Kinderchat: Documenting with Photographs

Kinderchat provides rich information on early childhood education and classroom characteristics. The post that I observed was called Documenting with Photographs. This is a technique that I have seen in every classroom that I have had field experience in, as well as in my class lessons. These experiences have involved teachers taking photos of children's work so that the child can take his/her work home, but the teacher can also display the masterpiece in the classroom.

Taking photographs of children's art is very beneficial in telling a story and a purpose of an event or an experience. This can be done by having the child explain what is meant by his/her picture, while the teacher writes it down. Children's art will usually tell an entire story, and the teacher needs to make sure that this story is captured by photos as well as words.

This is also a good way to document your student's learning and development; specifically their development of ideas and literacy. It can be a rewarding experience for the documenter and the child because it can help both to understand the value of the collected artwork. 

Teaching Strategies for Early Literacy

There are 8 essential teaching strategies for literacy in an early childhood development. These strategies provide children with support, materials, settings, and experiences that are appropriate for their development. These specific strategies are listed below.

1. Storybook Reading (read alouds)

reading aloud to children can get them comfortable with literacy. Having story time daily will acquire language skills, will form word-sound awareness, stimulate cognitive skills, and will build motivation, curiosity, and memory in children.

2. Phonological Awareness Activities

These types of activities build child's language skills. Through phonemic awareness, children will learn to associate sounds with symbols and create links to decoding skills for reading as well as word recognition.

3. Shared Book Experience

This type of activity promotes whole-class readings followed by discussion and exploration of the book. Connecting the class around one book can be very benficial due to the use of collaborative learning. This can support a child's reading and comprehension by providing a safe environment for the children to practice reading techniques. 

4. ABC Activities

Activities centered around the alphabet are a great way for children to learn and practice alphabet recognition. This can be done in many ways; ABC mat, letter search and find, alphabet discovery bottle, letter "I Spy", and many others. These different games make letter-learning fun for children while also teaching them in unique yet effective ways.

5. Rich Teacher Talk

Engaging children in conversation in large groups, small groups, and one-on-one. This can be accomplished by using rich language, listen and respond to what children say, and repeating their sentences back to them in a more developed way.

6. Support for Emergent Reading

This gives opportunities to encourage children to read books, environmental print, and other print. These resources should be provided in the class library and even in other areas such as the dramatic play area for the children to immerse themselves in this type of reading.

7. Support for Emergent Writing

Encourage children to write in whatever form is developmentally appropriate for them as an individual. This includes scribbling, single letters, letter strings, and words. You can support this by having the children first scribble a picture and then the teacher should write down what the meaning of the picture is to the child. Then once they start writing letters the teachers can support this by talking to the child about what the meaning is of his/her writing. this progresses until the child can write words and sentences on his/her own. 

8. Integrated, Context-focused Activities 

This is focused on each child's interests. The teacher should provide materials and activities that support the children's specific hobbies to encourage enjoyment in learning. 

The link below describes more in-depth these literacy strategies and how they can be incorporated into 

the classroom.

http://www.naeyc.org/files/yc/file/200303/Essentials.pdf

Dramatic Play in Literacy

Dramatic play is when children each have a  role that they act out. This is a very important part of learning for preschoolers. It allows children to leave the norms of reality, be someone or something that they are not, and act out in dramatized situations. This supports the children's developmental skills and helps them to better understand how the world works.

Dramatic play can also be incorporated into literacy. This bring the benefits of literacy and the benefits of dramatic play together into one aspect of learning for children. In this type of literacy, the teacher and the students will have a shared reading experience. This is when the teacher is reading aloud to the students, and the students are actively engaged and participating in the story. The type of story chosen for dramatic play is very important. One example of a vital characteristic of a book for a shared reading experience is repetition. If a book have repetition, it is easy for the children to catch on and be able to join in with the reader, which in turn keeps them more engaged in the story.

Creating roles for the children to play to go along with the book is a great way to create dramatic play in a read aloud. The students can each be given a role as a character, and wear bibs with the character's picture on it to identify who is what character. One book that this activity can be easily incorporated is the book The Mitten by Jan Brett.

For this book, each child can represent a different animal in the book, and any extra children can represent the mitten. As the story is read allowed, the child who is representing the animal on the current page will be acknowledged and have to fit into the "mitten." This makes the story much more interactive and interesting to the students.

Another way to get children involved in the story is by having them represent an aspect of the book for example in the book The Jacket I Wear in the Snow by Shirley Neitzel. 

The students are able to stand for the different articles of clothing in this book by having a printed out word of the article of clothing as well as an actual piece of the clothing. Then when the clothes are said in the story the student who represents the clothing can stand up. With this books great use of repetition, this kind of activity can be very enjoyable for children. After reading this aloud in the class, the teacher can keep the book in the classroom and provide all of the clothes hat are in the book in the dramatic play area. This allows for children to continue to explore this book and make up their own unique way of using dramatic play with the story.

Dramatic play through literacy can ignite interests in the children that they may not normally have, while also being in collaboration with not only the teacher but the peers in the classroom. This can greatly increase the enjoyment through story-telling, and can also improve developmental skills of children. This is an activity that should be incoporated into all preschools and early childhood programs.