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Bubbles to books

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Early Literacy for infants and young children.

Early Literacy for infants and young children.

Published in: Education

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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
  • Transcript

    • 1. BUBBLES TO BOOKS Family Literacy With Infants and Toddlers
    • 2. Parentswant theirchildren tosucceed inschool.They wanttheirchildren todevelopstrongliteracyskills. Let’shelp themunderstandhow thisdevelops ininfants andtoddlers.
    • 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. 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. 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.  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. 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. 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. The most powerfulpredictors ofchildren’s academicsuccess are theeducationalachievement andsocio-economic levelof their parents.The mother’seducation isparticularlyimportant.
    • 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.
    • 11. WHAT ABOUTFAMILIES FOR WHOMENGLISH IS NOTTHEIR FIRSTLANGUAGE?THERE ARE MANY BOOKSFOR CHILDREN AVAILABLEIN SPANISH. WHAT IF THECHILDREN YOU SERVE SPEAKOTHER LANGUAGES IN THEHOME?
    • 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. 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. 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. 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. 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. 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. 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. Crawling Oppositional movement activities, support later literacy skills,http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=212
    • 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. 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. Front to back concepts Talk about starting at the title pages in the front, and finishing at the end, at the back
    • 23. Be awarene of child’s home language, potential differences in literacy in family members
    • 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. •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. What do these book pages represent? If you were a child, what wouldinterest you about them?
    • 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. 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
    • 29. NATIONAL CENTER FOR FAMILY LITERACYWEBSITE – RESOURCE
    • 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?