chapter 13: fostering the emergence of literacy the whole child: developmental education for the...

CHAPTER 13:Fostering the Emergence of

Literacy

The Whole Child: Developmental Education for the Early Years

Tenth EditionPatricia WeissmanJoanne Hendrick

Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved

13-2

What is Appropriate Literacy in Early Childhood?

• A Highly Structured Reading Program in Preschool Is Inappropriate

oUnderstand What Families Want

oCommunicate with Families About Their Children’s Learning

oBenefits of Play

oLanguage Development Activities


13-3

What is Appropriate Literacy in Early Childhood?

• A Highly Structured Reading Program in Preschool Is Inappropriate (cont.)

oFoundations of Literacy Communicate With Families About Their Child’s Foundational Literacy Learning

oUse Documentation of Children’s Learning Highly Developed in Reggio Emilia Allows Us to Look at Children’s Thinking and Development


13-4

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


13-5

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


13-6

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


13-7

Even Very Young Children Can and Should Be Involved in Producing the Written Word

• Writing on Their Own

oProvide and Array of Materials

oMailboxes and Communication Center

oRespect Children’s Efforts


13-8


• Writing in the Primary Grades

o Help children identify the sounds of letters and how the letters combine to make words.

o Introduce new words and teach children methods for sounding out and spelling unfamiliar words.

o Encourage children to share their writing with others—peers, school community, and family members.

o Teach children to distinguish and write in different forms: poems, stories, reports, shopping lists, charts, and so forth.

o Teach children how to proofread, revise, and edit their work.

o Use appropriate terms and model them for children.


13-9


• Having Someone Write for Them

oExtend the Narrative with Open-Ended Questions

oHave Children Revisit Their Work

oUse Props


13-10

Suggestions for Presenting a Language-Rich Group-Time Experience

• Include a Variety of Activities

o 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


13-11


• Management Suggestions to Help Group Time Go More Smoothly

oIt Is Always Wise to Plan More Activities Than You Are Likely to Use

oMake Certain the Children Talk, Too

oMake Certain the Material Is Interesting

oKeep the Tempo of Group Time Upbeat


13-12


• Management Suggestions to Help Group Time Go More Smoothly

oStarting and Stopping

oUndesirable Behavior

oTry Breaking Into Smaller Groups

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