Early Childhood Experiences in Language Arts: Early Literacy

626 Pages·2012·23.14 MB·English

by  Jeanne M. Machado

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New to this edition is a focus on the major standards of the fi eld. Throughout the text, marginal icons, highlight professionally
recognized standards and practices from NAEYC Early Childhood Program Standards and Accreditation Criteria, 2007;
NAEYC’s Developmentally Appropriate Practice in Early Childhood Programs: Serving Children From Birth Through Age 8; and
International Reading Association’s, Standards for Reading Professionals, 2010. This handy correlation chart provides an at-a-
glance snapshot as to where the coverage of key standards are located in the text chapters
Developmentally Appropriate International Reading
NAEYC Early Program Standards and Accredi- Practice (DAP) in Early Childhood Association 2010 Standards for
Chapter/Section tation Criteria Programs Criteria Reading Professionals
CHAPTER 1: BEGINNINGS OF COMMUNICATION
Growing Intellect (pp. x-x) 2D.06, Language development: sound play 5, Literate Environment
2D.07, Language encouragement
Research on Infants’ Brain Growth (pp. x) 1, Foundational Knowledge;
6, Professional Learning &
Leadership
Additional Communicative Abilities in I 3, Active listening; I 6, Listening
Infancy (p. x) and scaffolding
Infant Signaling/Signing (p. x) 2.D.05, Language development: Alternate I 13, Thinking & learning
communication strategy
Baby Games and Explorations (pp. x-x) 2E.01, Curriculum Content: Individualized play; III 1, Oral language 2, Curriculum & Instruction
2E.02, Songs, rhymes, games; 2E.06, sound
play
CHAPTER 2: THE TASKS OF THE TODDLER
Phonology (p. x) 2.E.06, Phonological awareness III.4, Phonological skill
Characteristics of Toddler Language (p. x) 1, Foundational Knowledge
Attachment and Development of Language 2.D.07, Language development: Discussion I.1, Conversations-individual;
Skills (p. x) encouragement; 2.E.02, Individualized play I 3, Listening and converse;
interactions I 10, Vocabulary; I 12, Word mean-
ing
Brain-Based Teaching and Learning (p. x) VI 1, Building knowledge; VI 2, 1, Foundational Knowledge; 2,
Stories & books; VI3, Technology; Curriculum & Instruction
VI 4, Story connections
CHAPTER 3: PRESCHOOL YEARS
Young Preschoolers (p. x) 1, Foundational Knowledge
Exploring the Conventions of Conversations I 3, Working together
(p. x)
Word Meanings (p. x) 2.D.04, Language development: Vocabulary I 7, Attending ELL’s; I 8 Compre- 1, Foundational Knowledge
developing conversations hending
Metalinguistic Awareness and Brain Growth 2.E.05, Functional writing use and supportive III 4, Skill development; V 2, Alpha- 1, Foundational Knowledge
(p. x) assistance betic principal
CHAPTER 4: GROWTH SYSTEMS AFFECTING EARLY LANGUAGE ABILITY
Visual Literacy Skill (p. x) IV 3, Writing 2, Curriculum & Instruction
Cognitive Development (p. x) 1, Foundational Knowledge
The Teacher’s Role (p. x) 2.D.04, names, discusses, and prompts I 1, Conversations 1, Foundational Knowledge
vocabulary; 2.D.06, offers varied opportunities
Social and Emotional Growth (p. x) I 1, Vocabulary
CHAPTER 5: UNDERSTANDING DIFFERENCES
Questions to Ponder (p. x) I 7, Particular needs; I 8, Compre- 4, Diversity
hension
Program Planning for Second Language 2.E.04, Curriculum: varied literacy planning II 1, Read-alouds;
Learners (p. x)
II 2, Strategies;
II 4, Book types; II 5, Home-language books 2, Curriculum & Instruction
Reaching Families (p. x) 2.E.04, Curriculum: varied literacy planning V 1, Letter, word book 2, Curriculum & Instruction
Assessment for Special Needs (p. x) VII 1-4, Assessment 3, Assessment & Evaluation
CHAPTER 6: ACHIEVING LANGUAGE AND LITERACY GOALS THROUGH PROGRAM PLANNING
Literacy Goals—Skill & Knowledge (p. x) 1, Foundational Knowledge
In the Present (p. x) VII 1, 4, Assessment 3, Assessment & Evaluation
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Developmentally Appropriate International Reading
NAEYC Early Program Standards and Practice (DAP) in Early Childhood Association 2010 Standards
Chapter/Section Accreditation Criteria Programs Criteria for Reading Professionals
The National Early Literacy Panel (p. x) 2.D.04, Language Development: Vocabulary I 1,4, Assessment; I 2 – 8, Planning 2, Curriculum & Instruction; 5,
development; 2.E.03, Curriculum: Nonverbal curriculum; III 1 – 5, Book reading & Literate Environment
communication development; 2.E.04, varied motivation; IV 1 – 9, Writing; V
opportunity; 2.E.05, writing opportunity; 2.E.06, 1 – 4, Planning curriculum; VI 1 – 5,
phonological play; 2.E.07, letter recognition; Building knowledge &
2.E.08, books and writing materials comprehension
Language Use in Curriculum Areas (p. x) I 1, Conversations; I 10-12, Vocabu- 2, Curriculum & Instruction
lary & word meaning; VI 1, Building
knowledge & comprehension
Goals for Children’s Writing Development 2.E.03, print familiarity; 2.E.05, multiple and IV 1 9, Writing 2, Curriculum & Instruction
(p. x) varied writing experiences
Brain-Based Learning and Theme Instruction 2.D.07, Language development: Varied discus- VI 1-5, Building knowledge & 1, Foundational Knowledge;
(p. x) sion experiences comprehension 2, Curriculum & Instruction
CHAPTER 7: PROMOTING LANGUAGE AND LITERACY
Providing Accurate and Specifi c Speech in I, Language & literacy; IV, Writing 1, Foundational Knowledge;
All Content Areas (p. x) 2, Curriculum & Instruction;
4, Diversity; & 5, Literate
Environment
The Teacher—An Educator Who Interacts (p. x) 1, Foundational Knowledge
Scaffolding (p. x) 2.E.03, Cognitive curriculum: Connecting print I, II, III, IV, & V, Planning curriculum 1, Foundational Knowledge & 2,
words; 2.E.04, engaging conversations; 2.E.05, to achieve important goals Curriculum & Instruction
functional use of writing; 2.E.06, phonological
awareness
CHAPTER 8: DEVELOPING LISTENING SKILLS
Questions to Ponder (p. x) 2.E.04, Cognitive curriculum: Connecting print 1, Listening, speaking & 2, Curriculum & Instruction
words; 2.E.06, phonological awareness understanding
Critical Listening Activities (p. x) 2.E.04, Curriculum: Critical thinking activities I, Listening, speaking & 2, Curriculum & Instruction
understanding
Auditory Activities (p. x) 2.E.06, providing multiple and varied phono- III, Phonological awareness 2, Curriculum & Instruction
logical opportunity to individual children
Phonemic Awareness Skill (p. x) 2.E.06, providing multiple and varied phono- III, Phonological awareness
logical opportunity to individual children
CHAPTER 9: CHILDREN AND BOOKS
Illustrations (p. x) 2.E.04. Early literacy and curriculum: III, Phonological awareness 1, Foundational Knowledge & 2,
Differentiate from pictures in book Curriculum & Instruction
Reading Books to Young Children (p. x) 2.E.04, Curriculum: Programs with varied 2, Curriculum & Instruction
experiences and opportunities
Culturally Conscious & Culturally Diverse II, Book reading & motivation 4, Diversity
Books (p. x)
Story or Book Dramatization (p. x) 2, Curriculum & Instruction
CHAPTER 10: STORYTELLING
Storytelling and Literacy (p. x) 1, Foundational Knowledge
Storytelling Goals (p. x) 2.D.04, Language development: Using story- 1, Foundational Knowledge;
telling vocabulary development
2, Curriculum & Instruction
Themes and Story Structure (p. x) I, Listening, speaking & under-
standing; V, Letter, word & print
knowledge
Storytelling with Young Limited-English 4, Diversity
Children (p. x)
CHAPTER 11: POETRY
Questions to Ponder (p. x) 2.E.02, Curriculum: Song, poetry for toddlers— III, Phonological awareness 1, Foundational Knowledge;
words represent reality 2, Curriculum & Instruction
Poetry and Early Reading Ability (p. x) 2.E.10, Early literacy: Identifying phonemes in III, Phonological awareness 2, Curriculum & Instruction
varied activities including poetry
Teacher Techniques (p. x) 2.E.06, Early literacy: Encouraging letter sound III, Phonological awareness 1, Foundational Knowledge;
play with poetry 2, Curriculum & Instruction
Sources (p. x) 4, Diversity
CHAPTER 12: FLANNEL (FELT) BOARDS AND ACTIVITY SETS
Questions to Ponder (p. x) 2.D.04, Language development: Presenting I, Listening, speaking & understand- 2, Curriculum & Instruction
books visually on the fl annel board; 2.D.05, ing; II, III, Phonological aware-
pairing set fi gures with words; 2.D.06, materials ness; VI, Building knowledge &
related to the physical world comprehension
(continues on page 606)
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EARLY CHILDHOOD
EXPERIENCES
IN LANGUAGE ARTS
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EARLY CHILDHOOD
EXPERIENCES
IN LANGUAGE ARTS
E A R L Y L I T E R A C Y
1 0 T H E D I T I O N
J M . M
E A N N E A C H A D O
Emerita, San Jose City College
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Early Childhood Experiences in Language © 2013, 2008 Wadsworth, Cengage Learning
Arts: Early Literacy, 10th Edition
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
Jeanne M. Machado
may be reproduced, transmitted, stored or used in any form or by any means
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Brief Contents
SECTION 1
Language Development: Emerging Literacy in the Young Child
1 Beginnings of Communication 1
2 The Tasks of the Toddler 41
3 Preschool Years 73
4 Growth Systems Affecting Early Language Ability 95
SECTION 2
Language and Literacy Programs: Recognizing Diverse Needs and Goals
5 Understanding Differences 117
6 Achieving Language and Literacy Goals through Program Planning 152
7 Promoting Language and Literacy 193
8 Developing Listening Skills 222
SECTION 3
Literature and Other Language Arts Areas
9 Children and Books 251
10 Storytelling 301
11 Poetry 331
12 Flannel (Felt) Boards and Activity Sets 347
SECTION 4
The Growth of Speech and Expression
13 Realizing Speaker Goals 367
14 Group Times 399
15 Puppetry and Beginning Drama Experiences 423
SECTION 5
Writing and Reading: Natural Companions
16 Print—Early Knowledge and Emerging Interest 449
17 Reading and Preschoolers 498
SECTION 6
School and Home: Environments, Family, and Partnerships
18 Developing a Literacy Environment 525
19 The Parent-Center Partnership 542
Appendix 569
Glossary 581
References 587
Index 598
vii
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Contents
Preface xiii First Sentences 53
Toddler-Adult Conversations 54
Characteristics of Toddler Language 55
SECTION 1
Aids to Toddler Speech Development 56
Language Development: Emerging
Symbolic Play 59
Literacy in the Young Child Making Friends 60
Recognizing Differences in Language
CHAPTER 1 Growth 60
Beginnings of Communication 1 Introducing Toddlers to Books 61
Beginning Literacy 64
Genetic Inheritance and Emerging Behaviors 3
Freedom to Explore 65
Infant Actions Prompt Caregiver Behaviors 3
Advice to Toddler Teachers 66
Defi nitions 4
Brain-Based Teaching and Learning 66
Infl uences on Development 5
Advice to the Families of Toddlers 67
Theories of Language Emergence 9
Summary 68
Research on Infants’ Brain Growth 12
Additional Resources 68
Additional Communicative Abilities in Infancy 15
Review It and Use It 70
Infant Signaling/Signing 21
Understanding 22
CHAPTER 3
First Words 23
Preschool Years 73
Toddler Speech 24
Implications for Infant Center Staff Members 24 Young Preschoolers 74
Baby Games and Explorations 29 Categories in Children’s Thinking 79
Musical Play 30 Advice for Families and Early Childhood
Reading to Infants 31 Educators 82
Recordings 32 Books for Younger Preschoolers 83
Early Experience with Writing Tools 32 Older Preschoolers 84
Monitoring Infant Development 33 Exploring the Conventions of
Implications for Families 33 Conversation 87
Summary 34 Word Meanings 89
Additional Resources 36 Summary 92
Review It and Use It 38 Additional Resources 92
Review It and Use It 93
CHAPTER 2
The Tasks of the Toddler 41 CHAPTER 4
Growth Systems Affecting Early
Phonology 43
Language Ability 95
Syntax 45
Semantics 47 Physical Growth 96
Pragmatics 49 Perception 97
Attachment and Development of Language Cognitive Development 103
Skills 50 Social and Emotional Growth 108
First Words 50 Summary 110
From Egocentric Speech to Inner Speech 51 Additional Resources 112
Symbolic Gesturing 51 Review It and Use It 113
viii
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