Nurturing Literacy in Early Childhood: Engaging Families, Play, and Developmental Activities

1. CHAPTER 13:Fostering the Emergence of Literacy The Whole Child: Developmental Education for the Early Years Tenth Edition Patricia Weissman Joanne Hendrick

2. What is Appropriate Literacy in Early Childhood? • A Highly Structured Reading Program in Preschool Is Inappropriate • Understand What Families Want • Communicate with Families About Their Children’s Learning • Benefits of Play • Language Development Activities

3. What is Appropriate Literacy in Early Childhood? • A Highly Structured Reading Program in Preschool Is Inappropriate (cont.) • Foundations of Literacy • Communicate With Families About Their Child’s Foundational Literacy Learning • Use Documentation of Children’s Learning • Highly Developed in Reggio Emilia • Allows Us to Look at Children’s Thinking and Development

4. What Is the Difference Between Fostering Emergent Literacy and Teaching Children to Read and Write? • Most Early Childhood Programs Offer Emergent Literacy Activities Throughout the Day • Emerging Skills Such as Recognizing Letters or Looking at Books are the Foundation for Later Reading and Writing

5. What Is the Difference Between Fostering Emergent Literacy and Teaching Children to Read and Write? • Early Literacy is the Term Used For Very Young Children’s (2- to 3-year-olds) Attempts to “Read” or “Write” Without Understanding the Relationship Between Sound and Letters • Emergent Literacy Applies to Older Preschoolers (4- to 5-year-olds) Who Engage in Reading and Writing Activities, Understanding Sound to Letter Relationship

6. Some Fundamental Principles to Keep in Mind • Encourage Families to Read to the Children at Home • Teachers Should Make It Plain That They Value the Wonderful World of Books • Teachers Should Emphasize How Useful the Written Word Can Be

7. Even Very Young Children Can and Should Be Involved in Producing the Written Word • Writing on Their Own • Provide and Array of Materials • Mailboxes and Communication Center • Respect Children’s Efforts

8. Even Very Young Children Can and Should Be Involved in Producing the Written Word • Writing in the Primary Grades • Help children identify the sounds of letters and how the letters combine to make words. • Introduce new words and teach children methods for sounding out and spelling unfamiliar words. • Encourage children to share their writing with others—peers, school community, and family members. • Teach children to distinguish and write in different forms: poems, stories, reports, shopping lists, charts, and so forth. • Teach children how to proofread, revise, and edit their work. • Use appropriate terms and model them for children.

9. Even Very Young Children Can and Should Be Involved in Producing the Written Word • Having Someone Write for Them • Extend the Narrative with Open-Ended Questions • Have Children Revisit Their Work • Use Props

10. Suggestions for Presenting a Language-Rich Group-Time Experience • Include a Variety of Activities • Some Specific Suggestions About Materials to Include: • Do Include a Book and Poetry • Music and Fingerplays Are Important, Too • Auditory Training Should Also Be Provided • Group Time Is an Ideal Time to Provide Practice in Cognitive Skills • Group Time Should Provide Multiracial, Nonsexist Subject Matter

11. Suggestions for Presenting a Language-Rich Group-Time Experience • Management Suggestions to Help Group Time Go More Smoothly • It Is Always Wise to Plan More Activities Than You Are Likely to Use • Make Certain the Children Talk, Too • Make Certain the Material Is Interesting • Keep the Tempo of Group Time Upbeat

12. Suggestions for Presenting a Language-Rich Group-Time Experience • Management Suggestions to Help Group Time Go More Smoothly • Starting and Stopping • Undesirable Behavior • Try Breaking Into Smaller Groups