2. Materials in the Book center
Preschool
Must have 3-5 materials in each of
the following categories:
Realistic
Factual
Fantasy
People
Animals
Infants and Toddlers
Must have 3-5 materials in each of
the following categories:
Routine
Familiar objects
Transportation
People
Animals
There must be at least 20 books for a group of 15 children- as
long as it covers the listed categories
4. Materials in the Book center
Aside from an appropriate sized bookshelf, the center must also include additional
language materials such as posters, pictures, picture card games, and recorded songs
and stories.
Memory card game
Audio books
5. Diversity
Culture
Include books about:
• Different cultures
• All holidays
• Styles of dress around the world
• More than just “black and white”
Disabilities
Include books that show:
• Being different
• Living with different
challenges/necessities
• Being sick
• People with walking supports or
wheelchair
• People with no hair
6. Developing Skills and Abilities
Children must have access to
the materials in this center for
at least one hour in a full day
program. (ECERS-R, 5.4, 152)
Children must be read to
formally and informally
throughout the day. (ECERS-R,
5.5, 154)
Improves problem solving skills
Recognizes the alphabet
Children will learn to
comprehend what they hear
Vocabulary is building
Print awareness
Early Writing
Children with Down
Syndrome rely on
sight word
vocabulary rather
than on phonological
awareness.
Children with autism
learn best through
computer assisted
instruction
7. Teacher’s Role in the Book Center
High quality interactions are a necessity in early education.
• Reading formally and informally on a structured schedule and at random benefits
the child.
• Reading to and providing books on current events, seasons, and topics will help
the child better understand what is going on around them.
• Having conversations with/explaining a topic before and/or after the reading will
help children better understand what is happening in the book.
• Must encourage students to voluntarily engage in reading, not force them to
• Explain rules of word games and other materials so children understand the
purpose of the activity they have chosen
8. Approaches to Learning
Creativity and Inventiveness
C.11
Represent reality in a variety of
ways. For example, making up a
story. (pg. 7)
Teachers can choose a picture book
and ask the children what the
pictures are saying as opposed to
what the words are saying.
Reasoning and Problem Solving
D.13
Demonstrate long-term memory of
meaningful events and interesting
ideas. (pg. 7)
When reading relevant, realistic books,
children can connect the story line to
their own lives and maybe learn a new
way to engage in whatever it is.
9. Language and Literacy
Print Awareness and Concepts
C.8
Recognize a word as a unit of print
that is formed by individual letters.
(pg. 12)
Teachers can use big books with
large print so that children can read
along.
Comprehension
D.10
Understand the main idea of simple
information. (pg. 12)
Teachers can ask thought provoking
and open ended questions.
Infants and toddlers may
not be able to respond, but
they have comprehended
some aspect of the story.
