More Related Content
What's hot
What's hot (20)
Similar to Play and literacy june 2015
Similar to Play and literacy june 2015 (20)
Recently uploaded
Recently uploaded (20)
Play and literacy june 2015
- 1. ConnectingPlay to Literacy Development Julia Butler, M.Ed. Kelly Larkin, M.A Sarah Woodworth, M.Ed.
- 2. The big ideas…. • Parents are the children’s first teachers. The home is where children first encounter language and literacy. • Play is a mental process that builds upon and integrates many other processes in the developing child’s mind. • Play provides opportunities for expanded language and meaning.
- 3. Children’s Literacy Early literacy does not mean early reading! Formal instruction that pushes infants and toddlers to achieve adult models of literacy are not developmentally appropriate.
- 4. Language and Literacy •Language, reading and writing skills develop at the same time and are intimately linked.
- 5. Activities that promote language development Although reading and writing abilities continue to develop through out the lifespan, the early childhood years— from birth to age 8—are the most important period of literacy development. • Learning to Read and Write: Developmentally Appropriate Practices for Young Children.
- 6. Play promotes success! Children are: • Imagining • Pretending • Planning • Wondering • Doubting • Remembering, • Guessing • Hoping • Experimenting • Redoing and working through
- 7. Children do better when parents believe: • That sharing books with children is fun. • That reading with their children is a special time to share. • That reading with their children is a time to feel warm and close
- 8. Pretend Play • Helps connects early literacy and thinking abstractly. • Helps child look at another’s perspective.
- 9. Arizona’s Infant and Toddler Developmental Guidelines • Listening and Understanding • Communicating and Speaking Infants and toddlers learn language to communicate from their families, cultures and communities through everyday experiences.
Editor's Notes
- Parents play a vital role in the development of the young child. The home is where language and literacy are first encounters. Parents play a role in creating a strong foundation for later success. The richness of the home during the early years have been shown to benefit children’s later success as related to readiness and school performance.
- Recruited from primary schools (Heesch and Rotterdam) Socio-economic: Estimated low-middle: 39% Middle: 42% High: 19% To study developmental patterns in older children the 7-13 year olds were divided into two roughly equal age groups
- There is still a debate on the issue of what extent physical symptoms-based theories of anxiety are applicable to youth. Mattis and Ollendick (1997): employed a vignette paradigm to investigate children’s and young adolescents’ cognitive responses to panic-related physical sensations. Results: indicated that in general relatively few children and adolescents made the internal catastrophic interpretations that are characteristic for panic. Note: youngest in study 8.6 were capable of making internal catastrophic interpretations, although cognitions in this age group were fairly concrete and frequently had to do with dying and having contracted a severe illness rather than abstract cognitions of losing control and going crazy. Muris, Hoeve, Meesters and Mayer (2004): Administered an emotion attribution task to a sample of 129 children aged 4-12. they presented children with a series of brief scenarios in which the main character experienced an anxiety-related physical symptom (heat beating fast, hands trmebling) and asked to indicate which of five basic emotions (happy, angry, anxious, and pain) applied to the character. Results: from the age of 7, children were increasingly able to link physical symptoms to anxiety, which is of course keeping with the idea of a cognitive shift occuring around this age. Muris, Vermeer, Horselenberg: further investigated developmental patterns in children’s perception and interpretation of anxiety-related physical symptoms and also examined to what extent these phenomena were influenced by children’s evel of cognitive development. (results: from 7 ears on, children were increasingly ae to relate physical symptoms to the emotion of anxiety. c Catastrophic cognitions
- Connecting Practice to Play Drew
- From a study done by University of Nevada Cooperative Extension and the agricultural Experiment Station, Reno