;\"><iframe loading=\"lazy\" title=\"Emerging Literacy Concepts of Print - BITESIZE ELC\" width=\"960\" height=\"540\" src=\"https:\/\/www.youtube.com\/embed\/48IJ8y4b7lM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/div>\n<\/div>\n<p style=\"text-align: right;\">Follow link for <a href=\"https:\/\/blogs.glowscotland.org.uk\/na\/public\/familylearning\/uploads\/sites\/19196\/2021\/02\/05161701\/A-list-of-Acronyms-used-in-Scottish-Education-.pdf\" target=\"_blank\" rel=\"noopener\">acronyms<\/a>\u00a0used in presentations<\/p>\n<p style=\"text-align: right;\"><strong>No supporting materials<\/strong><\/p>\n<p style=\"text-align: right;\"><strong>To see all the SBC Early Years training videos visit:<\/strong><\/p>\n<p style=\"text-align: right;\"><a href=\"https:\/\/www.youtube.com\/playlist?list=PL81E7n3TgROMjNI0UcoSxZ9I0aUZ6hsSC\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-15426 alignright\" src=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2023\/12\/12105550\/SBC-Early-Years-Training-packages-logo-FINAL-1-1024x989.png\" alt=\"\" width=\"200\" height=\"193\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2023\/12\/12105550\/SBC-Early-Years-Training-packages-logo-FINAL-1-1024x989.png 1024w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2023\/12\/12105550\/SBC-Early-Years-Training-packages-logo-FINAL-1-300x290.png 300w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2023\/12\/12105550\/SBC-Early-Years-Training-packages-logo-FINAL-1-768x741.png 768w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2023\/12\/12105550\/SBC-Early-Years-Training-packages-logo-FINAL-1.png 1071w\" sizes=\"auto, (max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<section id=\"builder-section-text_32\" class=\"builder-section-prev-text builder-section builder-section-text builder-section-last builder-section-full-width builder-text-columns-1\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_32-column-1\">\n<div class=\"builder-text-content\">\n<h3>Ways we can do this:<\/h3>\n<p>Knowledgeable practitioners share, understand, value and support the developmental progression of stages of writing.\u00a0 This is inclusive of:<\/p>\n<p><strong>Observing:\u00a0\u00a0<\/strong>Practitioners understand what may be observed, in a progressive way, about the development of reading engagement and skills.<\/p>\n<p><a href=\"https:\/\/highlandliteracy.files.wordpress.com\/2015\/08\/concepts-of-print-aug15draft.pdf\" target=\"_blank\" rel=\"noopener\">Highland Literacy, Concepts of Print<\/a> can provide additional information regarding this.<\/p>\n<p><strong>Interacting:\u00a0\u00a0<\/strong>Practitioners model a &#8216;love of reading&#8217;.\u00a0 They read with passion and expression, modelling how to care for books and sharing experiences with the children.<\/p>\n<p>Practitioners discretely model book elements and reading skills as they interact in 1:1 and small, planned, <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/intentional-planning\/\" rel=\"noopener\">intentional<\/a> and <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/responsive-planning\/\" rel=\"noopener\">responsive<\/a> sessions.<\/p>\n<p><cite>&#8220;Oh, this is one of my favourite authors (or illustrators)\u2026&#8221;.<\/cite><\/p>\n<p><cite>&#8220;I love how this character, scene, or storyline&#8230;&#8221;.<\/cite><\/p>\n<p><cite>&#8220;The text in this book is really interesting; see how it\u2026&#8221;.<\/cite><\/p>\n<p><cite>&#8220;Hmmm, I keep losing my place.\u00a0 I&#8217;m going to follow the words with my finger.&#8221;<\/cite><\/p>\n<p><strong>Planning:\u00a0 <\/strong>As above, book elements and reading skills should also be incorporated into intentional promotion and responsive planning.<\/p>\n<p>Scottish Borders Council Developmental Overviews and Literacy Trackers are kept current and used to identify any shared gaps in learning.\u00a0 These gaps are targeted through the intentional promotion and individual lines of development using the children&#8217;s interests and dispositions to engage them further.<\/p>\n<p><strong>Provision of opportunities:\u00a0 <\/strong>Practitioners create developmentally appropriate and progressive opportunities for developing phonological awareness and vocabulary development which underpins reading skills.<\/p>\n<p>See\u00a0<a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/emerging-literacy-oral-language-phonological-awareness\/\" rel=\"noopener\"><strong>Oral Language and Phonological Awareness<\/strong><\/a>\/Listening and Talking for additional information.<\/p>\n<p>A designated &#8216;Book Nook&#8217; or story sharing space in a quiet area is inviting has a well-considered selection of &#8216;levelled&#8217; books with visible front covers that are easily accessible.<\/p>\n<p>Well-considered books are available throughout the spaces, both indoors and out.<\/p>\n<p>The &#8216;<a href=\"https:\/\/glowscotland-my.sharepoint.com\/:b:\/g\/personal\/earlylevelportal_glowmail_org_uk\/EcYxwbdIinpEtRAcnuCcisgB87EM5IBzJ4TuNhcFSHZU4w?e=C1aSu7\" target=\"_blank\" rel=\"noopener\"><strong>Story of the Week<\/strong><\/a>&#8216; approach explores different elements of the concepts of print and reading skills; for example, over the week, practitioners may:<\/p>\n<ul>\n<li>Tell the story using pictures only.\u00a0 This supports prediction and uses narrative and sequencing language, e.g. first, next, and then.<\/li>\n<li>Focus on book aspects, e.g. the front and back cover, spine, author, illustrator, and directionality while reading the story from start to finish.<\/li>\n<li>Retell the story in different ways, working together to act it out, role-play, use props and puppets.<\/li>\n<li>Share favourites focusing on character, setting, and plot.<\/li>\n<\/ul>\n<p><strong>Provision of developmentally appropriate and rich daily opportunities for reading-related experiences:\u00a0\u00a0<\/strong>Practitioners ensure environmental print supports a calm and inviting space, has meaning for, and is purposefully used with the children.\u00a0 Examples of this may include:<\/p>\n<ul>\n<li>Self-registration<\/li>\n<li>Visual schedules<\/li>\n<li>Snack and lunch menus<\/li>\n<li>Annotated or labelled displays of the children&#8217;s creations and work on a learning wall, <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/learning-journeys\/\">learning journey<\/a> or Floorbook contributions<\/li>\n<li>Risks assessments, e.g. for outdoor spaces, woodwork bench<\/li>\n<li>Real-life labelling of plants and herbs<\/li>\n<li>The use of the packaging within role-play areas alongside a representation of signs and print that may naturally be found in the home, including doormats, word ornaments and signs and wall art.<\/li>\n<\/ul>\n<h4>Learn more about <span class=\"ttfmake-icon mceNonEditable fas\">\uf0a9<\/span> <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/emerging-literacy-oral-language-phonological-awareness\/\" rel=\"noopener\"><strong>Oral Language &amp; Phonological Awareness\/Listening &amp; Talking<\/strong><\/a><\/h4>\n<h4>Learn more about <span class=\"ttfmake-icon mceNonEditable fas\">\uf0a9<\/span> <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/emerging-literacy-pre-writing\/\" rel=\"noopener\"><strong>(Pre-hand) Writing<\/strong><\/a><\/h4>\n<h4>Learn more about <span class=\"ttfmake-icon mceNonEditable fas\">\uf0a9<\/span> <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/emerging-literacy-and-english\/\" rel=\"noopener\"><strong>Emerging Literacy &amp; English<\/strong><\/a><\/h4>\n<h3>\u00a0<\/h3>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"<p>Emerging Literacy &amp; English Concepts of Print, Pre-Reading &amp; Emerging Writing Resources \uf0ad \u00a0 What is it? Concepts of print are the skills, knowledge and understanding that children need to develop pre-reading and pre-writing skills.\u00a0 They need to know how to use and handle books, make-marks that convey meaning to create their own texts (emergent &hellip;<\/p>\n","protected":false},"author":7767,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-2773","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/2773","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/users\/7767"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/comments?post=2773"}],"version-history":[{"count":104,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/2773\/revisions"}],"predecessor-version":[{"id":21085,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/2773\/revisions\/21085"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/media?parent=2773"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}