We need to take into account that children are different, they learn differently at very different rates and some children require more support. The phases in which children pass though in literacy development are Beginning, early emergent, emergent, early, transitional and extending. "The task for teachers is to develop a literacy program that challenges and inspires children to learn, and which makes sure that children acquire skills and strategies in a consistent way so they fell successful" (Hill, 2006, p. 11). Teaching students is not just a simple set off techniques and strategies. "Rather strategies and techniques must be adapted to the contextual experiences of the teacher and learners at the moment of engagement. Whereby the student is moved to a newer, more refined level of knowledge and understanding" (Hill, 2006, p. 11). Literacy and literacy development is an essential part of the curriculum in primary schools, and it is crucial that all children grasp the basic concepts of literacy.
When I was in my second year of university at Charles Sturt University we were designated a buddy to observe and eventually complete a picture story book with her. When I first met Daria I had some difficulty in understanding some words that she was trying to say to me. In fact, when I asked her name I could not understand her properly. I was fortunate that her teacher was standing beside me and she was able to let me know what her name was. It took some effort to fully comprehend some things Daria was saying to me; however after spending more and more time with her I was able to understand her completely. There are many theorists that have had views on how children develop their speech, writing and reading. Vygotsky was a social constructivist and he viewed learning as active, social and collaborative (Hill, 2006, p. 4). An important aspect of his views was the "Zone of Proximal Development" (Hill, 2006, p.