Characteristics of Young Children and Appropriate Environments PDF

LESSON 3 Characteristics of Young Children and appropriate environments ECE 213D PRESENTED BY: MS. JENNIFER C. MANUNTAG, LPT  Learning Objectives At the end of these weeks, the preservice teacher (PST) can: 01...

LESSON 3 Characteristics of Young Children and appropriate environments ECE 213D PRESENTED BY: MS. JENNIFER C. MANUNTAG, LPT  Learning Objectives At the end of these weeks, the preservice teacher (PST) can: 01 02 draw corresponding articulate implications on the one’s own appropriate use of children’s reading literature to meet the developmental identity; and characteristics and needs of young children. Developmental characteristics of young children What are developmental milestones? Milestones are the things a child can do by a certain age. Most children develop skills and abilities in roughly the same order, but the timeframes involved aren’t exact. They vary from child to child, just as hair and eye color do. Development table: 3 to 5 years 3 years 4 years 5 years Draws more complex Can put together a May be able to count “people” 3-4 part puzzle Can draw stick Counts up to 10 things Can use toys that figuresMay be able to Can copy letters, have moving parts predict what will numbers, and simple Cognitive like buttons and happen in a story shapes development levers May play simple Understands the order Can turn door board games of simple processes knobs Can name a few Can say name and Can turn book colors, numbers, and address pages capital letters Names many colors Development table: 3 to 5 years 3 years 4 years 5 years Shows empathy for hurt or crying May play games that Is aware of gender children have roles like “parent” Likes to play with friends Offers affection and “baby” Sings, dances, and may Social and Understands “mine” Plays with, not just play acting games and “yours” beside, other kids Switches between being Emotional May get upset if Talks about their likes compliant and being Development routines are and dislikes defiant changed Pretends; may have Can tell the difference Can get dressed trouble knowing what’s between made-up and Knows how to take real and what’s pretend real turns Development table: 3 to 5 years 3 years 4 years 5 years Talks using 2-3 sentences at a May tell stories that Can talk about what timeHas the stay on track happens in daycare words to name Recites nursery or at school many things used rhymes or sings Speaks in daily songs Language sentencesMay Can be May be able to name recognize or say understood by letters and numbers rhymes family Can answer simple Can say first and last Understands questions about name terms like “in,” stories “on,” and “under” Development table: 3 to 5 years 3 years 4 years 5 years May be able to Can walk up and somersault Can hammer a peg down steps with Uses scissors into a hole one foot on Hops or stands on Walks backwards each stair one foot for about Movement/Physi Climbs stairs Runs and jumps 10 seconds cal confidently with ease Can swing on Can hop Catches a ball swingset Pours liquids with Can slide down Goes to the some help a slide bathroom in the toilet Appropriate LiteratureRich Environments for infants and toddlers, preschoolers Six Domains of Preliteracy Developrnent 1. Alphabetic awareness Ability to recognize the letters of the alphabet in the context of word recognition and word use. This includes the translation of units of print (graphemes) to units of sound (phonemes). At the most basic level this requires the ability to distinguish letters. 2. Print awareness - the ability to recognize and read words and text accurately and quickly (fluency). Appropriate LiteratureRich Environments for infants and toddlers, preschoolers This includes an understanding that books are read from front to back; how print appears and is placed on a page; and understanding that print carries meaning. 3. Written language - ability to represent ideas and words in a printed or written format. This includes learning to differentiate the elements of the written system (e.g letters and words) Appropriate LiteratureRich Environments for infants and toddlers, preschoolers 4. Comprehension - ability to understand and process the meaning of ideas represented orally and in text. Reading comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language consisting of three elements; text, reader, and activity/purpose for reading. 5. Phonological awareness - the ability to recognize, manipulate, and use sounds in words, including the ability to hear and discriminate the sounds in language. Appropriate LiteratureRich Environments for infants and toddlers, preschoolers 6. Oral language - the ability to use words to communicate ideas and thoughts and to use language as a tool for deeper understanding. It consists of the use of words and rules for organizing words and changing them and the abilities to listen, and accurately reconstruct what is said on the basis of understanding.  What does a literacy-rich environment look like? A literacy-rich environment is the context in which children engage in interest-based everyday literacy activities with responsive adults. Literacy-rich environments are: Interesting and offer a variety of literacy materials Inviting and comfortable Easily accessible for all children What kinds of materials would be in a literacy-rich environment? Print-related materials—calendars, menus, job charts, daily schedules, alphabet toys, labels, signs, etc. Reading materials—books, magazines, photo albums, flyers, mail, recipes, coupons, etc. Writing materials—pencils, markers, crayons, sponge shapes, letter stamps, paper, easels, etc. There also might be electronic materials such as books on tape, DVDs, electronic readers, computers, etc. How can you use the same types of materials in different activities or learning centers? Materials can and should be used across different activities to help children develop their ability to use them in varying contexts. For example, dry-erase boards and markers could be used in the kitchen to create “To Do” lists as well as in a reading area to practice writing/scribbling behavior.  What Are Literacy-Rich Environments? They are the contexts in which children engage in interest- based everyday literacy activities. They stimulate children to participate in language and literacy activities. They are in classrooms, homes, and many other places around the community. They are interesting, inviting, comfortable, and well-stocked with easily accessible materials. What are the components of a literacy-rich environment? Classroom and home-based literacy-rich environments generally include: Print, reading, and writing materials Learning centers in a classroom or areas in a home that provide opportunities for early literacy learning Adults who model the functional use or purpose of print, reading, and writing What are the components of a literacy-rich environment? Classroom and home-based literacy-rich environments generally include: Print, reading, and writing materials Learning centers in a classroom or areas in a home that provide opportunities for early literacy learning Adults who model the functional use or purpose of print, reading, and writing  Classroom Environments Classroom settings often have a variety of learning centers or areas that can provide opportunities for literacy learning: Indoors—greeting area, reading center, writing center, dramatic play center, computer center, art center, block center, music center, science center, snack/eating area, bathroom area Outdoors—climbing structure, swings, sandbox, water table, field trips/walks, library visits