Experiences support emergent literacy handout
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This document discusses the importance of experiences in developing emergent literacy skills in young children. It states that children need hands-on experiences to build concepts, rather than just learning facts, and that experiences allow children to relate new information to their own lives. The document provides many examples of experiences both at home and in educational settings that can support literacy development, such as helping with chores, exploring nature, and taking field trips. It emphasizes giving children opportunities to explore, ask questions, and learn through all their senses.
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1. The document discusses emergent literacy, which refers to the literacy skills and competencies that children develop from an early age, even before formal schooling begins.
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- Piaget believed children learn best by actively participating in and experimenting with their environment. Froebel advocated for guided play and a planned learning environment with adult guidance. Pestalozzi felt natural learning occurs through informal instruction and experiences using the senses.
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Concept on emergent literacy
The document summarizes the theories and philosophies of several influential early childhood education theorists:
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- Piaget believed children learn best by actively participating in and experimenting with their environment. Froebel advocated for guided play and a planned learning environment with adult guidance. Pestalozzi felt natural learning occurs through informal instruction and experiences using the senses.
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· Chapter 8 Chapter 8 The Preschool YearsThe preschool years
· Chapter 8
Chapter 8: The Preschool Years
The preschool years are important. Research shows us that children who attend preschool do better in kindergarten and first grade. However, not every state offers public preschool. And, many schools that do offer this, offer it only to children with special needs (and then regular education students may need to win a lottery to get in). Although children who do not have a special need may attend, they are usually screened and placed on waiting lists. Also, there is typically a tuition to pay for the child if he/she does not have a special need.
Your text introduces the idea of universal prekindergarten: providing preschool for every child whose parents want it (preschool for all children) on page. But, keep in mind that universal prek doesn’t mean that your child must attend, it simply means that it is available if you would like it. I point this out because many people (in particular, stay at home moms) think that this is the government’s way of not allowing them the choice to stay home and educate their own child. Therefore, there are parents who are against this.
In the past, socialization skills were the focus of prekindergarten however; sad but true, today there is a decided move away from socialization as the primary function for enrolling children in preschool. Preschools are now promoted as places to accomplish many more skills than just socialization! This plays a role in my comments above about not all parents favoring universal prek; the stress toward academic success is definitely a concern for many.
Of course, high-quality affordable preschool can be difficult to come by. We know that children benefit from attending high-quality preschool, but high-quality preschool also often comes with a high price. Thus, it can be difficult for many parents to have the ability to send their child to preschool.
The children of today are different than the children of the past. Aside from the many academic expectations the children have placed upon them, we may need to find new and innovative ways to teach them - making the learning environment interesting and engaging everyday!
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Updated training schedule and information newsletter for Cariño Early Childhood TTAP at the University of New Mexico. This newsletter is for 3rd quarter 2015-2016.
Educ 457 Lesson Plan #2: Where Do Worms Live?
The lesson plan focuses on teaching preschoolers about worm habitats by having the children observe worms in a soil and sand mixture and make predictions about where worms live and what they need to survive. The children's predictions and use of vocabulary will be assessed through anecdotal notes. Following the activity, the class will review their predictions and add to their KWL chart to track their ongoing learning about worms.
Why Home Learning Should Be More Self-Directed and Less Structured.pdf
Because of the coronavirus concern, pupils were forced to stay at home, and social media feeds were flooded with color-coded study regimens from well-meaning parents.
TA training 2016
The document outlines the Early Years Foundation Stage (EYFS), which sets standards for learning, development, and care for children aged 0-5. It discusses the 7 areas of learning in the EYFS framework and the early learning goals within each area. These include personal, social and emotional development, communication and language, physical development, literacy, mathematics, understanding the world, and expressive arts and design. The document provides information on how teachers can support children's learning and development through planned play and experiences that build on their interests and knowledge.
Meet The Teacher Workshop Powerpoint-sep 2014
This document provides information for parents about the Early Years Foundation Stage curriculum and what to expect in the Foundation Stage 1 class. It outlines the 7 areas of learning covered, which are personal, social and emotional development, communication and language, physical development, literacy, mathematics, understanding the world, and expressive arts and design. It describes the goals and objectives within each area of learning. It also provides practical information for parents such as what to send to school and routines.
schematicplaymar21.pptx
This document discusses schemas in early childhood development and how they inform play-based learning. It defines schemas as patterns of behavior that help children explore and understand how things work. The roles of adults and environment quality are examined, with emphasis on observing children's play, being responsive to their interests, and providing open-ended resources to support different schemas like transporting, enclosing, and connecting. Engaging families is also presented as important for sharing knowledge of schemas between home and early learning settings.
Cognitive and language development
Cognitive development refers to how children learn to think and reason through actively exploring their environment, trying new ideas, and observing the results. Jean Piaget identified four stages of cognitive development - sensorimotor, preoperational, concrete operational, and formal operational - which show how children's thinking skills progress from learning through senses alone to abstract thought. Lev Vygotsky emphasized that social interaction plays a key role in children's cognitive growth, as adults provide scaffolding to support children's developing skills. Cognitive development involves changes in thinking, reasoning, and understanding related to age and experience. Adults foster cognitive growth by encouraging children's natural curiosity and allowing them to construct their own knowledge.
Creativity and fluency
The document discusses activities to develop creativity and fluency in young children. It focuses on the technique of brainstorming, which involves generating many ideas in response to a prompt without evaluation. Three levels of brainstorming activities are described corresponding to ability levels of toddlers, preschoolers, and young school-aged children. The activities aim to nurture children's creativity by valuing their ideas and showing them their contributions are important. Regular practice of brainstorming can help develop fluency, defined as the ability to readily generate many possible solutions or ideas.
Creativity and fluency
The document discusses activities to develop creativity and fluency in young children. It focuses on the technique of brainstorming, which involves generating many ideas in response to a prompt without evaluation. Three levels of brainstorming activities are described corresponding to ability levels of toddlers, preschoolers, and young school-aged children. The activities aim to nurture children's creativity by valuing their ideas and showing them their contributions are important. Regular practice of brainstorming can help develop fluency, defined as the ability to readily generate many possible solutions or ideas.
L'avenir preschool - Sample report
A vivid account of the 3 year olds' journey and progress through a semester at L'avenir preschool - an example of a comprehensive evaluation integrating the subjective & objective realms of children's progress
Similar to Experiences support emergent literacy handout (20)
· Chapter 8 Chapter 8 The Preschool YearsThe preschool years
· Chapter 8 Chapter 8 The Preschool YearsThe preschool years
Cariño Early Childhood at UNM 3rd Quarter 2015-2016 Newsletter
Cariño Early Childhood at UNM 3rd Quarter 2015-2016 Newsletter
Why Home Learning Should Be More Self-Directed and Less Structured.pdf
Why Home Learning Should Be More Self-Directed and Less Structured.pdf
More from Teacher Pauline
Educ 190 worksheet
This document provides a shopping list with items from a convenience store and mathematical expressions to calculate the price of each item by adding decimals. It asks the reader to solve the expressions, write the solutions and prices in a table, and then answer 6 questions about the total prices of different items in the list.
Edsc 126
This document provides guidance on how to effectively teach fractions to students. It emphasizes using multiple representations and real-world examples to help students develop a conceptual understanding rather than just memorizing procedures. Teachers should focus on relationships between fractions and use visual models, manipulatives and different mediums to illustrate the same fraction. Connecting fractions to everyday contexts like cooking, measuring and data can help students apply their knowledge outside the classroom. Evaluating statements and classifying representations also encourages reflection and discussion.
Edsp 121
Music provides several benefits such as enhancing self-esteem, creativity, and expression. It also improves abstract reasoning and learning abilities in children which are important for subjects like math and science. Regular exposure to music for children leads to faster social, mental, and physical development. Additionally, music increases intelligence and enhances higher brain functions that assist with skills like reading, math, chess, science, and engineering.
Handout edteg101
The document discusses various external factors that affect child development, including family dynamics, parenting styles, school, non-parental care, and media/technology. Regarding family, warm parenting is linked to higher self-esteem in children, while hostile parenting is linked to mental health issues. Authoritative parenting is most effective. School helps children develop cognitive skills, while quality of non-parental care is important. Historically, new media forms like radio and TV raised concerns about influencing children, while also offering educational potential if content is regulated.
Neuroscience and intelligence
There is a correlation between larger brain and head size and higher intelligence, as measured by IQ tests and brain imaging. Males on average have slightly larger brains and higher SAT scores than females. However, the correlation is small, and it may not be overall size that matters but the size of certain brain regions. While brain size can affect intelligence if the brain is properly organized, intelligence may also correlate with faster information processing speed and more efficient energy use in the brain.
Edteg102 math
This document discusses key mathematical concepts that can be taught through play-centered learning in early childhood education. It outlines concepts like spatial relationships, quantities, shapes, patterns, problem solving, and number sense that children can explore through play with blocks, clay, sand, water and other open-ended materials. It emphasizes arranging the physical space and selecting open-ended materials to support children's play and development of mathematical understanding.
Music and movement
The document discusses theories of musical development in early childhood. It covers Jerome Bruner's three cognitive stages of development and how music and movement activities relate to each stage. It also discusses the history of early childhood music education and approaches from thinkers like Rousseau and Montessori. Additionally, it outlines the role of music and movement in child development and how music programs can be created and presented in a developmentally appropriate way.
Educ 190_Data Analysis and Collection Tools
The document discusses various tools for collecting and analyzing qualitative and quantitative data. It provides examples of tools for online surveys, data visualization, and statistical analysis in Excel, OpenStat, MATLAB, GNU Octave, SPSS, and more. These tools allow users to extract values from graphs, measure distances and angles, record color values, conduct descriptive statistics, correlations, regressions, and more.
More from Teacher Pauline (11)
Experiences support emergent literacy handout
- 1. EXPERIENCES SUPPORT EMERGENT LITERACY (under the topic, Fostering Emergent Literacy) Experiences Support Emergent Literacy • Children and adults need to bring meaning to the page in order to get meaning from that printed page • Written words can extend our understandings , but they must build on an existing understanding • Children need to build on personal experience in their encounters with written and oral language • Children are much less able than adults to conceptualize ideas from mere words • When youngsters manipulate or interact with real objects, they begin to develop concepts Fact vs. Concept Fact: - Leaves turn bright colors in the fall Concept: - The concept of leaves turning color involves an understanding of the cycle of seasons and their relationship to regeneration in nature Fact - part of a concept - memorization - Does not imply understanding - An adult can tell child facts, and the child can memorize and repeat them. However, this performance does not imply understanding or necessarily involve thought. Concept - Broader - Understanding - Requires thought This type of thought can occur only through first-hand experiences and observations
- 2. Ex: Betsy has to pour the water from one container to others over and over, on many different occasions, before she can understand that water will conform to the shape of its container or that a short, wide container can hold the same amount as a tall, narrow one. Implications Shortcut approaches to teaching is a no-no Do not substitute second hand experiences (passive) for first hand ones (active learning mode) to speed up the learning experiences Some adults think that children have learned a great deal in a short time. However, knowing specific words and understanding what they represent are NOT necessarily the same thing. This type of shortcut teaching causes children to rely on adults rather than to think for themselves. In a world with ever-changing facts and various views of truth, children must learn to think for themselves. Why Expose, Explore, and Experience? They expand their vocabulary with meaningful words related to their experiences They have experiences to think about, talk about, and write about They can relate personally to what others write about similar experiences They learn to “read” people’s moods from their expressions They expand their vocabulary with meaningful words related to their experiences They learn to read printed symbols with which they have had experience They learn to “read” the weather from the color of the sky Tips! Home Experiences Make your home ideal for learning Playpen Helping with Chores can be a source of learning experience - A six year-old can help a toddler get dressed - Kids can sort and mate socks when laundry is folded - A child can help in unpacking groceries
- 3. - Children get to help in cooking at some time Consider a Yard with - Grass to run barefoot in - Dirt to dig in - Paved area for riding tricycle - Fruit trees. Kids are allowed to pick the fruit when it’s ripe and eat it when it is washed. - Vegetable garden where kids can pull tender young carrots when they are mature - Pets - On warm days, children add the delightful sensory experience of water play when they get to fill the plastic swimming pool. Family Activities - Much of children’s experience occurs before preschool age, and once children enter school, much of their experiences continues to occur - Road trip. Along the way, they see bridges, and trains. They get to watch the planes land at the airport. - Children can visit the grocery store, fabric store, and hardware store - Children learn to identify products on the shelved and vegetables in display - Provide the children with meaningful experiences - The younger ones watch as their mother writes the grocery list and they suggest items to include - The school-age children check the refrigerator daily to decide whether to pack a lunch or buy at school School Experiences - Plan experiences to help young students find some answers to their constant questions of Why. - Children must learn through all their senses and not just through hearing. - Make sure that students regularly have new, stimulating experiences.
- 4. Planning Outings - Plan excursions well in advance - Visit the site - Keep guides from trying to explain too much. Kids will learn a little now and more later. - Try to keep outings under one hour - Think about the purpose of each field trip - Try to vary the purposes as well as the places - Consider small group approach to field trips (more adequate discussions) Places to consider - Bakery and construction sites where kids learn about processes - Television or radio station where kids learn behind the scene activities - Science excursions for studying nature - Grocery and restaurant - Take a trip just for the enjoyment of having an adventure, smelling growing things, and feeling the breeze Reference: Fields, Marjorie, et al. (1991). Let’s Begin Reading Right. NY: Macmillan Publishing Company