30 Apr WHAT ADULT INTERACTIONS SEEM DESIGNED TO FOSTER CHILDRENS LITERACY LEARNING THROUGH PLAY?
Use the following questions to guide your observation. Keep in mind that you may not observe each situation during the limited time that you are in the preschool setting. Specify what you observe by noting examples as well as adults and childrens words and actions.
Adult-Child Interactions
• How do adults respond to childrens questions about print?
• How do adults respond when children attempt to read and write?
• How do adults model the functions of print for children?
• How do adults support oral language development?
• Are adults working with children to expand vocabulary or using specific strategies for language development you have learned about?
• What adult interactions seem designed to build on childrens own linguistic and cultural backgrounds to help them move from the known to the unknown?
• What adult interactions seem designed to foster childrens literacy learning through play?
• Are adults taking advantage of “teachable moments” to relate childrens new discoveries to what they know?
• Are adults instructing children in concepts of print, phonemic awareness, and/or alphabet knowledge?
• Are adults using strategies, such as shared writing and shared reading, that you have learned about this week?
Childrens Interactions/Behaviors
• Are there examples of children using print or modeling the functions of print during play?
• Are there examples of rich oral language use in conversations between and among children?
Preschool Environment
• Is there anything else that stands out about this preschool setting with regard to what you have been learning in your coursework about fostering early literacy development? If so, please explain.
Checklist for Print Exposure and Using Materials
Mark off each feature that you observe in the preschool setting. Make any notes that you want to remember next to each point on the list. Fill in specific examples where indicated.
__?Print is used in meaningful ways throughout the setting. Examples:
__ ?Environmental print is clear, easy to read, and displayed at childrens eye level.
__ ?Environmental print includes words that are familiar to children from daily activities and routines. Examples:
__ ?Some print is written in the home languages of children, families, and staff.
__ ?Childrens names are visible, i.e., printed on their cubbies, placemats, and other items.
__ ?Name cards and other carefully printed words are available for children to copy or “read.”
__ ?Children write their own names or letters from their names on their paintings and drawings.
__ ?Childrens writing/dictation/invented spelling is displayed around the room. Examples:
__ ?There is a writing center equipped with a variety of age-appropriate supplies.
__ ?There is an easily accessible library center or book corner with quality childrens fiction and nonfiction books and comfortable places to sit.
__ ?The library center includes books that children have authored.
__ ?There is a computer area equipped with developmentally appropriate interactive software for manipulating letters, drawing, following directions, and using electronic books.
__ ?There is a printer for the childrens use.
__ ?Bulletin boards or pocket charts display daily activities, weekly jobs, or center choices.
__ ?Mailboxes are available for each child and family.
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