Little Readers

Our Little Readers

Today we found these two “little friends” reading in our library center.  We LOVE to see children “read” independently!  Early Learning for Every Child Today suggests that an indicator for enjoying literacy is “choosing and spend[ing] time with books.”  When children are engaged in literacy activities they will often “discuss and make connections between books and stories…..request specific stories, poems, songs [and] show pleasure and enjoyment during activities with language, music, and print materials.”  When children are exposed to a variety of print materials children will be motivated to learn more about reading. 

While reading children also work on their letter recognition skills and learn about the conventions of print.  Children will often “pretend to write….hold books the right way, turn pages from the front to the back, [and] use left to right directionality”.  These are important skills to learn before children enter the kindergarten classroom. 

Children can practice and learn these skills at home too.  Providing children with books of their own, visiting the library, demonstrating how to read a menu at a restaurant are all good ways children can practice their literacy skills with parents.  They begin to learn that reading is an important skill they will use in everyday activities. 

Happy reading everyone! J  

Social & Emotional Development

As children begin to interact with the world around them, it is important that they learn to get along with others and seek out assistance when needed. 

The “little friends” in the playschool program have the unique opportunity to interact with their peers (other "little friends") as well as our “big friends” – high school students in the John Fraser Secondary School family studies program.  They are provided with numerous opportunities to build relationships with an older individual and have begun to see them as a “source of security and support” (Early Learning for Every Child Today – ELECT).  The “little friends” are “engaging adults in activities in positive ways and see adults as resources in exploration and problem solving” (ELECT), a skill that they will use often throughout their life when dealing with teachers, parents and adults in the community.

Our “big friends” really are a great group of students.  They care about the overall growth and development of their “little friend”.  J

Letter Recognition & Name Identification

In addition to our weekly "Jolly Phonics" (phonics/sounds of the letters), we have also been working with the “little friends” on recognizing letters of the alphabet.  We are also working on spelling our names - an important skill for children moving onto the JK classroom next school year.  This is part of the communication, language and literacy curriculum published by ELECT.  Through our “cookie sheet” activity shown in the photo, children are learning to recognize letters and were required to spell their first names.  We are encouraging the children to look around the room and in books to see if they can find word that begin with the same letter as their first name.  At home, you can play letter and sound games.  An example is the adult says “Pat plays with purple paint.  Pat, how many p’s did I use?” (ELECT).   This kind of game gives children an opportunity to identify initial consonants in context.

If you are interested in learning more about the "Jolly Phonics" songs, please check out the link below:

 https://www.youtube.com/watch?v=eCjJYB07aSU

We have also been encouraging reading and literacy awareness.  Children learn so much through a simple reading activity.  Did you know that children should spend at least 20 min a day reading?  Children learn how to hold books, turn pages and basic literacy principles when parents and caregivers read to them on a regular basis.  When children read a familiar story over and over again they will begin to “read” the story themselves by memory.  We have also been encouraging our “big friends” to point out individual words on the pages of a story book to teach the children that the scribbles on the page have meaning and that we read from left to right.  All of these are important literacy tools that children should be exposed to before they enter school.

If you have any questions about the above information please as one of the playschool teachers.  We would be happy to explain in more detail. 

Shape Identification & Fine Motor Development

Our "little friends" have been focusing on shape identification in small group the last 2 weeks. We had the children "build" shapes and draw a picture of their creation. This activity, although simple, engages children in ALL areas of development – physical, intellectual, emotional and social development.

Physically the child is working on fine motor control while building their creation.  They are learning how to increase control over their hands and wrists to construct a structure of their liking.  When they are asked to draw a picture of the structure they are enhancing their fine motor control as they are required to hold a writing utensil.  According to Early Learning for Every Child Today (ELECT) scribbling and drawing will expand to include lines and shapes when children are given opportunities to practice and play with writing instruments.  At home children should be encouraged to use crayons, markers, paint brushes etc. to help children develop the strength required for primary printing and other fine motor skills in the future.

Intellectually the children learn about self-regulation, problem solving, representation, cause and effect, spatial sense and shape identification.  When constructing with blocks the children are working on their self-regulation skills through maintaining their attention for an increased amount of time and avoiding distractions.  ELECT also states that children learn problem solving by using trial and error – (which blocks will fit, how tall can I build my tower etc).  They are also learning how to plan ahead and brainstorm solutions and outcomes.  Children were asked to draw a representation of their structure – they are constructing 2D and 3D models.  Spatially the children are learning how to put and take things apart and using tools to overcome barriers.  Lastly, the children are learning about two dimensional and three dimensional shapes.  They are recognizing and naming the shapes they have created.  They were also asked to count the sides and corners, and recognize and name the shapes.

Socially they are communicating their ideas with others and expressing their own thoughts and ideas through verbal and non-verbal communication.  They are also increasing their vocabulary, using descriptive language to explain their thoughts and listening to others.  They learn how to interact positively and respectfully in a small group through sharing the blocks and allowing others to take turns.  When the child is asked to describe their structure this allows the child the opportunity to begin to express what they want and what they are thinking.  They also are learning how to be good listeners and identify solutions to conflicts that arise (two children want the same block – what do they do?).  Socially the children also worked on their co-operation skills by exchanging materials during play and taking part in the activity by following the rules set out by the Early Childhood Educator.  The small group also allows the children to interact with other adults and allows them to see adults as a resource in exploration and problem solving (ELECT).

Lastly, emotionally the children are learning how to express their feelings, self-regulation, autonomy and developing a positive attitude toward learning.  After the children built their structures they showed great pride.  They feel good about themselves and their accomplishment.  They are also learning how to regulate their emotions – maybe they are overwhelmed or frustrated that they cannot get a block to fit in a particular spot and they learn to look for adult as a secure base – asking a big friend or ECE for help with the structure.  The children are also developing autonomy while building with the blocks.  They are learning how to set goals and making choices.  Lastly, the children are developing a positive attitude toward learning, they are coping with defeat and errors, taking risks when learning and persevering when they are faced with challenges.