Post on 02-Nov-2019
The project involved the creation of inclusive sessions where the programme of work was mutually agreed between the research team and all project practitioners. This included: • some input on the original
research and the ORIM framework
• practitioner-‐led sessions • paired discussions • group work • practitioner presentations to
the whole group • ‘writing spaces’ • open-‐ended and flexible
approaches to project progress • planning for future work.
Practitioners continue to use ORIM to develop practice: • Incorporating ORIM into a school
strategic plan for family involvement in learning.
• Literacy home visits using ORIM to support transition into school.
• Regular family literacy workshops . • Whole team development to
promote family involvement. • Collaboration to extend ORIM to
other areas, e.g. environmental artwork, maths, play.
The 20 project practitioners have shared ORIM with some 300 other practitioners and 6,000 families.
School of Education, University of Sheffield 388 GLOSSOP ROAD, Sheffield S10 2JA, http://www.real-‐online.group.shef.ac.uk/framework.html
Professor Cathy Nutbrown
New uses of ORIM
Project processes
A Framework for Early Literacy
Development with Parents
Opportunities, Recognition,
Interaction and Models
1
The ORIM framework is the central, original concept of the Raising Early Achievement in Literacy ‘REAL’ Project at the School of Education, University of Sheffield.
ORIM focuses attention on four roles that parents can play in their children’s early literacy development: providing Opportunities, showing Recognition, sharing Interaction and acting as Models.
ORIM is key to the most recent project, A Framework for Early Literacy Development with Parents, which has involved a new group of twenty early years practitioners working with children under five in a range of contexts.
2
Key aspects of early literacy are given attention in the Framework: Environmental Print, Books, Early Writing and aspects of Oral Language.
Project practitioners have shared ORIM and ideas about how families can support their children’s literacy with some 300 other early childhood practitioners.
They have worked with an estimated total of 6,000 families in different parts of the country (Dewsbury, East Sussex, Leicestershire, London, Mansfield, Peterborough, Sheffield, and Tamworth).
'How can practitioners in early years settings make meaningful use of the ORIM framework to
support their work with parents to promote early literacy development? '
Adapting ORIM
The project involved twenty practitioners who used and adapted the ORIM framework. In so doing the practitioners used ORIM
• to extend their existing family literacy practices
• to initiate such practices, where this was new to them
• to try the ideas in relation to new areas of work.
© University of Sheffield 2012