Resources and activities to use with very young children Dr. James L. Thomas.

download Resources and activities to use with very young children Dr. James L. Thomas.

If you can't read please download the document

Transcript of Resources and activities to use with very young children Dr. James L. Thomas.

  • Slide 1

resources and activities to use with very young children Dr. James L. Thomas Slide 2 Thanks to Kelly Slide 3 Thanks to you... for attending today! Slide 4 a few gifts for you... Slide 5 sometimes life squeezes the best out of us Slide 6 Ready to Read! (reading readiness) Language Play for Infants The Young and the Restless (1s) Making Story Times Memorable for 2s, 3s, and 4s Slide 7 Who is Dr. James L. Thomas? Mr. Jim Slide 8 a story, a story why such passion for early literacy? Slide 9 Hello my friends wont you sing with me; sing with me? Wont you sing with me? Hello, my friends, wont you sing with me? Wont you come and sing with me? -clap -march -read Slide 10 -how I evaluate a workshop- one good idea that I can and will use Slide 11 ask questions! make comments, please Slide 12 who makes a difference in a young childs life? -parents -grandparents -relatives -childrens librarians -early childhood care providers Slide 13 early literacy and your role out of my mind Sharon Draper Slide 14 essentials for young children books/reading music finger plays signing Slide 15 why books/reading with young children? introduces the left/right reading process exposes the child to an exciting, new world through stories and informational titles allows the child to hear the linguistic patterns of his/her language connects a child with an adult Slide 16 why music/singing with young children? powers the brain: connects neural pathways* influences: stimulates creativity connects: brings diverse groups together transports: in time and emotion comforts: security and memories* from Sing into Reading by Nancy Stewart Slide 17 why finger plays with young children? promotes love of rhythm and movement helps children to develop creativity encourages greater self-esteem promotes & encourages verbal and motor skills teaches concepts (body parts, counting, colors, up/down) helps a child observe and follow along/focus* Slide 18 why sign with young children? reduces frustration and provides a means to express themselves* increases parent-child bonding lets babies communicate vital information Slide 19 children who learn sign actually talk and comprehend language better than those who dont 2 year-olds who were taught sign, have a bigger vocabulary and were able to put together significantly longer sentences than those who did not learn sign Slide 20 Every Child Ready to Read 1 st edition vs. 2 nd edition (infant-5 years) (2-5 years) American Library Association/ALSC Slide 21 other necessities for young children playing talking writing Slide 22 why playing with young children? main way child learn about the world helps them build skills necessary for critical thinking and leadership learn how to problem solve and feel about their ability to learn provides opportunities to explore, ask questions, and use imagination allows to practice and refine motor skills Slide 23 why talking with young children? allows for conversation between two people models for infants natural tone and language relates and gives meaning to objects in their world makes the child feel important building self concept teaches appreciation with pleases and thank yous Slide 24 why writing with young children? threes and up develops eye and fine motor coordination allows for experimentation with paper and pens encourages self expression makes for conversation between the creator and another person builds self concept Slide 25 Slide 26 This presentation is based on information from National Institute of Child Health and Human Development Public Library Association Association for Library Service to Children Slide 27 Purpose The purposes of this presentation are to enable adults -to understand the needs for early literacy -to help children (ages birth 5 years) become aware of and comfortable with language Slide 28 Learning Outcomes Participants will be able to -define early literacy -describe ways in which reading and early literacy can nurture brain development -list the six essential early literacy skills and describe ways to incorporate them into daily routines -practice ways to read picture books the promote language development -understand and apply the dialogic reading method when sharing a picture book Slide 29 Slide 30 Four Essential Facts About Brain Development (GROW) GET ACTIVE Slide 31 G = Get Active early childhoodtime of incredible growth children learn by doing/repeatedly! (Welcome today friends of mine) children learn best using all five senses; therefore, activities we provide should engage as many of the senses as possible (use of touch for infants: Up, up, up) Slide 32 Four Essential Facts About Brain Development (GROW) RELATIONSHIPS MATTER Slide 33 R = relationships matter! learning happens best in a relationship with a caring adult having fun with young children is still the best way to promote learning and brain development! Hand, hand, fingers, thumb* active involvement in a stimulating, challenging and loving environment causes the brain to grow and flourish babies seek to imitate, and they imitate YOU! Slide 34 Four Essential Facts About Brain Development (GROW) OVER AND OVER Slide 35 O = Over and Over! repetition and emotional response build pathways (sequence in circle timesame) the brains of infants come pre-wired for learning simply by the creation of millions of neurons, or brain cells connections between neurons and synapses are formed and strengthened as a result of repeated experiences REPETITION! REPETITION! REPETITION! Slide 36 Brain Development Slide 37 what does this number represent? 100 billion Slide 38 # of neurons in the infant brain neurons are specialized to transmit information throughout the body Slide 39 Brain Quiz (true/false) 1.Basic brain connections are laid down before birth. 2.Babies are born with the ability to learn all the languages in the world. 3.A human baby's brain has the greatest density of brain cells connectors (synapses) by age 3. 4.Because the brain is making so many connections pre-birth to age 3, the first three years of life are the most critical for brain development. After age 3, the "window of opportunity" closes. 5. Reading to a newborn infant is the best way to help a child learn to read in the future. from Slide 40 synapse comparison Slide 41 Brain Development PET Scan O = Over and Over! Slide 42 RESEARCH FINDINGS Slide 43 an infant 45 minutes old will imitate an adult sticking our his/her tongue Slide 44 at five months, an infant will learn sequence and anticipate between two: one three times and one twice Slide 45 at five months, an infant is able to discriminate between 2 mouths: one making a noise and the other not; looks and focuses on the one making the noise 10 times longer Slide 46 Four Essential Facts About Brain Development (GROW) WINDOWS OF OPPORTUNITY Slide 47 W = Windows of Opportunity! the early years are the most critical for literacy development recent research has demonstrated there are some times which are more opportune for certain types of learning than others Slide 48 Windows continued the brain of a one-year-old is more like an adult brain than an infant brain, but is two times as active! SHOWN IN BODY MOVEMENT children are born with the ability to hear the sounds of all of the worlds languages, this is why children are wired for learning multiple languages in the early years (exposure to words from various languages with one-year-olds) Slide 49 concrete words: various languages hat chapeau foreign language words pants hosen shoe zapato sock Italian calza German French Spanish hat chapeau foreign language words pants hosen shoe zapato sock Italian calza German French Spanish hat chapeau foreign language words pants hosen shoe zapato sock Italian calza German French Spanish hat chapeau French shoe zapato Spanish Slide 50 Group Activity Slide 51 instructions -open your book -look for first word starting with the letter b -when you find it, put your finger on it, and look up at me Slide 52 What did you know to accomplish this task? print awareness letter knowledge print motivation knew what a book is what a word is started at the beginning understood and followed my directions listened to what I said right-sidedness Slide 53 early literacy defined early literacy is what children learn about reading and writing BEFORE they can actually read or write Slide 54 RESEARCH FINDINGS Slide 55 -by age 3, children have already developed many literacy skills and attitudes* Slide 56 -children who are read to have a large vocabulary and better language skills when they start school Slide 57 -early literacy skills are a predictor of later reading success Slide 58 The 6 Early Literacy Skills Print Motivation Print Awareness Vocabulary Narrative Skills Letter Knowledge Phonological Awareness Slide 59 1.print awareness: noticing print; knowing how to follow words on a page -read books to the child -let them see you turn the pages; let them try too! -point to signs and words that are around you in everyday life 2. print motivation: interest and enjoyment of books -let the child see that reading is fun -make book sharing a special time for you and the child -short periods of time are okay -schedule is not as important as the moods of the child -contd for infants and ones Ready to Read for pre- talkers Slide 60 Ready to Read for talkers 1.print awareness -point to words as needed for clarity -hold the book in different positions to test for rightness -point out signs and read them aloud -use every opportunity to read print aloud 2. print motivation -let children see the reading is fun -make book sharing a special time -create a positive mood when sharing -keep books accessible -contd for ones and twos Slide 61 Ready to Read for pre-readers 1. print awareness -let the child turn the pages -point to words so that the child sees you are reading words -make a book together -point out signs and read them together -use every opportunity to read print aloud 2. print motivation -make book sharing a special time -short periods of time are okay -keep books readily accessible -contd for 2s, 3s, 4s, 5s Slide 62 The 6 Early Literacy Skills MUST be combined with developmentally appropriate practices! Slide 63 developmentally appropriate + early literacy = reading readiness infants -hearing our language first, a child attends ones -making sense of a our language then, s/he remembers twos and up -responding to our language helps him/her understand meanings Slide 64 I Like Books Print Motivation Slide 65 Print Motivation/Loving Books -a childs interest in, and enjoyment of, books Slide 66 What can you do? Read often. Let children see you reading. Read with enthusiasm. Keep reading materials lying around. Treat books as toys. Read nursery rhymes in book form. Visit the library. most important? Slide 67 Sharing to promote print motivation Hungry Hen by Richard Waring Slide 68 Print Awareness I See Words Slide 69 Print Awareness/Using Books -noticing print everywhere -knowing how to handle a book -knowing how to follow the words on a page Slide 70 What can you do? Point to words and signs around you and say the words. ( STOP or EXIT)* Read books with your children, and let them handle the books and turn the pages. Occasionally follow the words on the page with your hand (sweeping action). Make a game of putting a book right side up; backwards, etc. Give children access to paper and writing tools. Slide 71 Vocabulary I Know Words Slide 72 Vocabulary/Understanding Words -knowing the names of things Slide 73 What can you do? Use many words and a variety of words. Talk and read with your child. baby, baby what do you see? Explore the feelings/emotions in words. hurt Pause in your reading to explain unfamiliar words. Use your home language to develop complex neural connections. Slide 74 locate rare words in a book Caps for Sale by Esphyr Slobodkina Slide 75 Narrative Skills I Can Tell a Story Slide 76 Narrative Skills/Story Awareness -understanding and telling stories -describing things -talking with others/conversation Slide 77 What can you do? Name things and add description. Listen as children try to talk. (Amandas shoes)* Tell children stories. Narrate your life and theirs. Label things and talk about them. (in the home)* Encourage interaction. Encourage a infants listening. Slide 78 Letter Knowledge I Know Letters Slide 79 Letter Knowledge/Understanding Letters -letters are different from each other -letters have different names -letters make different sounds Slide 80 What can you do? Ages 0-1 show babies how things are alike and different ( Blue birdyellowredgreen)* feel and talk about shapes Ages 2-3 use alphabet books!!!!!!!!!!!!!! important word to a child! ( My name is)* play toy letters: magnet letters, foam letters* Slide 81 What can you do? continued Ages 4-5 let children pretend and try to write letters (sand) find letters in the environment display large letters around the room sing songs (A, A, A, lets sing hurray for A)* Slide 82 Slide 83 Promoting Letter Knowledge Chicka Chicka Boom Boom by Bill Martin, Jr. The Letters Are Lost by Lisa Ernst Slide 84 alphabet books continued The Z Was Zapped by Chris Van Allsburg Absolutely Awful Alphabet by Mordicai Gerstein Bad Kitty by Nick Bruel Slide 85 Phonological Awareness I Hear Words Slide 86 Phonological Awareness/ Understanding Sounds -identifying and hearing sounds in words -ability to recognize compound parts Slide 87 What can you do? Ages 0-3 sing songs that a become familiar share rhyming books Brown Bear, Brown Bear Ages 4-5 say tongue twisters read rhyming books Were Going on a Bear Hunt play word games use your own language Slide 88 Whats That Sound? At home, or while out and about, point out or make sounds, and ask ones to imitate the sounds (if old enough), including: -sounds in the environment -sounds you create -sounds animals make When dogs get up in the morning song* -sounds that people make Slide 89 Say It Slow, Say It Fast choose a word with two beats, doorbell tell your child the word, and have your child say it back to you say the word slowly/fast, carefully separating the beats doorbell have your child repeat the word slowly; now say it fast use three-beat words (or even more!) alligator and clap the beat with each beat Slide 90 clapping and stomping to make the beats Steg-o-saur-us, Steg-o-saur-us, In a swamp, In a swamp. Spikes upon his tail, Sharper than a nail, Stomp, stomp, stomp! Stomp, stomp, stomp! (tune: Are you sleeping?) Slide 91 Sharing to Promote Sound Awareness Tanka Tanka Skunk! by Steve Webb Hand, Hand, Fingers, Thumb by Al Perkins Slide 92 Dialogic reading method -conversation or dialog between the child and adult sharing the book -demonstration of pragmatic skills: listening, formulation of questions, and responding Slide 93 Part I: Tips to Build Vocabulary ask what questions -follow answers with another question - repeat what the child says - help the child as needed with responses -give answers and child repeats -praise and encourage the child Slide 94 Part II: Tips to Build Sentence Skills -ask open-ended questions: Whats going on here? Tell me what you see on the page? -follow answers with another question: Why did it happen that way? I wonder how? How did that happen? What do you think? -expand what the child says: add another piece of information Slide 95 handouts and CD lets take a look Slide 96 Slide 97 Slide 98 Slide 99 Slide 100 END Slide 101 other activities to promote early literacy -writing boxes Bank Street College of Education (Google) -literacy toys: Lakeshore Learning, Kaplan -learning zone in your home -pretend, dress up, and dramatic play -talking increases vocabulary & comprehension -attend library programs! Slide 102 In a Nutshell Parents/caregivers know their children best Children learn by doing Children model adult behavior First five years set the stage Slide 103 alphabuddies/asl/ Slide 104 Slide 105 Slide 106 schema: how connections are made