Home learning environments

Chapter 2: A Framework for Learning: Opportunities, Recognition, Interaction and Models

…thinking about learning this way has really opened my eyes to what I can do as a parent.

Parent during a home-visit

Chapter overview:

Underpinning this book is the well-established ORIM Framework for family learning, This was first used in the Sheffield REAL project and is now widely applied across some 70 LAs in England, several hundreds of settings, and many other organisations and projects, in the UK, Channel Islands, and beyond. This chapter sets out the theoretical foundations of early literacy development derived from international research, elaborates the main approaches in the Sheffield REAL project, and provides examples of work with families.

Chapter objectives:

  • To provide our theorised view of early literacy development,

  • To introduce the ORIM Framework, and Sheffield REAL Project approaches,

  • To provide examples of ORIM in practice

The ORIM Framework

Further Reading

Marsh, M., Hannon, P. and Lewis, M. (2017) Young children's initiation into family literacy practices in the digital age. Journal of Early Childhood Research15 (1) 47-60

A study of young children’s digital literacy at home found that children were immersed in a range of multimedia, multimodal practices involving other family members who scaffolded their learning and delighted in the children’s technological capabilities.

NCB (2019) A REAL success for Oldham's children.
A report on use of REAL Approaches, including ORIM, in targeted wards in Oldham.

Nutbrown, C. (2018) 'Early Literacy Development and Learning'. Chapter 14 in Cathy Nutbrown (2018) Early Childhood Educational Research: International Perspectives. London: Sage
This chapter summarises international research on emergent literacy and gives more detail on literacy ‘strands, digital literacies, the ORIM framework, and parent’s roles.