EYFS Literacy: A Complete Guide with Early Years Activities

EYFS Literacy Activities

Key Takeaways:

  • 3 Core Components: EYFS literacy encompasses language comprehension, word reading, and writing skills, forming the foundation for children’s academic success under the 2025 framework.
  • Literacy Rich Environments: Create literacy-rich environments that integrate storytelling and phonological awareness through play, rather than formal instruction.
  • Practical Activities: Implement story sacks, environmental print walks, and collaborative storytelling to support language development and early writing skills.
  • Internalised Change: The EYFS Framework suggests developing a life-long love of reading through regular reading sessions, diverse books, and meaningful engagement with text in everyday contexts.

Introduction to Literacy in the Early Years Foundation Stage (EYFS)

The Early Years Foundation Stage (EYFS) is a crucial period in a child’s development, encompassing the years from birth to age five. During this time, children undergo rapid growth and learning, laying the foundation for their future educational journey. Literacy, as one of the specific areas of learning in the EYFS framework, plays a pivotal role in this developmental process.

Literacy in the Early Years goes far beyond the conventional understanding of reading and writing. It encompasses a broad spectrum of skills that contribute to a child’s ability to communicate, express themselves, and understand the world around them. The Department for Education (2024) emphasises this comprehensive view in the EYFS Statutory Framework, stating that literacy development involves both language comprehension and word reading, starting from birth.

The importance of literacy in the Early Years cannot be overstated. Research has consistently shown that early literacy skills are strong predictors of later academic success. According to a study by Melhuish et al. (2013), children who enter school with well-developed language and literacy skills are more likely to thrive academically and socially throughout their educational journey.

In the context of the EYFS, literacy is not taught in isolation but is integrated into all aspects of a child’s learning environment. It is fostered through everyday interactions, play-based activities, and structured learning experiences. The EYFS framework encourages practitioners to create rich literacy environments where children are immersed in language, stories, and print in meaningful contexts.

The statutory framework for the EYFS (Department for Education, 2024) outlines three key components of literacy:

  1. Comprehension: Understanding what has been read to them by retelling stories but also introducing their own vocabulary and words. Being able to anticipate key moments in stories and being able to have discussions about stories, non-fiction, rhymes and poems using recently introduced vocabulary.
  2. Reading: This includes both language comprehension and word reading. The framework emphasises that language comprehension begins at birth and develops through adult-child interactions, shared reading experiences, and engagement with rhymes, poems, and songs.
  3. Writing: This involves both transcription (spelling and handwriting) and composition (articulating and structuring ideas in speech before writing).

It’s crucial for Early Years professionals to understand that literacy development in the EYFS is not about formal teaching of reading and writing. Instead, it’s about creating an environment that nurtures children’s natural curiosity about language and print, fostering a love for books and stories, and providing opportunities for children to express themselves through various forms of mark-making and early writing.

As we delve deeper into the topic of literacy in the EYFS, we will explore how these principles can be effectively implemented in early years settings, the specific skills that comprise early literacy, and practical strategies for supporting children’s literacy development.

Download this Article as a PDF

Download this article as a PDF so you can revisit it whenever you want. We’ll email you a download link.

You’ll also get notification of our FREE Early Years TV videos each week and our exclusive special offers.

Free Article Download
Table of contents

Understanding Literacy in EYFS

Definition of Literacy in the Context of Early Years

The Early Years Foundation Stage (EYFS) framework 2024 defines literacy as a crucial area of learning and development for young children. According to the framework, literacy in early years encompasses three primary dimensions: language comprehension, word reading, and writing. The EYFS states that “It is crucial for children to develop a life-long love of reading” (Department for Education [DfE], 2024), emphasizing the importance of fostering a positive relationship with literacy from the earliest stages.

The EYFS Statutory Framework’s Stance on Literacy

The 2024 EYFS framework provides clear guidance on how literacy should be approached in early years settings:

  1. Language Comprehension: The framework emphasizes that language comprehension, which is necessary for both reading and writing, begins at birth. It states that this skill “only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together” (DfE, 2024). This underscores the critical role of adult interaction and engagement in developing children’s literacy skills.
  2. Word Reading: The framework describes word reading as a skill taught later in a child’s development. It involves “both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words” (DfE, 2024). This highlights the importance of phonics instruction and sight word recognition in early literacy development.
  3. Writing: The EYFS framework defines writing as involving two main aspects:
  • Transcription: This includes spelling and handwriting.
  • Composition: This involves “articulating ideas and structuring them in speech, before writing” (DfE, 2024).

The framework emphasizes the interconnected nature of these literacy components, suggesting that they should be developed in tandem rather than in isolation. It also stresses the importance of creating an environment that supports and encourages literacy development across all areas of learning and play.

By focusing on these key aspects of literacy, the EYFS framework aims to provide a comprehensive foundation for children’s literacy development, preparing them for future learning and fostering a lifelong love of reading and writing.

Components of Literacy in EYFS

The Early Years Foundation Stage (EYFS) framework identifies two primary components of literacy: reading and writing. These components are interconnected and develop alongside each other, laying the foundation for a child’s future literacy skills. Let’s explore each of these components in detail.

Reading

Reading in the Early Years is not just about decoding words on a page; it’s about developing a love for books and stories, understanding language, and making sense of the world around us. The EYFS framework (Department for Education [DfE], 2024) breaks down reading into two key aspects:

Language Comprehension

Language comprehension is the cornerstone of literacy development. It begins from birth and is nurtured through rich interactions with adults and exposure to a variety of language experiences. The EYFS framework emphasises that language comprehension “only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together” (DfE, 2024).

To support language comprehension, Early Years professionals should:

  • Engage children in conversations about their experiences and the world around them
  • Read a variety of books with children, including both fiction and non-fiction
  • Introduce new vocabulary in context
  • Encourage children to ask and answer questions about stories
  • Use rhymes, poems, and songs to develop phonological awareness

Word Reading

Word reading is introduced later in the Early Years and involves the skills needed to decode and recognise written words. The EYFS framework describes word reading as involving “both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words” (DfE, 2024).

To support word reading development, practitioners should:

  • Introduce phonics in a systematic way
  • Provide opportunities for children to recognise and read familiar words
  • Use environmental print to support word recognition
  • Encourage children to blend sounds to read words

Writing

Writing in the Early Years is about more than just forming letters; it’s about communicating ideas and understanding that marks on paper carry meaning. The EYFS framework divides writing into two main components:

Transcription

Transcription refers to the physical act of writing and includes both spelling and handwriting. In the Early Years, this begins with mark-making and progresses to forming recognisable letters.

To support transcription skills, Early Years professionals can:

  • Provide a range of mark-making tools and surfaces
  • Encourage children to give meaning to their marks
  • Support the development of fine motor skills through various activities
  • Introduce letter formation in a developmentally appropriate way

Composition

Composition involves “articulating ideas and structuring them in speech, before writing” (DfE, 2024). This emphasises the importance of oral language skills in the development of writing.

To support composition skills, practitioners should:

  • Encourage children to talk about their ideas
  • Model the process of thinking aloud when writing
  • Provide opportunities for children to dictate stories or messages
  • Support children in sequencing ideas and events

By focusing on these components of literacy, Early Years professionals can create a rich, language-filled environment that supports children’s holistic literacy development. Remember, the goal is not just to teach reading and writing skills, but to foster a lifelong love of literacy that will serve children well throughout their educational journey and beyond.

Implementing Literacy in EYFS

Implementing literacy in the Early Years Foundation Stage (EYFS) requires a thoughtful and comprehensive approach that aligns with the framework’s guidance. The EYFS framework (Department for Education [DfE], 2024) emphasises the importance of creating an environment that nurtures children’s literacy development through various activities and interactions. Let’s explore how Early Years professionals can effectively implement literacy in their settings.

Creating a Literacy-Rich Environment

A literacy-rich environment is fundamental to supporting children’s literacy development. This environment should be filled with opportunities for children to engage with language, books, and writing materials. The EYFS framework stresses that language comprehension “only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together” (DfE, 2024).

To create such an environment, consider the following:

  1. Provide a wide range of books: Offer children access to various types of books, including picture books, non-fiction texts, and books that reflect diverse cultures and experiences.
  2. Create cosy reading areas: Design inviting spaces where children can comfortably explore books independently or with adults.
  3. Display print in meaningful ways: Label objects around the room, create word walls, and display children’s own writing and drawings.
  4. Offer writing materials: Make a variety of writing tools and surfaces available throughout the setting, encouraging children to engage in mark-making and early writing.
  5. Integrate literacy into play areas: Include literacy materials in different play areas, such as notepads and pencils in the home corner or signs in the block area.

Developing Language and Communication Skills

The EYFS framework highlights the crucial role of language development in literacy. Early Years professionals should focus on creating numerous opportunities for children to develop their language and communication skills. This can be achieved through:

  1. Engaging in quality conversations: Have meaningful dialogues with children, asking open-ended questions and encouraging them to express their thoughts and ideas.
  2. Introducing new vocabulary: Consciously use and explain new words in context, helping children expand their vocabulary.
  3. Storytelling and shared reading: Regularly read to children, discussing stories and encouraging their participation.
  4. Using songs, rhymes, and poetry: Incorporate these into daily routines to develop phonological awareness and language patterns.
  5. Encouraging peer interactions: Facilitate opportunities for children to communicate with each other, supporting their social language development.

Fostering a Love for Reading

The EYFS framework states that “It is crucial for children to develop a life-long love of reading” (DfE, 2024). To foster this love for reading, Early Years professionals can:

  1. Model enthusiasm for reading: Show children your own enjoyment of books and reading.
  2. Make reading interactive: Use different voices for characters, ask questions about the story, and encourage children to predict what might happen next.
  3. Connect books to children’s interests: Choose books that relate to children’s experiences and interests.
  4. Create reading rituals: Establish regular storytime sessions that children can look forward to.
  5. Involve families: Encourage parents and carers to read with their children at home, providing guidance on how to make reading enjoyable and beneficial.

Encouraging Early Writing Skills

While formal writing instruction is not a focus of the EYFS, encouraging early writing skills is important. The framework defines writing as involving both transcription and composition (DfE, 2024). To support early writing development:

  1. Provide mark-making opportunities: Offer a variety of tools and surfaces for children to experiment with making marks.
  2. Value all forms of mark-making: Recognise and celebrate children’s early attempts at writing, from scribbles to letter-like forms.
  3. Support fine motor development: Offer activities that strengthen hand muscles and improve coordination, such as playdough manipulation or threading beads.
  4. Model writing: Let children see you writing for different purposes, explaining what you’re doing and why.
  5. Encourage writing in play: Integrate writing materials into role-play areas, encouraging children to write as part of their imaginative play.

By implementing these strategies, Early Years professionals can create an environment that nurtures literacy development in line with the EYFS framework’s guidance. Remember, the goal is to make literacy an enjoyable, integrated part of children’s daily experiences, laying the foundation for their future learning and development.

Key Areas of Focus in EYFS Literacy

The Early Years Foundation Stage (EYFS) framework identifies several key areas that are crucial for developing literacy skills in young children. These areas form the foundation upon which later literacy skills are built. Let’s explore each of these key areas in detail, keeping in mind their importance in the holistic development of literacy in Early Years settings.

Phonological Awareness

Phonological awareness is a critical precursor to reading and writing. It involves the ability to recognise and manipulate the sounds in spoken language. The EYFS framework emphasises the importance of developing this skill through various activities.

Phonological awareness includes:

  • Recognising and producing rhymes
  • Identifying and creating alliteration
  • Segmenting words into syllables
  • Identifying initial, final, and medial sounds in words

To support phonological awareness, Early Years practitioners can:

  1. Incorporate rhyming games and songs into daily routines
  2. Read books with rhyming text, encouraging children to predict rhyming words
  3. Play sound games, such as “I Spy” focusing on initial sounds
  4. Use rhythm and clapping to break words into syllables

Remember, the goal is to make these activities fun and engaging, embedding them naturally into the children’s play and daily experiences.

Vocabulary Development

Vocabulary development is crucial for both language comprehension and later reading success. The EYFS framework highlights that language comprehension “only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them” (Department for Education [DfE], 2024).

To support vocabulary development:

  1. Engage children in rich conversations throughout the day
  2. Introduce new words in context, explaining their meanings
  3. Read a variety of books, including non-fiction, to expose children to diverse vocabulary
  4. Encourage children to use new words in their own speech and play

It’s important to remember that vocabulary development is not about rote learning of words, but about understanding and using words in meaningful contexts.

Comprehension Skills

While formal reading comprehension is not a focus in Early Years, the foundations for this skill are laid during this period. The EYFS framework emphasises the importance of children understanding what they hear and, eventually, what they read.

To develop early comprehension skills:

  1. Ask open-ended questions about stories you read together
  2. Encourage children to predict what might happen next in a story
  3. Discuss characters’ feelings and motivations
  4. Make connections between stories and children’s own experiences
  5. Retell stories using props or through dramatic play

These activities help children learn to think deeply about narratives and develop the cognitive skills needed for later reading comprehension.

Fine Motor Skills for Writing

While the EYFS framework does not explicitly mention fine motor skills, they are crucial for the development of writing. The framework does state that writing involves “transcription (spelling and handwriting)” (DfE, 2024), which necessitates well-developed fine motor skills.

To support fine motor skill development:

  1. Provide opportunities for mark-making with various tools (crayons, paintbrushes, chalk)
  2. Offer activities that strengthen hand muscles, such as playdough modelling or threading beads
  3. Encourage the use of tweezers or tongs in sorting activities
  4. Integrate fine motor activities into everyday routines, like zipping coats or pouring drinks

Remember, the goal is not to rush children into formal handwriting, but to build the physical skills they will need when they are developmentally ready to write.

Print awareness involves understanding how print works. This includes recognising that print carries meaning, understanding the directionality of print (left to right, top to bottom in English), and recognising the difference between letters and words.

To develop print awareness:

  1. Point out print in the environment (signs, labels, books)
  2. Run your finger under text as you read to demonstrate directionality
  3. Talk about the parts of a book (cover, title, author)
  4. Encourage children to “read” familiar environmental print (logos, signs)

By focusing on these key areas, Early Years practitioners can create a strong foundation for literacy development. Remember, the EYFS framework emphasises that these skills should be developed through play-based learning and meaningful interactions, not through formal instruction. The goal is to nurture a love for language and literacy that will serve children well throughout their educational journey.

Assessment and Early Learning Goals for Literacy

Assessment in the Early Years Foundation Stage (EYFS) is an ongoing process that helps practitioners understand and support each child’s development. For literacy, assessment is particularly crucial as it informs planning and helps identify areas where children may need additional support. The EYFS framework provides clear guidance on assessment and sets out Early Learning Goals (ELGs) for literacy that children are expected to achieve by the end of the reception year.

Ongoing Assessment

The EYFS framework emphasises the importance of ongoing, formative assessment. This involves observing children as they engage in everyday activities, play, and focused tasks. For literacy, practitioners should be attentive to children’s engagement with books, their mark-making and early writing attempts, and their use of language in various contexts.

The framework states that “Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork” (Department for Education [DfE], 2024). This means that assessment should be a natural part of daily interactions with children, rather than a separate, formal process.

Practitioners should:

  1. Observe children’s interactions with books and print materials
  2. Listen to children’s use of language in different situations
  3. Note children’s attempts at mark-making and writing
  4. Record significant moments in children’s literacy development

These observations should be used to inform planning and to identify any areas where children might need additional support or challenge.

Progress Check at Age Two

While not specific to literacy, the progress check at age two is an important assessment point that can provide insights into a child’s early language development. The EYFS framework requires that “When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas” (DfE, 2024).

For literacy, this check might include observations about a child’s:

  • Interest in books and stories
  • Use of language to communicate
  • Early mark-making attempts
  • Engagement with songs, rhymes, and word play

Early Learning Goals for Literacy

The Early Learning Goals (ELGs) for literacy are set out in the EYFS framework and describe the expectations for children at the end of the reception year. These goals are divided into three areas:

Comprehension

Children at the expected level of development will:

  • “Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary”
  • “Anticipate – where appropriate – key events in stories”
  • “Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play” (DfE, 2024)

Word Reading

Children at the expected level of development will:

  • “Say a sound for each letter in the alphabet and at least 10 digraphs”
  • “Read words consistent with their phonic knowledge by sound-blending”
  • “Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words” (DfE, 2024)

Writing

Children at the expected level of development will:

  • “Write recognisable letters, most of which are correctly formed”
  • “Spell words by identifying sounds in them and representing the sounds with a letter or letters”
  • “Write simple phrases and sentences that can be read by others” (DfE, 2024)

It’s important to note that these goals are not a ceiling for children’s achievement, nor should they be used as a checklist. The EYFS framework emphasises that “The ELGs should not be used as a curriculum or in any way to limit the wide variety of rich experiences that are crucial to child development” (DfE, 2024).

Using Assessment to Support Learning

Assessment in the EYFS should be used to inform planning and to ensure that all children are making progress in their literacy development. When assessing children’s progress towards the ELGs, practitioners should:

  1. Consider the child’s learning and development across all areas of literacy
  2. Use their professional judgement to determine whether the child is meeting the expected levels of development
  3. Consider the child’s overall progress, rather than focusing on isolated skills
  4. Engage with parents and carers to gain a holistic view of the child’s development

Remember, the goal of assessment in the Early Years is not to label children or to push them towards formal learning too soon. Instead, it’s about understanding each child’s unique developmental journey and providing the support and experiences they need to progress in their literacy development.

Read our in-depth article on Early Learning Goals (ELGs) here.

Activities to Promote Literacy in EYFS

Promoting literacy in the Early Years Foundation Stage (EYFS) involves creating a rich, language-filled environment and providing engaging activities that support children’s developing skills. The EYFS framework emphasises that “It is crucial for children to develop a life-long love of reading” (Department for Education [DfE], 2024). With this in mind, let’s explore a range of activities that can help foster literacy skills in young children.

Reading Activities

Reading activities form the cornerstone of literacy development in the Early Years. These activities should go beyond simply reading aloud to children; they should actively engage children with stories and texts in meaningful ways.

One effective approach is interactive storytelling. This involves reading a story to children while encouraging their participation. For example, when reading “We’re Going on a Bear Hunt” by Michael Rosen, you might pause at key moments to ask children what they think will happen next, or invite them to join in with repetitive phrases. This not only makes the story more engaging but also supports children’s comprehension skills.

Another valuable activity is creating story sacks. A story sack typically contains a book along with props and toys related to the story. For instance, a story sack for “The Very Hungry Caterpillar” by Eric Carle might include a toy caterpillar, felt fruits, and a butterfly puppet. Children can use these props to retell the story in their own words, supporting both their language development and their understanding of narrative structure.

Environmental print walks can also be highly effective. Take children on a walk around the setting or local area, pointing out and discussing signs, logos, and other examples of print in the environment. This helps children understand that print carries meaning and is used for various purposes in everyday life.

Writing Activities

While formal writing instruction is not a focus of the EYFS, providing opportunities for mark-making and early writing is crucial. The framework states that writing involves “transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing)” (DfE, 2024).

One engaging activity is to create a writing area in your setting. Stock this area with a variety of writing tools (crayons, markers, pencils) and writing surfaces (paper, whiteboards, chalkboards). Include alphabet charts, name cards, and examples of environmental print to support children’s early attempts at writing.

Encourage writing in play scenarios. For example, in a role-play café, provide menus, order pads, and receipts. This allows children to engage in purposeful writing as part of their imaginative play.

Another effective activity is collaborative story creation. Sit with a small group of children and invite them to tell a story together. As they speak, write down their words, showing them how their spoken ideas become written text. This supports children’s understanding of the connection between spoken and written language.

Language and Communication Activities

Language and communication form the foundation of literacy skills. The EYFS framework emphasises that language comprehension “only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together” (DfE, 2024).

One effective activity is to create a ‘word of the week’ focus. Choose a new, interesting word each week and incorporate it into discussions, activities, and displays. This helps expand children’s vocabulary in a systematic way.

Rhyme time sessions are also valuable. Regularly gather children for sessions where you recite nursery rhymes, sing songs, and play with rhyming words. This supports children’s phonological awareness, a crucial skill for later reading and writing.

Story sequencing activities can support both language and comprehension skills. After reading a story, provide children with pictures representing key events from the narrative. Encourage them to put the pictures in order and retell the story in their own words.

Remember, the key to effective literacy activities in the EYFS is to make them playful, purposeful, and embedded in children’s everyday experiences. By providing a range of engaging activities that support reading, writing, and language development, we can help foster a love of literacy that will serve children well throughout their educational journey and beyond.

EYFS Literacy Activities

Best Practices for Educators and Practitioners

Implementing effective literacy practices in Early Years settings requires a thoughtful, child-centred approach. The Early Years Foundation Stage (EYFS) framework provides guidance that can inform best practices for educators and practitioners. Let’s explore some key strategies that can enhance literacy development in young children.

Strategies for Effective Literacy Instruction

Effective literacy instruction in the Early Years is not about formal teaching of reading and writing skills. Instead, it’s about creating an environment rich in language and literacy experiences. The EYFS framework emphasises that language comprehension “only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together” (Department for Education [DfE], 2024).

One effective strategy is to use a multi-sensory approach to literacy. This means engaging children’s various senses in literacy activities. For example, when introducing a new letter sound, you might show the letter (visual), say its sound (auditory), trace its shape in the air (kinaesthetic), and associate it with an object that begins with that sound, perhaps one the children can touch or smell. This approach caters to different learning styles and can make literacy learning more engaging and memorable.

Another important strategy is to model literacy behaviours. Children learn a great deal through observation and imitation. When they see adults reading for pleasure, writing notes, or using literacy skills in everyday life, they begin to understand the purpose and value of these skills. Make a point of ‘thinking aloud’ as you engage in literacy activities, explaining what you’re doing and why. For instance, when writing a shopping list, you might say, “I’m writing down the things we need to buy so that I don’t forget when I go to the shop.”

It’s also crucial to follow the child’s lead and interests. The EYFS framework emphasises the importance of responsive planning, stating that practitioners must “respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction” (DfE, 2024). If a child shows interest in dinosaurs, for example, you might provide books about dinosaurs, encourage dinosaur-themed mark-making activities, or introduce dinosaur-related vocabulary.

Integrating Literacy Across Other Areas of Learning

Literacy doesn’t exist in isolation; it’s a tool that supports learning across all areas. The EYFS framework recognises seven areas of learning and development, all of which are “important and inter-connected” (DfE, 2024). Integrating literacy across these areas can reinforce literacy skills and demonstrate their real-world applications.

In the area of Understanding the World, for example, you might encourage children to ‘read’ simple maps during outdoor exploration, or to make labels for plants they’re growing. This not only supports literacy development but also helps children understand how literacy skills are used in everyday life.

In Expressive Arts and Design, you could incorporate storytelling into dramatic play, or encourage children to ‘write’ stories to accompany their artwork. This helps children understand the connection between spoken and written language and supports their developing narrative skills.

Mathematics offers numerous opportunities for literacy integration. When working with numbers, for instance, you might introduce number rhymes or encourage children to ‘write’ the numerals they’re working with. This not only supports mathematical understanding but also reinforces letter and number formation skills.

Working with Parents to Support Literacy at Home

Parents and carers play a crucial role in children’s literacy development. The EYFS framework emphasises the importance of working in partnership with parents, stating that “practitioners must work with parents and/or carers to support each child’s learning and development” (DfE, 2024).

One effective strategy is to provide regular updates on the literacy activities happening in the setting. This could be through newsletters, emails, or a parent communication app. Include suggestions for how parents can extend these activities at home. For example, if you’ve been focusing on a particular story, you might suggest that parents ask their child to retell the story at home, or engage in related craft activities.

Consider hosting parent workshops on supporting early literacy. These could cover topics such as the importance of reading aloud, how to choose books for young children, or strategies for engaging children in conversations about stories. Remember to emphasise that literacy development should be fun and integrated into everyday life, not a formal teaching process.

Encourage parents to create a literacy-rich home environment. This doesn’t mean turning the home into a classroom, but rather ensuring that children have access to books, writing materials, and opportunities to see literacy being used in everyday life. Suggest simple ideas like labelling items around the home, creating shopping lists together, or setting up a cosy reading corner.

By implementing these best practices, early years educators and practitioners can create an environment that nurtures literacy development in line with the EYFS framework. Remember, the goal is not to rush children into formal reading and writing, but to foster a love of language and literacy that will serve as a strong foundation for future learning.

Challenges and Solutions in EYFS Literacy

Implementing effective literacy practices in the Early Years Foundation Stage (EYFS) can present a range of challenges. However, with thoughtful strategies and a deep understanding of child development, these challenges can be addressed effectively. Let’s explore some common obstacles and their potential solutions.

Common Obstacles in Literacy Development

One of the primary challenges in EYFS literacy is the wide range of developmental stages present in any given group of children. The EYFS framework acknowledges this diversity, stating that “children develop and learn at different rates” (Department for Education [DfE], 2024). This means that while some children may be showing early signs of reading readiness, others may still be developing fundamental language skills.

Another common challenge is balancing the EYFS emphasis on play-based learning with the growing societal pressure for early academic achievement. The framework is clear that “play is essential for children’s development” (DfE, 2024), yet practitioners often feel pressure to introduce more formal literacy instruction.

Limited resources can also pose a significant challenge. Many settings struggle to provide a rich variety of high-quality books and literacy materials, which can impact the quality and diversity of literacy experiences offered to children.

Engaging all children in literacy activities, particularly those who may seem disinterested or resistant, can be difficult. This challenge is often exacerbated when children come from homes where literacy is not prioritised or where English is not the primary language spoken.

Finally, effectively partnering with parents to support literacy development can be challenging. Some parents may have limited understanding of early literacy development or may lack confidence in supporting their child’s literacy journey.

Strategies to Overcome Challenges

To address the challenge of diverse developmental stages, a differentiated approach is crucial. This doesn’t mean creating separate activities for each child, but rather ensuring that literacy experiences are flexible enough to engage children at different levels. For example, when reading a story, you might ask some children to predict what will happen next (supporting higher-level thinking), while encouraging others to join in with repeated refrains (supporting language development and engagement).

To balance play-based learning with literacy development, focus on integrating literacy into play rather than separating it out as a distinct activity. For instance, in a role-play area set up as a post office, provide materials for children to write letters, make signs, or create postage stamps. This approach aligns with the EYFS framework’s emphasis on “learning and development through play” (DfE, 2024).

When resources are limited, creativity becomes key. Consider partnering with local libraries to regularly borrow books, or create a book exchange program with other local settings. Homemade books, created with and by the children, can be a valuable addition to your literacy resources. Digital resources, when used appropriately, can also supplement physical materials.

To engage all children in literacy activities, it’s crucial to follow their interests and make literacy experiences meaningful to them. The EYFS framework emphasises the importance of “understanding and responding to the world through opportunities to explore, observe and find out about people, places, technology and the environment” (DfE, 2024). If a child is fascinated by vehicles, for example, provide books about cars and trucks, encourage mark-making activities related to road signs, or create stories about exciting journeys.

For children from homes where English is not the primary language, it’s important to value and incorporate their home language into literacy activities. This might involve learning key words in the child’s home language, providing dual-language books, or inviting family members to share stories or songs in their home language.

To enhance parental engagement, regular communication is key. Share information about the importance of early literacy and provide practical, achievable suggestions for supporting literacy at home. Remember that parents are “children’s first and most enduring educators” (DfE, 2024). Consider hosting informal workshops or coffee mornings where parents can observe literacy activities and gain confidence in supporting their child’s learning.

By addressing these challenges proactively and creatively, early years practitioners can create an environment that supports every child’s literacy development. Remember, the goal is not to achieve uniform outcomes, but to nurture each child’s individual journey towards literacy, fostering a love of language and learning that will serve them well throughout their lives.

Conclusion

Literacy development in the Early Years Foundation Stage (EYFS) is a complex and nuanced process that forms the bedrock of children’s future educational success. As we have explored throughout this article, the EYFS framework provides a comprehensive guide for supporting children’s journey towards literacy, emphasising the importance of a holistic, play-based approach that values each child’s unique developmental path.

The framework’s focus on language comprehension, word reading, and writing, as the three key dimensions of literacy (Department for Education [DfE], 2024) underscores the interconnected nature of literacy skills. It reminds us that literacy is not merely about decoding words on a page, but about understanding and engaging with the world around us through language.

As Early Years professionals, our role is to create rich, language-filled environments that spark children’s curiosity and foster a love of reading. This involves more than just providing books and writing materials; it requires us to engage in meaningful conversations, tell stories, sing songs, and model the joy and utility of literacy in everyday life.

The challenges we face in implementing effective literacy practices are real, but not insurmountable. By embracing differentiated approaches, integrating literacy into play, and working in partnership with families, we can create inclusive environments that support every child’s literacy development.

It’s crucial to remember that the goal of early years literacy is not to produce precocious readers, but to lay a strong foundation for lifelong learning. As the EYFS framework states, “children develop and learn at different rates” (DfE, 2024), and our role is to support and celebrate each child’s individual journey.

As we move forward in our practice, let us keep in mind the words of the EYFS framework: “Play is essential for children’s development” (DfE, 2024). By infusing our literacy practices with playfulness, creativity, and responsiveness to children’s interests, we can help nurture not just skilled readers and writers, but curious, confident learners who are eager to explore the world of words and ideas.

In conclusion, supporting literacy development in the EYFS is both a challenge and a privilege. It requires patience, creativity, and a deep understanding of child development. But with each story shared, each conversation had, and each mark made on paper, we are helping to open up a world of possibilities for the children in our care. Let us approach this task with enthusiasm, empathy, and a commitment to making literacy a joyful, meaningful part of every child’s early years experience.

Frequently Asked Questions

What is Literacy in Early Years Education?

Literacy in Early Years education refers to the foundational skills and knowledge related to reading, writing, speaking, and listening that children develop from birth to age five. It encompasses more than just the ability to read and write; it includes language comprehension, phonological awareness, vocabulary development, and early writing skills. The Early Years Foundation Stage (EYFS) framework defines literacy as comprising two key aspects: language comprehension and word reading (Department for Education [DfE], 2024).

In practice, Early Years literacy involves creating a language-rich environment where children are exposed to a variety of words, stories, songs, and rhymes. It’s about fostering a love for books and storytelling, encouraging mark-making and early writing attempts, and supporting children’s developing communication skills. The goal is not to achieve formal reading and writing at a young age, but to lay a strong foundation for future literacy development.

What is EYFS Literacy?

EYFS Literacy refers to the literacy component of the Early Years Foundation Stage framework, which is the statutory curriculum framework for early childhood education in England. The EYFS framework outlines the expected standards for children’s learning and development from birth to five years old, including specific goals for literacy.

In the EYFS, literacy is one of the seven areas of learning and development, and it’s considered a ‘specific’ area, building on the prime areas of communication and language, physical development, and personal, social and emotional development. The EYFS approach to literacy emphasises the importance of developing a love for reading, understanding that print carries meaning, and encouraging children’s early attempts at writing and mark-making. It’s not about formal instruction in reading and writing, but about creating a literacy-rich environment that supports children’s natural curiosity and desire to communicate.

What Does the EYFS Framework Say About Literacy?

The EYFS framework emphasises the importance of literacy in early childhood development. It states that “It is crucial for children to develop a life-long love of reading” (DfE, 2024). The framework breaks down literacy into two main components:

  1. Language comprehension: This begins from birth and develops through adult-child interactions, shared reading experiences, and engagement with rhymes, poems, and songs.
  2. Word reading: This is taught later and involves both decoding unfamiliar words and recognising familiar ones.

The framework also addresses writing, which it defines as involving both transcription (spelling and handwriting) and composition (articulating and structuring ideas). It emphasises that literacy development should be supported through play-based learning and meaningful interactions, rather than formal instruction. The framework encourages practitioners to create environments rich in print and language, to read regularly with children, and to provide opportunities for mark-making and early writing.

What Are the Literacy Goals of EYFS?

The EYFS framework sets out Early Learning Goals (ELGs) for literacy that children are expected to achieve by the end of the reception year. These goals are divided into three areas:

  1. Comprehension:
    • Demonstrate understanding of what has been read to them
    • Anticipate key events in stories
    • Use and understand recently introduced vocabulary
  2. Word Reading:
    • Say a sound for each letter in the alphabet and at least 10 digraphs
    • Read words consistent with their phonic knowledge
    • Read aloud simple sentences and books matching their phonic knowledge
  3. Writing:
    • Write recognisable letters, most of which are correctly formed
    • Spell words by identifying sounds in them and representing the sounds with letters
    • Write simple phrases and sentences that can be read by others

It’s important to note that these goals are not a ceiling for children’s achievement, nor should they be used as a checklist. They serve as a guide for practitioners to understand the expected level of development for children at the end of the EYFS.

How to Promote Literacy in the EYFS?

Promoting literacy in the EYFS involves creating a language-rich environment and integrating literacy experiences into children’s everyday activities and play. Here are some key strategies:

  1. Read regularly to children, using a variety of books and encouraging their active participation.
  2. Create inviting reading areas with a diverse selection of books.
  3. Incorporate songs, rhymes, and word games into daily routines to develop phonological awareness.
  4. Provide plenty of opportunities for mark-making and early writing, ensuring writing materials are available in different play areas.
  5. Model reading and writing in everyday contexts, explaining what you’re doing and why.
  6. Engage children in conversations throughout the day, introducing new vocabulary and encouraging them to express their ideas.
  7. Use environmental print to help children understand that print carries meaning.
  8. Integrate literacy into role-play areas, for example by adding menus to a play café or appointment books to a veterinary clinic.
  9. Support children’s home languages while also developing their English literacy skills.
  10. Work in partnership with parents, providing guidance on how they can support literacy at home.

Remember, the key is to make literacy experiences enjoyable and meaningful, embedding them naturally into children’s play and daily routines.

What Are the 2025 Changes to Literacy EYFS?

The 2024 EYFS framework includes several updates to the literacy component. While the fundamental principles of early literacy development remain consistent, there are some notable changes that early years practitioners should be aware of:

  1. Enhanced focus on language comprehension: The new framework places even greater emphasis on the importance of developing children’s language comprehension skills from birth. It stresses that this development occurs through rich interactions with adults, including conversations about the world around them and the books they read together.
  2. Refined approach to word reading: The framework clarifies that word reading skills, including phonics, should be introduced later in the EYFS, once a strong foundation in language comprehension has been established. This change aims to ensure that children have a solid understanding of language before focusing on decoding skills.
  3. Expanded definition of writing: The new framework provides a more comprehensive view of writing, emphasising both transcription (spelling and handwriting) and composition (articulating and structuring ideas in speech before writing). This change recognises the importance of oral language skills in developing writing abilities.
  4. Increased emphasis on storytelling and narrative skills: The framework now explicitly mentions the importance of children being able to invent, adapt, and recount narratives. This addition recognises the role of storytelling in developing literacy skills and creativity.
  5. Greater focus on vocabulary development: While vocabulary has always been important, the new framework places even more emphasis on introducing and using a wide range of vocabulary in context.

These changes reflect a growing understanding of how children develop literacy skills and aim to provide a more holistic approach to early literacy education. As always, practitioners should familiarise themselves with the full details of the new framework and consider how these changes might influence their practice in supporting children’s literacy development.

References

Further Reading and Research

  • Neaum, S. (2016). What comes before phonics? Early reading development in English. Early Years, 36(3), 266-281.
  • Levy, R. (2011). Young children reading at home and at school. SAGE Publications Ltd.
  • Rodriguez, E. T., & Tamis-LeMonda, C. S. (2011). Trajectories of the home learning environment across the first 5 years: Associations with children’s vocabulary and literacy skills at prekindergarten. Child Development, 82(4), 1058-1075.
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2011). Pre-school quality and educational outcomes at age 11: Low quality has little benefit. Journal of Early Childhood Research, 9(2), 109-124.
  • Whitebread, D., & Bingham, S. (2011). School readiness; a critical review of perspectives and evidence. TACTYC Occasional Paper 2.

Suggested Books

  • Moylett, H. (2014). Characteristics of effective early learning: Helping young children become learners for life. Open University Press.
    • This book explores how children become effective learners, offering practical strategies for supporting their development.
  • Nutbrown, C. (2018). Early childhood educational research: International perspectives. SAGE Publications Ltd.
    • A comprehensive overview of international research in early childhood education, including literacy development.
  • Pahl, K., & Rowsell, J. (2012). Literacy and education: Understanding the new literacy studies in the classroom. SAGE Publications Ltd.
    • This book examines literacy from a sociocultural perspective, offering insights into how children develop literacy skills in various contexts.
  • Whitehead, M. (2010). Language and literacy in the early years 0-7 (4th ed.). SAGE Publications Ltd.
    • A comprehensive guide to language and literacy development in young children, with practical ideas for supporting this development.
  • Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). SAGE Publications Ltd.
    • This book explores the role of play in early learning, including its impact on literacy development.
  • Early Education
    • Offers a wealth of resources, including publications and training opportunities, focused on early years education and development.
  • National Literacy Trust
    • Provides research, resources, and programmes aimed at improving literacy skills from the early years onwards.
  • Communication Trust
    • Offers information and resources to support speech, language, and communication development in children.
  • PEDAL: Centre for Research on Play in Education, Development and Learning
    • Shares research findings on the role of play in young children’s learning, including literacy development.
  • Foundation Years
    • Provides guidance, resources, and news updates for early years practitioners, including information on implementing the EYFS framework.

Download this Article as a PDF

Download this article as a PDF so you can revisit it whenever you want. We’ll email you a download link.

You’ll also get notification of our FREE Early Years TV videos each week and our exclusive special offers.

Free Article Download

Kathy Brodie

Kathy Brodie is an Early Years Professional, Trainer and Author of multiple books on Early Years Education and Child Development. She is the founder of Early Years TV and the Early Years Summit.

Kathy’s Author Profile
Kathy Brodie