By Alexandria Beaman, CHD 120, Summer 2018

1. MY BOOK CENTER

2. TYPE OF BOOKS NEED IN PRESCHOOL
SETTING
Preschooler's need 3-5 books in each of the following
categories:
•Realistic
•Factual
•Fantasy
•People
•Animals

3. INFANTS AND TODDLERS SETTING
Infants need clothe covered or board
with realistic pictures of:
•People
•Animals
•Transportation
•Routines
•Objects

4. DIVERSITY IN THE BOOK SELECTION
•For different cultures there are books with different foods in them and
different languages such as Spanish.
•There may be books about kids with glasses or who can’t hear well and
need sign-language in the center to help other children understand their
friends difference.

5. ITERS-R REQUIRED BOOKS IN THE
BOOK CENTER
• People
• Race
• Age
• Ability's
• Animals
• Familiar objects
• Familiar routines
• Nature/ Science

6. ITERS-R REQUIRED AMOUNT OF BOOKS
• ITERS-R requires that for groups of 1-6 children to get a full
score there must be at least 12 books available to children.
• Once there is a group of 7 or more children there must be at
least 2 books per child.

7. SOME GUIDELINES TO FLOW IN
MAINTAINING THE CENTER
• Books should be rotated (switched out with other books) and kept in good
condition.
• There should be a wide selection of books in reach of the children at all
times.
• Books with different cultures and special needs children in them should be
included in book selections at all times.
• There should be planned reading times and spontaneously.
• Some books related to current classroom activities or themes.

8. SKILLS AND ABILITY’S LEARNED BY
USE OF THE BOOK CENTER
• Student can read independently with book recordings (15.5.2d-e pg. 153
ECER-S BOOKS).
• Students can grow their love for books during circle time and random bursts of
reading throughout the day (pg.147 in ECERS rating scale).
• Children can learn current class room themes through books and do projects on
the books (Part 3 activity's slide 8).

9. THE TEACHERS ROLE
• The teachers role in the book center according to (ECER-S 14.3.3a-c on
pg.185) is active involvement by staff in reading or looking at books with
children.
• (ECER-S 3.4 on pg..185) States that teachers are to encourage kids to join
in at story time but not force.
• (ECER-S 3.3 on pg.184) That teachers initiate book use by reading to
infants by having the infant sit on their lap and holding the book so the
infant can see it as they are read to.

10. MILESTONES AND DEVELOPMENT OF
LANGUAGE AND LITERACY
Language and Literacy:
• Show increased comprehension and response to stories read aloud. (D5)
• Recall specific characters or actions from familiar stories. (D6)
• Demonstrate understanding of basic plots of simple stories in a variety of
ways. (D8)
• Begin to understand the connection between books and personal
experiences. (D9)
The teachers role in this is done in reading stories to the children in and out of
story time.

11. MILESTONES AND DEVELOPMENT
COGNITIVE AND GENERAL KNOWLEDGE
Reading can help develop Cognitive and General knowledge:
• Expand knowledge of and respect for their environment, living creatures, and
plant life. (A11)
• Recognize and copy simple patterns (e.g., sounds, objects, shapes). (C9)
• Demonstrate beginning knowledge of the relationship between people, places,
and regions. (B7)
• Respect differences among people, such as; gender, race, special needs, culture,
language, and family structures. (D10)
• These skills can be gained from reading about science
(animals, plants, rocks, etc.) and reading about different cultures and places.