What are approximations in the context of early literacy?

In the context of early literacy, approximations refer to the educated guesses or attempts by children to understand and use written language based on their prior knowledge and experiences. These approximations demonstrate a child's developing literacy skills as they begin to make sense of the forms and functions of writing, even if their attempts are not fully accurate. This process is particularly important for young learners as it encourages them to explore, experiment, and take risks in their writing and reading, building a foundation for more formal literacy skills in the future.

Children often use approximations as a way to express their thoughts and ideas while they are still learning the conventions of written language. For instance, a child may spell a word phonetically based on how it sounds to them or might write a sentence using a combination of real words and made-up words. This reflects their current understanding and is an essential part of their literacy development, as it shows their active engagement in the learning process and their attempts to communicate effectively. Engaging with children’s approximations provides educators with insight into their thinking and learning progress, allowing for targeted support and instruction.