{"id":8316,"date":"2025-11-24T20:00:09","date_gmt":"2025-11-24T14:00:09","guid":{"rendered":"https:\/\/www.ebtd.education\/?page_id=8316"},"modified":"2025-11-24T20:03:34","modified_gmt":"2025-11-24T14:03:34","slug":"%e0%a6%b8%e0%a6%be%e0%a6%95%e0%a7%8d%e0%a6%b7%e0%a6%b0%e0%a6%a4%e0%a6%be%e0%a6%b0-%e0%a6%ad%e0%a6%bf%e0%a6%a4%e0%a7%8d%e0%a6%a4%e0%a6%bf","status":"publish","type":"page","link":"https:\/\/www.ebtd.education\/bd\/%e0%a6%97%e0%a6%ac%e0%a7%87%e0%a6%b7%e0%a6%a3%e0%a6%be-%e0%a6%95%e0%a7%87%e0%a6%a8%e0%a7%8d%e0%a6%a6%e0%a7%8d%e0%a6%b0-%e0%a6%ac%e0%a6%bf%e0%a6%a8%e0%a6%be%e0%a6%ae%e0%a7%82%e0%a6%b2%e0%a7%8d%e0%a6%af\/%e0%a6%aa%e0%a7%8d%e0%a6%b0%e0%a6%be%e0%a6%a5%e0%a6%ae%e0%a6%bf%e0%a6%95-%e0%a6%ac%e0%a6%9b%e0%a6%b0%e0%a7%87%e0%a6%b0-%e0%a6%95%e0%a6%be%e0%a6%a0%e0%a6%be%e0%a6%ae%e0%a7%8b\/%e0%a6%b8%e0%a6%be%e0%a6%95%e0%a7%8d%e0%a6%b7%e0%a6%b0%e0%a6%a4%e0%a6%be%e0%a6%b0-%e0%a6%ad%e0%a6%bf%e0%a6%a4%e0%a7%8d%e0%a6%a4%e0%a6%bf\/","title":{"rendered":"\u09b8\u09be\u0995\u09cd\u09b7\u09b0\u09a4\u09be\u09b0 \u09ad\u09bf\u09a4\u09cd\u09a4\u09bf"},"content":{"rendered":"\n\t\t<div id=\"fws_69fe04d22c800\"  data-column-margin=\"default\" data-midnight=\"dark\"  class=\"wpb_row vc_row-fluid vc_row\"  style=\"padding-top: 0px; padding-bottom: 0px; \"><div class=\"row-bg-wrap\" data-bg-animation=\"none\" data-bg-animation-delay=\"\" data-bg-overlay=\"false\"><div class=\"inner-wrap row-bg-layer\" ><div class=\"row-bg viewport-desktop\"  style=\"\"><\/div><\/div><\/div><div class=\"row_col_wrap_12 col span_12 dark left\">\n\t<div  class=\"vc_col-sm-12 wpb_column column_container vc_column_container col no-extra-padding inherit_tablet inherit_phone \"  data-padding-pos=\"all\" data-has-bg-color=\"false\" data-bg-color=\"\" data-bg-opacity=\"1\" data-animation=\"\" data-delay=\"0\" >\n\t\t<div class=\"vc_column-inner\" >\n\t\t\t<div class=\"wpb_wrapper\">\n\t\t\t\t\n\t<div class=\"wpb_raw_code wpb_raw_html wpb_content_element\" >\n\t\t<div class=\"wpb_wrapper\">\n\t\t\t<!-- =========================================\r\n   EBTD | Early Years Framework \u2013 Literacy Foundations (Pre-Reading & Pre-Writing)\r\n   URL: \/research-hub-free-teacher-resources\/early-years-framework\/literacy-foundations\/\r\n   House style: hero, bands, section blocks, interlinks\r\n========================================= -->\r\n\r\n<section id=\"ey-literacy\" style=\"line-height:1.7; width:100%; margin:0 auto; padding:0;\">\r\n\r\n  <!-- Scoped styles -->\r\n  <style>\r\n    #ey-literacy * {\r\n      box-sizing: border-box;\r\n    }\r\n\r\n    #ey-literacy .ey-wrap {\r\n      width: 100%;\r\n      max-width: 1120px;\r\n      margin: 0 auto;\r\n      padding: 1.5rem 1.25rem 3rem;\r\n    }\r\n\r\n    \/* Hero *\/\r\n    #ey-literacy .ey-hero {\r\n      position: relative;\r\n      margin: 0 auto 2.5rem;\r\n      border-radius: 16px;\r\n      overflow: hidden;\r\n      min-height: 260px;\r\n      display: grid;\r\n      place-items: center;\r\n      text-align: left;\r\n      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0.8rem 1.1rem;\r\n      padding: 0;\r\n    }\r\n\r\n    #ey-literacy li {\r\n      margin: 0.2rem 0;\r\n    }\r\n\r\n    \/* Intro \/ key band *\/\r\n    #ey-literacy .ey-intro {\r\n      margin-bottom: 2.25rem;\r\n      background: #f4f7fb;\r\n      border-radius: 14px;\r\n      padding: 1.75rem 1.5rem;\r\n      border: 1px solid #d8e2f0;\r\n    }\r\n\r\n    #ey-literacy .ey-intro h2 {\r\n      margin-top: 0;\r\n    }\r\n\r\n    \/* Panels and layout *\/\r\n    #ey-literacy .ey-panel {\r\n      border-radius: 12px;\r\n      padding: 1.25rem 1.2rem;\r\n      border: 1px solid #dde3ef;\r\n      background: #ffffff;\r\n      margin-top: 1.2rem;\r\n    }\r\n\r\n    #ey-literacy .ey-panel h3 {\r\n      margin-top: 0;\r\n      margin-bottom: 0.45rem;\r\n    }\r\n\r\n    #ey-literacy .ey-panel-small {\r\n      border-radius: 12px;\r\n      padding: 1.1rem 1.1rem;\r\n      border: 1px solid #e0e9df;\r\n      background: #f6faf7;\r\n      margin-top: 1.1rem;\r\n    }\r\n\r\n    #ey-literacy 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*\/\r\n    #ey-literacy .ey-related {\r\n      margin-top: 2.3rem;\r\n      margin-bottom: 2rem;\r\n      padding: 1.75rem 1.5rem;\r\n      border-radius: 14px;\r\n      border: 1px solid #d6ecdf;\r\n      background: #f6faf7;\r\n    }\r\n\r\n    #ey-literacy .ey-related h2 {\r\n      margin-top: 0;\r\n      font-size: 1.3rem;\r\n    }\r\n\r\n    #ey-literacy .ey-related ul {\r\n      margin: 0.4rem 0 0.2rem 1.1rem;\r\n    }\r\n\r\n    #ey-literacy .ey-related a {\r\n      text-decoration: underline;\r\n      text-decoration-thickness: 1px;\r\n      text-underline-offset: 3px;\r\n    }\r\n\r\n    \/* CTA \/ newsletter *\/\r\n    #ey-literacy .ey-cta {\r\n      margin-top: 0.5rem;\r\n      padding: 1.75rem 1.5rem 1.5rem;\r\n      border-radius: 14px;\r\n      background: linear-gradient(135deg, #0f172a 0%, #16203a 100%);\r\n      color: #ffffff;\r\n    }\r\n\r\n    #ey-literacy .ey-cta *,\r\n    #ey-literacy .ey-cta p,\r\n    #ey-literacy .ey-cta h2,\r\n    #ey-literacy .ey-cta div {\r\n      color: #ffffff !important;\r\n    }\r\n\r\n    #ey-literacy .ey-cta h2 {\r\n      margin-top: 0;\r\n      margin-bottom: 0.6rem;\r\n      font-size: 1.25rem;\r\n      color: #ffffff;\r\n    }\r\n\r\n    #ey-literacy .ey-cta p {\r\n      margin: 0.35rem 0;\r\n      font-size: 0.95rem;\r\n      max-width: 640px;\r\n      line-height: 1.65;\r\n      opacity: 0.95;\r\n      font-weight: 400;\r\n    }\r\n\r\n    #ey-literacy .ey-cta a {\r\n      color: #bef264;\r\n      text-decoration: underline;\r\n      text-decoration-thickness: 1px;\r\n      text-underline-offset: 3px;\r\n    }\r\n  <\/style>\r\n\r\n  <div class=\"ey-wrap\">\r\n\r\n    <!-- Hero -->\r\n    <header class=\"ey-hero\">\r\n      <img decoding=\"async\" data-src=\"https:\/\/www.ebtd.education\/wp-content\/uploads\/2025\/09\/EarlyYears1.webp\"\r\n           alt=\"Young children in Bangladesh exploring books, stories and early writing activities in an early years classroom\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" style=\"--smush-placeholder-width: 1024px; --smush-placeholder-aspect-ratio: 1024\/1024;\">\r\n      <div class=\"ey-hero-inner\">\r\n        <div class=\"ey-hero-kicker\">Early Years Framework \u00b7 Literacy Foundations<\/div>\r\n        <h1>Literacy foundations (pre-reading &amp; pre-writing)<\/h1>\r\n        <p class=\"ey-hero-sub\">\r\n          Building strong emergent literacy in Bangladeshi early years classrooms \u2013 through\r\n          language, story, fine motor development and meaningful print \u2013 before formal\r\n          reading and writing begin.\r\n        <\/p>\r\n      <\/div>\r\n    <\/header>\r\n\r\n    <!-- 1. Evidence foundations -->\r\n    <section class=\"ey-intro\" aria-labelledby=\"ey-intro-heading\">\r\n      <h2 id=\"ey-intro-heading\">1. Evidence foundations: emergent literacy, not early \u201cschooling\u201d<\/h2>\r\n      <p>\r\n        Literacy does not begin when children open a textbook. Long before formal reading and writing\r\n        instruction, children are already building the foundations of literacy through listening to\r\n        stories and conversations, playing with sounds and rhymes, looking at pictures and symbols,\r\n        pretending to read and write in play, and talking about their experiences and ideas.\r\n      <\/p>\r\n      <p>\r\n        Research on <strong>emergent literacy<\/strong> shows that early experiences of language, print and meaning\r\n        lay the groundwork for later decoding, comprehension and writing. Children who enter formal\r\n        schooling with strong emergent literacy understand that print carries meaning, know how books\r\n        and pages work, have a rich oral vocabulary, are familiar with rhymes and sound patterns, and\r\n        see reading and writing as meaningful activities, not just school tasks.\r\n      <\/p>\r\n      <p>\r\n        By contrast, pushing formal reading and writing too early \u2013 especially when oral language is\r\n        not yet strong \u2013 can lead to mechanical decoding with weak comprehension, shallow copied\r\n        writing and low confidence around literacy tasks. The EBTD Early Years Framework (Bangladesh,\r\n        BD) therefore treats emergent literacy as a foundation phase in its own right, not a rushed\r\n        prelude to textbook work.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 2. Why this matters in Bangladesh -->\r\n    <section aria-labelledby=\"ey-bd-heading\">\r\n      <h2 id=\"ey-bd-heading\">2. Why this matters in Bangladesh<\/h2>\r\n      <p>\r\n        In Bangladesh, families and schools rightly value literacy as a gateway to education and\r\n        opportunity. Parents often ask, \u201cWhen will my child start reading?\u201d and \u201cWhen will they learn\r\n        to write properly?\u201d Under pressure to show visible progress, early years classes sometimes\r\n        focus heavily on letter names and copying, English alphabet drills before Bangla literacy is\r\n        secure, long handwriting exercises for very young children, and worksheets or copying from\r\n        the board.\r\n      <\/p>\r\n      <p>\r\n        These practices can create the appearance of literacy \u2013 full notebooks and neat lines of\r\n        letters \u2013 without developing the underlying skills children need. Risks include children\r\n        memorising letter shapes and words without understanding, weak Bangla oral language\r\n        foundations that make both Bangla and English reading harder, hand and finger muscles not\r\n        yet ready for sustained handwriting, and children associating reading and writing with\r\n        tension, fatigue or fear of mistakes.\r\n      <\/p>\r\n      <p>\r\n        This is not about criticising teachers or families. It is about aligning ambition with\r\n        evidence. Bangladesh needs strong literacy outcomes. The question is not \u201cHow early can we\r\n        make children write?\u201d but \u201cHow strong can we make their foundations so that literacy is\r\n        secure, enjoyable and sustainable?\u201d\r\n      <\/p>\r\n      <p>\r\n        The EBTD approach emphasises language before letters, meaning before mechanics, strong Bangla\r\n        foundations before heavy English decoding, and fine motor readiness before handwriting drills.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 3. Language before letters -->\r\n    <section aria-labelledby=\"ey-language-heading\">\r\n      <h2 id=\"ey-language-heading\">3. Language before letters<\/h2>\r\n      <p>\r\n        Letters and phonics only make sense to children who already have something to say and\r\n        understand. A child with rich oral vocabulary, experience of stories and questions, and\r\n        exposure to varied sentence structures is much more ready to benefit from phonics and\r\n        decoding than a child whose language experience is limited.\r\n      <\/p>\r\n      <p>\r\n        In early years Bangladeshi classrooms, this means:\r\n      <\/p>\r\n      <ul>\r\n        <li>Prioritising spoken Bangla through conversation, story, play and classroom talk.<\/li>\r\n        <li>Using songs, rhymes and chants to build awareness of sounds and patterns.<\/li>\r\n        <li>Talking about pictures and experiences before asking children to \u201cread\u201d.<\/li>\r\n        <li>Introducing a small number of meaningful written words connected to children\u2019s lives (e.g. names, labels, familiar objects).<\/li>\r\n      <\/ul>\r\n      <p>\r\n        Letters are important, but they are not the starting point. Meaning and language come first.\r\n        This links directly with the language and communication strand of the framework and with\r\n        your existing early years guidance:\r\n      <\/p>\r\n      <p>\r\n        <a href=\"\/research-hub-free-teacher-resources\/early-years-teaching\/\">\r\n          Early Years Teaching in Bangladesh \u2013 EBTD\r\n        <\/a>\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 4. Storytelling culture -->\r\n    <section aria-labelledby=\"ey-story-heading\">\r\n      <h2 id=\"ey-story-heading\">4. Storytelling culture: oral and print together<\/h2>\r\n      <p>\r\n        Bangladesh has a rich tradition of oral storytelling: family stories, folk tales, religious\r\n        stories and community memories. The EBTD framework encourages schools to build on this\r\n        tradition, not replace it with only textbook extracts.\r\n      <\/p>\r\n      <p>\r\n        Strong emergent literacy uses both:\r\n      <\/p>\r\n      <ul>\r\n        <li><strong>Oral storytelling<\/strong> \u2013 spoken stories, retelling, role-play and discussion.<\/li>\r\n        <li><strong>Print-based storytelling<\/strong> \u2013 picture books, story cards and simple texts.<\/li>\r\n      <\/ul>\r\n      <p>Key principles for early years include:<\/p>\r\n      <ul>\r\n        <li>Children hearing stories every day \u2013 in Bangla first, to ensure deep understanding.<\/li>\r\n        <li>Teachers telling stories with expression, gesture and repetition.<\/li>\r\n        <li>Inviting children to retell parts of the story in their own words.<\/li>\r\n        <li>Linking spoken stories and print (e.g. \u201cThis is the page where\u2026\u201d, \u201cLet\u2019s find the word for\u2026\u201d).<\/li>\r\n      <\/ul>\r\n      <p>Practical examples:<\/p>\r\n      <ul>\r\n        <li>Using local or familiar stories before more abstract texts.<\/li>\r\n        <li>Asking: \u201c\u09a4\u09c1\u09ae\u09bf \u09b9\u09b2\u09c7 \u09b6\u09c7\u09b7\u09c7 \u0995\u09c0 \u0995\u09b0\u09a4?\u201d or \u201c\u098f\u0987 \u099a\u09b0\u09bf\u09a4\u09cd\u09b0\u099f\u09be \u0995\u09c7\u09ae\u09a8 \u0985\u09a8\u09c1\u09ad\u09ac \u0995\u09b0\u099b\u09c7 \u09ac\u09b2\u09c7 \u09a4\u09cb\u09ae\u09be\u09b0 \u09ae\u09a8\u09c7 \u09b9\u09df?\u201d<\/li>\r\n        <li>Encouraging children to draw scenes from a story and then talk about them.<\/li>\r\n        <li>Using simple, large-font print around the room linked to shared stories, such as key names or repeated phrases.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        The goal is to create a story-rich literacy culture, not just a letter-rich environment.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 5. Phonics in context -->\r\n    <section aria-labelledby=\"ey-phonics-heading\">\r\n      <h2 id=\"ey-phonics-heading\">5. Phonics in context, not as isolated drills<\/h2>\r\n      <p>\r\n        Phonics \u2013 teaching relationships between sounds and letters \u2013 is an important part of early\r\n        reading instruction. However, research is clear that phonics is most effective when it is\r\n        taught systematically and explicitly, embedded in meaningful reading and writing, and\r\n        connected to spoken language and vocabulary.\r\n      <\/p>\r\n      <p>Common risks in early years settings include:<\/p>\r\n      <ul>\r\n        <li>Treating phonics as a series of isolated drills or chants.<\/li>\r\n        <li>Teaching letter-sound relationships without connecting them to real words children understand.<\/li>\r\n        <li>Pushing English phonics strongly before Bangla language foundations are secure.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        In Bangladeshi early years classrooms, the EBTD approach is to use phonics to <strong>unlock meaning<\/strong>,\r\n        not just to \u201cpass\u201d phonics tasks. Teachers start from familiar spoken words and build towards\r\n        how these are represented in print, ensure children can understand and use words orally before\r\n        expecting them to decode or spell them, and use short, focused phonics moments within a wider\r\n        session that also includes story, talk and language play.\r\n      <\/p>\r\n      <p>\r\n        Phonics is a powerful tool \u2013 but only when it is anchored in oral language and real reading.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 6. Fine motor before handwriting -->\r\n    <section aria-labelledby=\"ey-finemotor-heading\">\r\n      <h2 id=\"ey-finemotor-heading\">6. Why fine motor comes before handwriting<\/h2>\r\n      <p>\r\n        Writing is not only a mental task; it is a physical one. Before children can write comfortably\r\n        and legibly, they need shoulder and arm stability, hand and finger strength, coordination and\r\n        control, and experience holding and manipulating objects.\r\n      <\/p>\r\n      <p>\r\n        If these foundations are weak, early intensive handwriting can lead to physical discomfort,\r\n        poor pencil grip that becomes harder to correct later and negative attitudes towards writing.\r\n        Emergent writing in early years should therefore include:\r\n      <\/p>\r\n      <ul>\r\n        <li>Drawing, colouring and tracing patterns in a relaxed way.<\/li>\r\n        <li>Manipulating clay, sand, beads, blocks and everyday objects.<\/li>\r\n        <li>Pre-writing marks (lines, circles, swirls) before formal letters.<\/li>\r\n        <li>Opportunities to \u201cwrite\u201d in play \u2013 lists, signs, tickets and labels, even if not conventionally spelled.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        Formal handwriting should come after children show clear readiness: comfortable, controlled\r\n        mark-making, ability to sit in a stable position for short periods, interest in copying shapes\r\n        and letters, and adequate fine motor control.\r\n      <\/p>\r\n      <p>\r\n        In short: fine motor and mark-making first, sustained handwriting second.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 7. Reducing harmful early writing drills -->\r\n    <section aria-labelledby=\"ey-drills-heading\">\r\n      <h2 id=\"ey-drills-heading\">7. Reducing harmful early writing drills<\/h2>\r\n      <p>\r\n        In some early years classrooms, young children are asked to copy long lines of letters or\r\n        words, complete many pages of similar writing tasks or rewrite \u201cmistakes\u201d repeatedly. These\r\n        practices are often driven by good intentions \u2013 teachers want to show progress, parents want\r\n        full notebooks and schools want visible output.\r\n      <\/p>\r\n      <p>\r\n        For very young children, however, heavy writing drills can be physically tiring, emotionally\r\n        discouraging and disconnected from meaning. The EBTD framework recommends:\r\n      <\/p>\r\n      <ul>\r\n        <li>Short, purposeful writing experiences rather than long copying sessions.<\/li>\r\n        <li>Opportunities to write for a reason (cards, labels, names, simple captions).<\/li>\r\n        <li>Early feedback focused on effort, meaning and attempt \u2013 not only neatness.<\/li>\r\n        <li>Using tracing and guided letter formation positively and sparingly, not as punishment.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        Where writing drills are common, schools can gradually shift by reducing quantity but\r\n        improving quality and purpose, introducing more drawing-and-talk as a precursor to writing,\r\n        and explaining to parents why strong foundations matter more than many pages.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 8. Practical tools -->\r\n    <section aria-labelledby=\"ey-tools-heading\">\r\n      <h2 id=\"ey-tools-heading\">8. Practical tools and strategies for Bangladeshi classrooms<\/h2>\r\n      <p>\r\n        Schools do not need expensive resources to strengthen emergent literacy. Small shifts in\r\n        routine can make a significant difference.\r\n      <\/p>\r\n\r\n      <h3>8.1 \u201cTalk and picture\u201d before text<\/h3>\r\n      <p>\r\n        Before reading or writing, show a picture from a book or local scene and ask:\r\n      <\/p>\r\n      <ul>\r\n        <li>\u201c\u098f\u0996\u09be\u09a8\u09c7 \u0995\u09c0 \u09b9\u099a\u09cd\u099b\u09c7?\u201d<\/li>\r\n        <li>\u201c\u09a4\u09c1\u09ae\u09bf \u0995\u09c0 \u09a6\u09c7\u0996\u099b\u09cb?\u201d<\/li>\r\n        <li>\u201c\u098f\u09b0\u09aa\u09b0 \u0995\u09c0 \u09b9\u09a4\u09c7 \u09aa\u09be\u09b0\u09c7?\u201d<\/li>\r\n      <\/ul>\r\n      <p>\r\n        Then connect children\u2019s spoken ideas to any written words you introduce, making reading and\r\n        writing feel like a natural extension of talk.\r\n      <\/p>\r\n\r\n      <h3>8.2 Name and label print<\/h3>\r\n      <p>\r\n        Use meaningful labels around the classroom \u2013 children\u2019s names, key areas (reading corner,\r\n        play area) and frequent objects. Talk about them, point to them and occasionally trace or\r\n        copy them with children at their own pace.\r\n      <\/p>\r\n\r\n      <h3>8.3 Story-retell corners<\/h3>\r\n      <p>\r\n        Create a small area where children can act out stories with props, retell parts of a story\r\n        in their own words and draw scenes they then \u201cwrite\u201d or talk about with teacher support.\r\n      <\/p>\r\n\r\n      <h3>8.4 Fine-motor baskets<\/h3>\r\n      <p>\r\n        Prepare baskets or trays with beads and string, pegs or clips, small blocks or buttons and\r\n        scrap paper for tearing and folding. These activities strengthen hands in playful, low-cost\r\n        ways that prepare children for later writing.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 9. Active ingredients + pitfalls -->\r\n    <section aria-labelledby=\"ey-active-pitfalls-heading\">\r\n      <h2 id=\"ey-active-pitfalls-heading\">9. Active ingredients and common pitfalls<\/h2>\r\n\r\n      <div class=\"ey-flex-two\">\r\n        <!-- Active ingredients -->\r\n        <div class=\"ey-panel\" aria-labelledby=\"ey-active-heading\">\r\n          <h3 id=\"ey-active-heading\">9.1 Non-negotiable active ingredients<\/h3>\r\n          <p>\r\n            Emergent literacy work in the early years should always include:\r\n          <\/p>\r\n          <ul>\r\n            <li>Strong oral language in Bangla as the foundation.<\/li>\r\n            <li>Daily story and talk routines.<\/li>\r\n            <li>Print linked to meaning, not only decoration.<\/li>\r\n            <li>Phonics used to support understanding, not as isolated repetition.<\/li>\r\n            <li>Opportunities for mark-making and fine motor play before heavy handwriting.<\/li>\r\n          <\/ul>\r\n          <p>\r\n            Without these, early literacy can become shallow and stressful rather than deep and\r\n            joyful.\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <!-- Pitfalls -->\r\n        <div class=\"ey-panel\" aria-labelledby=\"ey-pitfalls-heading\">\r\n          <h3 id=\"ey-pitfalls-heading\">9.2 Common pitfalls and how to avoid them<\/h3>\r\n          <p>\r\n            Common pitfalls in early literacy include:\r\n          <\/p>\r\n          <ul>\r\n            <li>Equating \u201cgood teaching\u201d with full exercise books.<\/li>\r\n            <li>Introducing formal English literacy too early and too quickly.<\/li>\r\n            <li>Over-reliance on copying and worksheets.<\/li>\r\n            <li>Labelling children as \u201cweak in reading\/writing\u201d when they lack pre-reading experiences.<\/li>\r\n          <\/ul>\r\n          <p>\r\n            To avoid these, schools can communicate clearly with parents about emergent literacy, use\r\n            classroom displays to highlight process as well as product, monitor the balance between\r\n            talk, story, play and written tasks in the timetable, and draw on tools from:\r\n          <\/p>\r\n          <p>\r\n            <a href=\"\/research-hub-free-teacher-resources\/early-years-teaching\/\">\r\n              Early Years Teaching in Bangladesh \u2013 EBTD\r\n            <\/a>\r\n          <\/p>\r\n        <\/div>\r\n      <\/div>\r\n    <\/section>\r\n\r\n    <!-- 10. Reflection & implementation -->\r\n    <section class=\"ey-reflect\" aria-labelledby=\"ey-reflect-heading\">\r\n      <h2 id=\"ey-reflect-heading\">10. Reflection and implementation questions<\/h2>\r\n      <p>\r\n        Use these prompts in staff meetings, coaching or personal reflection to move from reading to\r\n        action.\r\n      <\/p>\r\n\r\n      <h3>For teachers<\/h3>\r\n      <ul>\r\n        <li>Does my literacy teaching start from language and meaning, or from letters and copying?<\/li>\r\n        <li>How often do my children hear and talk about stories each week?<\/li>\r\n        <li>Are my writing activities appropriate for children\u2019s motor development and age?<\/li>\r\n        <li>What could I remove to create more space for talk, story and emergent writing?<\/li>\r\n      <\/ul>\r\n\r\n      <h3>For leaders<\/h3>\r\n      <ul>\r\n        <li>How do we currently judge \u201cgood\u201d early literacy teaching \u2013 by page quantity or by quality of experiences?<\/li>\r\n        <li>Are teachers supported to explain emergent literacy to parents confidently?<\/li>\r\n        <li>Does our timetable reflect the importance of oral language, story and play?<\/li>\r\n      <\/ul>\r\n\r\n      <h3>For school teams<\/h3>\r\n      <ul>\r\n        <li>What small changes could we make this term to strengthen emergent literacy without increasing workload?<\/li>\r\n        <li>How can we draw on families\u2019 own storytelling traditions in our literacy work?<\/li>\r\n        <li>How can we connect this page with our work on language, self-regulation and early years teaching more widely?<\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- Related resources -->\r\n    <section class=\"ey-related\" aria-labelledby=\"ey-related-heading\">\r\n      <h2 id=\"ey-related-heading\">11. Related EBTD early years resources<\/h2>\r\n      <p>\r\n        This literacy foundations page connects directly to other EBTD resources that support\r\n        emergent literacy and early years pedagogy in Bangladesh:\r\n      <\/p>\r\n      <ul>\r\n        <li>\r\n          <a href=\"\/research-hub-free-teacher-resources\/early-years-teaching\/\">\r\n            Early Years Teaching in Bangladesh\r\n          <\/a>\r\n          &ndash; guidance on developmentally appropriate pedagogy, routines and lesson structures.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"\/research-hub-free-teacher-resources\/early-years-framework\/\">\r\n            EBTD Early Years Framework \u2013 Landing Page\r\n          <\/a>\r\n          &ndash; overview of all ten strands of the framework.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"\/research-hub-free-teacher-resources\/classroom-talk\/early-years\/\">\r\n            Classroom Talk \u2013 Early Years\r\n          <\/a>\r\n          &ndash; talk routines and examples that underpin language and literacy development.\r\n        <\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- Newsletter CTA -->\r\n    <section class=\"ey-cta\" aria-labelledby=\"ey-cta-heading\">\r\n      <h2 id=\"ey-cta-heading\">Stay connected with EBTD Early Years work<\/h2>\r\n      <p>\r\n        If you found this useful, join the EBTD newsletter for monthly, research-backed tips,\r\n        free classroom tools, and updates on our training in Bangladesh\u2014no spam, just what\r\n        helps. Sign up to the newsletter and please share this page with colleagues or on your\r\n        social channels so more teachers can benefit. Together we can improve outcomes and\r\n        change lives.\r\n      <\/p>\r\n    <\/section>\r\n\r\n  <\/div>\r\n\r\n<\/section>\r\n\r\n<!-- Light JSON-LD for this subpage (to be strengthened once all 10 pages are built) -->\r\n<script type=\"application\/ld+json\">\r\n{\r\n  \"@context\": \"https:\/\/schema.org\",\r\n  \"@type\": \"WebPage\",\r\n  \"name\": \"Literacy foundations (pre-reading & pre-writing) \u2013 EBTD Early Years Framework (Bangladesh, BD)\",\r\n  \"url\": \"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/literacy-foundations\/\",\r\n  \"description\": \"Literacy foundations strand of the EBTD Early Years Framework in Bangladesh (BD), focusing on emergent literacy, language before letters, storytelling, phonics in context, fine motor development and reducing harmful early writing drills.\",\r\n  \"inLanguage\": \"en\",\r\n  \"isPartOf\": {\r\n    \"@type\": \"WebPage\",\r\n    \"name\": \"EBTD Early Years Framework (Bangladesh, BD)\",\r\n    \"url\": \"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/\"\r\n  },\r\n  \"about\": [\r\n    \"emergent literacy Bangladesh\",\r\n    \"early years literacy foundations Bangladesh\",\r\n    \"pre reading skills Bangladesh\",\r\n    \"pre writing skills Bangladesh\",\r\n    \"early years teaching Bangladesh\",\r\n    \"teacher training Bangladesh early years\"\r\n  ],\r\n  \"publisher\": {\r\n    \"@type\": \"Organization\",\r\n    \"name\": \"Evidence Based Teacher Development (EBTD)\",\r\n    \"url\": \"https:\/\/www.ebtd.education\"\r\n  }\r\n}\r\n<\/script>\r\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t\t<\/div> \n\t\t<\/div>\n\t<\/div> \n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"Early Years Framework \u00b7 Literacy Foundations Literacy foundations (pre-reading &amp; pre-writing) Building strong emergent literacy in Bangladeshi early years classrooms \u2013 through language, story, fine motor development and meaningful print...","protected":false},"author":1,"featured_media":7113,"parent":8295,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-8316","page","type-page","status-publish","has-post-thumbnail"],"_links":{"self":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8316","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/comments?post=8316"}],"version-history":[{"count":3,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8316\/revisions"}],"predecessor-version":[{"id":8319,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8316\/revisions\/8319"}],"up":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8295"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media\/7113"}],"wp:attachment":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media?parent=8316"}],"curies":[{"name":"\u09a1\u09ac\u09cd\u09b2\u09bf\u0989\u09aa\u09bf","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}