Materials available and references
Available Materials
There are many activities that will enable children to develop their language and literacy skills. For language, it is important to talk to even the youngest of children. Responding to their attempts to talk will encourage them to keep talking and this activity can be built into other parts of their day, like during diaper-changing and during eating and sleeping transitions. Infants will begin to demonstrate the flow of sentences before they learn any words. In fact, Jalongo (2008) points out that “Vocal imitation is one of the earliest communicative strategies used by children” (p. 46).
For literacy, the single most important thing that we can do is read to children. With infants and toddlers, as we read, we are demonstrating how books work, where the beginning and the end are, and how words are arranged on the page. For preschool and primary age children, we should continue to read with them. We should also include real world opportunities to gain vocabulary and allow time for independent, meaningful reading and writing.
Some of the materials that should be found in a language-rich environment will include books, road signs, writing materials, displays that include the children’s written projects, flannel or magnetic boards, puppets, and dramatic play props. In the dramatic play area, props will need to be tailored to the theme. Menus, note pads and pencils (for taking orders) are good starts for including literacy and language activities in a restaurant theme. Recipe cards and cookbooks could be found in the kitchen. Tickets could be written if the dramatic theme includes law enforcement.
Resources that are readily available in many communities include the public library. Most libraries hold a reading activity once a week for young children and their parents. Garage sales and used bookstores are good places to find inexpensive children’s books. Best Beginnings is an organization that, through the Imagination Library, provides one book a month to any child in Alaska under the age of five.
For literacy, the single most important thing that we can do is read to children. With infants and toddlers, as we read, we are demonstrating how books work, where the beginning and the end are, and how words are arranged on the page. For preschool and primary age children, we should continue to read with them. We should also include real world opportunities to gain vocabulary and allow time for independent, meaningful reading and writing.
Some of the materials that should be found in a language-rich environment will include books, road signs, writing materials, displays that include the children’s written projects, flannel or magnetic boards, puppets, and dramatic play props. In the dramatic play area, props will need to be tailored to the theme. Menus, note pads and pencils (for taking orders) are good starts for including literacy and language activities in a restaurant theme. Recipe cards and cookbooks could be found in the kitchen. Tickets could be written if the dramatic theme includes law enforcement.
Resources that are readily available in many communities include the public library. Most libraries hold a reading activity once a week for young children and their parents. Garage sales and used bookstores are good places to find inexpensive children’s books. Best Beginnings is an organization that, through the Imagination Library, provides one book a month to any child in Alaska under the age of five.
References
Cole, A. D. (2004). When Reading Begins. Portsmouth, NH: Heinemann.
Henniger, M. L. (2009). Teaching Young Children: An Introduction. Upper Saddle River, NJ: Pearson. Isbell, R. T., & Raines, S. C. (2007). Creativity and the Arts with Young Children. Clifton Park, NY: Thomson Delmar Learning Jalongo, M. R. (2008). Learning to Listen, Listening to Learn. Washington, DC: National Association for the Education of Young Children. |
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