Bubbles to books


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Early Literacy for infants and young children.

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  • The request to have apples available is made prior to this presentation
  • Request that they obtain some of the apples from the dramatic play areas of their classrooms/family child care homes
  • Data from National Center for Family Literacy
  • Bubbles to books

    1. 1. BUBBLES TO BOOKS Family Literacy With Infants and Toddlers
    2. 2. Parentswant theirchildren tosucceed inschool.They wanttheirchildren todevelopstrongliteracyskills. Let’shelp themunderstandhow thisdevelops ininfants andtoddlers.
    3. 3. ACTIVITY/ DISCUSSION 1 Bring out the apples you purchased at the grocery store.  Have available a paring knife and paper towel. Pretend that you have never seen an apple before.  Explore the apple in all the ways that occur to you to do. In Discussion 1 on Moodle,  List all of the characteristics of the apple that you were able to learn.  Post additional characteristics on at least 2 other discussion posts.
    4. 4. ACTIVITY/DISCUSSION 2 Explore the toy apples Post on your discussion entry the characteristics you could no longer identify if you were only using pretend apples.
    5. 5. ACTIVITY/DISCUSSION 3  Looking at this photo, what characteristics of an apple must you cross out if this is your only source of information.
    6. 6.  Children learn first through real life experiences If this were your first exposure to an apple, what would you know about an apple? Infant and Toddler Literacy activities must be based on real life experiences.  Symbolic reasoning is developed as we learn that symbols (pictures or letters that mean words) stand for real things – nouns, verbs, adjectives, etc) Children’s first literacy experiences are important.  Children’s literacy has a strong link to their family’s literacy experiences.
    7. 7. WHAT IS THE ”FAMILY LITERACY INITIATIVE ?” Work with at-risk families Have broad goals Offer multifaceted services that meet educational and other-than educational need of both parents and children Provide intensive, long term program services www.familylit.org
    8. 8. WHY IS MOTHER’S LITERACY IMPORTANT TO INFANTS AND TODDLERS? 66% of children under age six whose parents did not complete high school live in poverty 23% of the 191 million adults in this country demonstrated skills in the lowest level of prose, document, and quantitative proficiencies Early deprivation stacks the deck against poor children and families. They more often suffer poor health and later academic failure
    9. 9. The most powerfulpredictors ofchildren’s academicsuccess are theeducationalachievement andsocio-economic levelof their parents.The mother’seducation isparticularlyimportant.
    10. 10. WHAT CAN INFANT CARE TEACHERS DO TOENCOURAGE MOTHERS AND OTHER ADULTS’LITERACY RELATIONSHIPS TO INFANTSAND TODDLERS? In your assigned groups, in the assigned wiki, create a list of ideas that you can do in your family child care home or you center.
    12. 12. WHAT ABOUT ADULTS WHO ARE NOTCOMFORTABLE WITH THEIR OWN LITERACY LEVEL? Simple books, with stories that can be made up, with content that is interesting to the adults
    13. 13. WHAT ARE “PRELITERACY”ACTIVITIES? Support the development of the Concept of Symbolism Introduce real objects Introduce books What is to the left of this text? If you answered “a Dog” you were not correct. It is a photograph!  As an adult, you have made the automatic transition from the real thing (dog) to the picture of the dog. This is what literacy is all about.
    14. 14. EMERGENT LITERACY SKILLS Book Handling Behaviors  Touching, chewing, turning pages, front to back turning of pages Looking and Recognition  Looking at pages  Showing signs of recognition – pointing, making a sound, early word efforts Picture and Story Comprehension  Growing awareness of the symbols of pictures and words to create meaning Story Reading Behaviors  Sitting and turning pages of a book, with or without meaning. How will you foster these behaviors in your family child care home, center classroom, or during your home visit?
    15. 15. LITERACY DEVELOPMENT OVERVIEW Developing Oral Modeling Literacy Language Skills Developing a Sense ofUsing Decontextualized StoryLanguageConstructing & Testing Using LiteracyHypotheses Tools Reading & Writing Are all of these elements present in your home or classroom?
    16. 16. Books Opportunities to handle books Opportunities to cuddle with an adult and look at special booksSongs and Fingerplays Repetitive rhyming and songs Active fingerplays
    17. 17. RESOURCES FOR SONGS AND FINGERPLAY http://www.sqedunk.com/FingerPlays/Nursery- Rhymes.htm http://www.educationoasis.com/curriculum/Music_M ovement/fingerplays_actionverses.htm http://www.preschoolrainbow.org/preschool- rhymes.htm
    18. 18. Hands-on activities Mommy is at work  What does that mean?  What does it look like?  Does she still think of me? What is at the zoo? Park? Store?
    19. 19. Crawling Oppositional movement activities, support later literacy skills,http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=212
    20. 20. INFANTS ENJOY  Nursery rhymes and finger plays  Use rhythm and rhyme to captivate & charm infants  Made up stories about objects  Made up tales can be very simple  Songs that tell stories  Stories with sounds, gestures, and facial expressions  Have fun with your voice & enjoy the telling – infants will responds to your changing voice and enthusiasm
    21. 21. Left to right concepts When putting things in a row, place left to right Trace the words on the page when reading**If the home language writes in aleft to right, front to back format
    22. 22. Front to back concepts Talk about starting at the title pages in the front, and finishing at the end, at the back
    23. 23. Be awarene of child’s home language, potential differences in literacy in family members
    24. 24.  Nursery rhymes  Bring out the story line – tell a nursery rhyme like a story Stories about themselves  Invite them to join you in telling – include actions or repeated lines that they can say with you Familiar Tales  (like the Three Bears) Storiesthey can join in or act out (like the Itsy Bitsy Spider  Keep it short
    25. 25. •Books that reflect thechild’s own experiences•Books that honor andobserve the diversitythe child willexperience•Books that can betouched and chewed•Books that arebeautiful
    26. 26. What do these book pages represent? If you were a child, what wouldinterest you about them?
    27. 27. LIST/ACTIVITY Think of your favorite books as a child Think of the books you like to read to children now What are the characteristics of the books? Why do you like them? On Discussion 2  Make a recommendation of 3 of your favorite children’s books, and why
    28. 28. STORYTELLING: ENHANCING RESILIENCY Fosters a sense of inner strength Creates a positive connection with others Identifies with traditions Exercises the imagination Provides a means to plan for the future Encourages laughter, ability to laugh at self Enhances good problem solving skills
    30. 30. REFLECTION FOR YOUR JOURNAL ENTRY Was there an “aha” moment during this presentation/activities/discussion?  Something that was new and will make a difference in how you think about books an literacy  Something that reinforced a belief or value? What actions will you take as a result of this information?