Emergent literacy practices and policies in the systems with transparent orthography

Abstract

This study aims at defining the similarities and differences related to emergent literacy policies and practices in European transparent orthographic systems. The sample included data from 9 European countries: PISA 2018 Level 3: Estonia, Finland, Slovenia, PISA 2018 Level 2 high score: Croatia, Hungary, Italy, PISA 2018 Level 2 lower score: Greece, Romania, Serbia. ECEC systems were compared based on the following variables: general ECEC framework; increasing participation, inclusion and equity; improving quality of teaching; creating a literature environment. Regarding differences between Level 2 and Level 3 countries, one of the key findings is that the percentage of children participating in ECEC is higher in Level 3 countries, mainly due to the accessibility of ECEC services and the low number of children per ECEC teacher. Estonia and Finland have the most elaborate model of transition programmes between preschool and schools. Speech therapy or another language/ communication support is available more in Level 3 countries than Level 2 countries. ECEC teachers in Level 3 countries have more hours invested in professional development than Level 2 countries. However, several areas should be improved in Level 2 and Level 3 countries, especially for Increasing participation, inclusion and equity. The main difference is observed at the level of systemic support of the programmes for creating a literature environment at the national level. In Level 3 countries, government plays a substantial role in creating a cultural environment for emergent literacy development and continuous financial support.