2 DISCUSSIONS DUE IN 36 HOURS STEM and Early Childhood Education [WLO: 1] [CLOs: 1, 3, 4] There are several early childhood curriculum activities tha -

2 DISCUSSIONS DUE IN 36 HOURS
STEM and Early Childhood Education [WLO: 1] [CLOs: 1, 3, 4]
There are several early childhood curriculum activities that support the development of cognitive processes, science knowledge, and math knowledge. In Chapter 10 of your text, Jaruszewicz (2019) offers an explanation of these areas of development and ideas for educators and families to support these areas. You will use the knowledge you have gained from Chapter 10 and this weeks required readings to further elaborate on the ideal classroom you created in Week 2 of this course. Your elaboration will focus specifically on the subjects of science, technology, engineering, and math (STEM).
To prepare for this discussion,

Read Chapter 10: Cognitive Development, Mathematics, and Science.
Review the resources Why Is STEM Education so Important?(Links to an external site.), Kids in STEM: Science, Technology, Engineering, and Math(Links to an external site.), and Preschool STEM Activities(Links to an external site.).

Don't use plagiarized sources. Get Your Custom Assignment on

2 DISCUSSIONS DUE IN 36 HOURS STEM and Early Childhood Education [WLO: 1] [CLOs: 1, 3, 4] There are several early childhood curriculum activities tha

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Review the classroom you designed in Week 2 of class, considering the feedback you received from your instructor.
For your initial post:

Explain your ideal STEM classroom. Your description must include:

A list of specific materials your STEM classroom will have.
A specific activity that teaches/reinforces each STEM component:

One activity that incorporates science
One activity that incorporates technology
One activity that incorporates engineering and
One activity that incorporates math

A description of how your activities and/or classroom is aligned to standards (these can be your state standards and/or NAEYC standards previously covered in Week 1 of class).

Literacy Backpacks [WLO: 1] [CLOs: 1, 3]
Promoting language and literacy experiences in early childhood education can profoundly impact children positively for the national core standards in language arts (Jaruszewicz, 2019). In particular, research confirms positive correlations between high quality early literacy experiences and later success in school (Barnett & Lamy, 2006). Part of this is creating engaging literacy experiences that generate enthusiasm and emerging positive literacy dispositions. One way to engage children in meaningful experiences is to create language and literacy activities that are engaging, interactive, and fun. The concept of a thematic literacy bag, sometimes called a story sack or backpack, has been used within the classroom as well as an at home activity to support positive literacy experiences. These thematic bags include several language and literacy activities that support childrens learning.
To prepare for this discussion,

Read Chapter 11: Language, Literacy and Language Arts in your course text.

Review the Instructor Guidance for Week 5.
Review the resources Take Home Backpacks(Links to an external site.), and Literacy Bags(Links to an external site.).

For your initial post,

Create a plan for a literacy backpack that can be used within the center, classroom, or at home. Your post must include:

A visual of what your bag might look like. You can use whichever graphics program you choose to create the visual (e.g., the drawing tools in Microsoft Word or PowerPoint). Be sure to attach your visual to your initial post.
A description of the theme of your bag and introduction to the bag (e.g., Back to School, Seasons of the Year, Animals, Apples, Feelings and Emotions).
An explanation of the developmental level/age that you would use the activities with.
Three developmentally appropriate literature selections that could be read to the child, including the title and author.
Three open-ended questions that the child could discuss after reading the stories.
Three activities which reflect reading/writing for the developmental level.
Three language activities that could be done with the child.
Three manipulatives or additional items that could be added to the bag, with a rationale of why they are important. For example, you may wish to include a puzzle or a stuffed animal that is related to the theme.

MY WEEK 1 DISCUSSION POST:

Preparing for Individualism
Teachers who go to the extent of knowing their students individually create a greater chance of guiding them and lead them to grow in their learning. The teachers who create individual bonds with their students tend to know them in a unique way which will be of great use in helping the students navigate through their education and as well as school life. Different strategies are used by teachers in creating the personal teacher-student bond, including displaying a positive attitude both inside and outside the classroom. Creating a positive attitude can be accomplished in many ways for instance, when the teacher teaches with passion and enthusiasm, he/she creates a positive attitude.
An environment where the attitude is positive often leads the students to put to use several learning strategies which are essential in facilitating the development of skills in learning. Such, it makes it easier for both the teachers and the students to achieve their goals (Romero-Tena, et.al 2020). A positive attitude makes it easy for the students to seek help from their teachers, strengthening their bond even further. This strategy can be put in use by the teacher avoiding any negative talks and try to be optimistic in his words and actions. Avoiding negative talks will lighten the classroom mood hence in turn creating a positive attitude.
Trust between the teacher and his/her students can be built in many ways. Giving the students responsibilities is just one of the ways, by giving the students responsibilities and trusting that they will accomplish their tasks will help a lot in building trust. The other way is by the teacher creating a “trust atmosphere” in the classroom. These two ways are likely to be effective because most of the students are young and thus, they are naturally trusting, therefore, the teachers have to maintain that “nature.”
REFERENCE
Jaruszewicz, C. (2019).Curriculum and methods for early childhood educators[Electronic version]. Retrieved fromhttps://content.ashford.edu/(Links to an external site.)
Romero-Tena, R., Barragn-Snchez, R., Llorente-Cejudo, C., & Palacios-Rodrguez, A. (2020). The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences. Sustainability, 12(11), 4782.

Week 5 – Instructor Guidance IS ATTACHED

Text
Jaruszewicz, C. (2019). Curriculum and methods for early childhood educators[Electronic version]. Retrieved from https://content.ashford.edu/

This text is a Constellation course digital materials (CDM) title.

Article
Flannigan, C. (2018, January 9). Kids in STEM: Science, technology, engineering, and math(Links to an external site.). Retrieved from http://www.communityplaythings.com/resources/articles/2018/kids-in-stem

This article provides information about STEM education and will assist you with your STEM and Early Childhood Education discussion this week.
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Web Pages
Engineering for Kids. (2016, February 2). Why is STEM education so important?(Links to an external site.) Retrieved from https://www.engineeringforkids.com/about/news/2016/february/why-is-stem-education-so-important-/

This web page provides information about why STEM education is so important and will assist you with your STEM and Early Childhood Education discussion this week.
Accessibility Statement(Links to an external site.)
Privacy Policy(Links to an external site.)

The STEM Laboratory. (2017, April 24). Preschool STEM activities(Links to an external site.). Retrieved from https://thestemlaboratory.com/preschool-stem-activities/

This web page provides examples of STEM activities that can be done with preschoolers and will assist you in your STEM in Early Childhood Education discussion this week.
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Supplemental Material
Career planning step by step(Links to an external site.). (n.d.). Retrieved from http://bit.ly/2v34RZV

This web page provides four simple steps for students to follow in the career planning process and will assist you with your journal this week.
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Language, Literacy,
and Language Arts

Learning Objectives

After reading this chapter, you should be able to:

1. Identify important priorities for literacy in the early learning standards.

2. Describe the components of early literacy and how they develop over the early child-
hood years.

3. Describe important considerations for the literacy environment.

4. Identify and describe strategies and activities teachers use to promote early/emergent
literacy.

5. Describe a developmentally appropriate approach to meeting learning standards in the
primary grades for language arts.

11
Pretest
1. Young children dont really know a lot

about reading, writing, and communication
until elementary school. T/F

2. Children learning a second language are
always at a disadvantage for long-term
achievement. T/F

3. A print-rich environment is one with a
significant monetary investment in
resources. T/F

4. Reading to children regularly is one of the
most important things teachers can do to
promote literacy. T/F

5. Once children reach elementary school,
they are ready for more intentional study of
phonics. T/F

Answers can be found at end of the chapter.

Polka Dot / Thinkstock

Early Learning Standards for Language and Literacy Chapter 11

Your children have so much they want to share with you and their friends! They come to
school every day eager to talk about their families and things they do outside of school; often
their stories are funny, poignant, or thought-provoking. A few days ago Anna Bess told you a
story about playing school at home with a teacher impression that was truly hilarious, and you
realize that although she resists all activities that focus on writing, she has a gift for imper-
sonation and oral storytelling. Some of your bilingual children get so excited when they are
sharing a story they dont even realize that their words are spilling out in a mixture of Spanish
and English.

Many of the children in your class do not have access to a lot of books at home, so you spend
as much time as possible reading out loud every day. You have a quickly expanding list of
favorite stories and a couple of the children in particular are very intrigued with the photo-
graphs in nonfiction books in the science and social studies interest areas. The writing center
you have tentatively set up is a busy place, especially the write-on slates you made with black
chalkboard paint, the white-board easel, and letter stamps used with a washable ink pad. You
have made a great start toward encouraging the childrens enthusiasm and emerging positive
literacy dispositions.

You also want to use the supplemental literacy curriculum wisely to make as much progress
as possible toward meeting early learning standards for these childrens future success in
school. In this chapter, we focus on how caregivers and early childhood teachers can pro-
mote language and early literacy and help prepare children for the national core standards in
languagearts.

11.1 Early Learning Standards for Language and Literacy
Early learning standards are framed to support an integrated focus on oral language develop-
ment and emergent or early literacy, the knowledge, skills, and attitudes young children
acquire that lead to conventional reading and writing (Sulzby, 1991; Sulzby & Teale, 1991). This
matters because the ability to communicate with others is one of the most important char-

acteristics human beings possess. It forms
the foundation for all social relationships
and profoundly affects each persons
future success in educational, career, and
life endeavors (South Carolina Good
Start Grow Smart Task Force, 2005, p. 42).
Communication allows children to learn
about themselves, others, and the world
(Chen & Shire, 2011, p. 21). Literacy
experts agree that language and literacy
represent a continuous intersecting devel-
opmental process (Kostelnik, Soderman,
& Whiren, 2010; Siefert, 2006).

Research confirms in particular, positive
correlations between high quality early
literacy experiences and later success in
school (Barnett & Lamy, 2006; Hernandez,
2011). Significant public resources have

Kablonk / SuperStock

Federal funding supports early literacy in many different
programs that promote early intervention and home-
school connections.

Early Learning Standards for Language and Literacy Chapter 11

thus been committed to support early literacy programs, including the Head Start Family
Literacy Initiative (1998), Early Head Start Research and Evaluation project (2000), Even Start
(2002), and Reading First (2002) (Rueda & Yaden, 2006).

Infants come to child care with language experiences, and young children know a great deal
about reading, writing, and communication before they begin elementary school. In fact, the
development of early/emergent literacy begins at birth. Later, as children acquire language
and awareness of literature and print, they slowly develop the subskills needed for reading
and writing (Hendrick & Weissman, 2007) and begin to extract meaning from the symbols
that represent print (Kagan, Moore, & Bredekamp, 1995).

In 2009 the National Association for the
Education of Young Children (NAEYC) and
the International Reading Association (IRA)
reemphasized the principles addressed in this
chapter, as put forth in their original position
statement about literacy (1998), which is meant
to be considered by curriculum developers,
teachers, and policymakers:

Literacy begins in infancy.

Children need intentional instruction.

Ongoing assessment should guide
teacher decision making.

There is no one uniform approach that
works for all children.

Emphasis on the specific skills needed for
reading should be provided as children
move from preschool into kindergarten
and the primary grades.

Children who are dual-language learners need a strong foundation in their home lan-
guage if they are to be most successful. (Neuman, Copple, & Bredekamp, 2000)

Pre-K literacy curricula developers, early learning standards, and teachers usually focus on
four major elements of literacy that lead to reading and writing proficiency:

1. Oral language, acquiring vocabulary and becoming fluent in the conventions of spoken
language

2. Phonemic awareness, hearing and distinguishing the sounds, syllables, and words that
make up spoken language

3. Concepts about print, or understanding how meaning is expressed through the graphic
symbols (letters, numbers, punctuation) of language

4. Emergent writing, using drawing, letter-like forms, and approximated spelling to pur-
posefully convey meaning (Shanahan, 2006)

States with early learning standards for children from birth to age 5 emphasize the impor-
tance of language for participating in both the cognitive and affective components of the
educational program (Kagan, Moore, & Bredekamp, 1995; Newman, Copple, & Bredekamp,
2000). Experiences with the various forms of language provide young children with the tools

Comstock / Thinkstock

Early/emergent literacy begins in infancy as babies
focus their attention on the language of others
and begin to use vocalizations and gestures to
communicate.

Language and Early Literacy Development Chapter 11

they need to interact with others and to represent their thoughts, feelings, and experiences
(Kagan, Moore, & Bredekamp, 1995).

Early learning standards are also written to identify specific early literacy knowledge and skills
young children need to work toward meeting the K12 academic standards for language arts
that begin in kindergarten. Sometimes early learning standards reflect the same language,
criteria, and benchmarks from kindergarten standards adapted, or back mapped for 3-, 4-,
and 5-year-old children to create a common framework and seamless transition.

Table 11.1 displays an example of back mapping from the South Carolina Early Learning
Standards. The selection begins with a description of what is expected for kindergarten and
then provides adjusted expectations for 3-, 4-, and 5-year-old children. Note that the only
difference in language for 5-year-olds and kindergarteners is the use of or rather than and in
the examples of where symbols are used.

Table 11.1: Example of a Back-Mapped Kindergarten Writing Standard

Age Level Standard 1 Standard 2

Kindergarten standard Use symbols (drawings, letters, and
words) to create written communications
(for example, notes, messages, and lists)
to inform a specific audience.

Use symbols (drawings, letters, and
words) to create narratives (for example,
stories and journal entries) about people,
places, or things.

5-year-olds Use symbols (drawings, letters, or words)
to create written communications (for
example, notes, messages, and lists) to
inform a specific audience.

Use symbols (drawings, letters, or words)
to create narratives (for example, stories
and journal entries) about people, places,
or things.

4-year-olds Combine some letters with pretend
writing.

Use drawings, letters, or words to create
narratives about people and things in
their environment.

3-year-olds Pretend writing. Not expected at this level.

11.2 Language and Early Literacy Development
The characteristics and milestones of language acquisition and literacy are predictable because
they emerge in stages, like other aspects of cognitive development. Between birth and age
5, young childrens language and literacy awareness develops through interactions with oth-
ers and exploration of their environment (Anderson, Moffatt, & Shapiro, 2006; Copple &
Bredekamp, 2009; Hill & Nichols, 2006). As preschoolers experiment with reading and writing
and begin to make sense of print, they slowly make the transition to independent reading and
writing in the early primary grades (Hill & Nichols, 2006; NAEYC/IRA, 1998; Neuman, Copple,
& Bredekamp, 2000).

We know that the best literacy practices for young children are not unilaterally applied or
adapted from those we use with older children but reflective of the way individual children
play and learn (Elkind, 2012; NAEYC/IRA, 2009; Siefert, 2006). Researchers are just beginning
to assess and predict how exploding access to technology and social media will expand our
current view of literacy (Brice-Heath, 2012; Hill & Nichols, 2006; van Hoorn, Nourot, Scales, &
Alward, 2011). The next sections trace the development of language and early literacy skills.

Language and Early Literacy Development Chapter 11

Learning and Using Language

After many decades of research, theorists continue to debate the balance between humans
innate capacity for language and their dependence on the environment for its development
(Genishi & Fassler, 1999; Kostelnik, Soderman, & Whiren, 2010). That is, how much of an
understanding and propensity for language are we born with and how much do we only
know because of our constant exposure to it? Researchers and educators agree that children
acquire language gradually, and interactions between adults and children promote fluency,
increasing the potential for academic success (Anderson, Moffatt, & Shapiro, 2006; Hendrick
& Weissman, 2007; Schickedanz, 1999). Children become effective communicators once they
have integrated fluent language with an understanding of the social rules that apply (Genishi
& Fassler, 1999).

Expressive language is the means by which we communicate to others through speaking
and writing, and receptive language is how we understand others via listening and reading.
Language has three components: meaning (semantics), structure (syntax), and functions
(pragmatics) (Charlesworth, 2008; Genishi & Fassler, 1999; Kagan, Moore & Bredekamp,
1995). As children develop language, they learn to speak and listen, acquire vocabulary, and
begin to understand the ways in which language is used.

The Development of Speech
Young infants (0 to 6 months) communicate with crying, gestures, cooing, and random vocal-
izations. Adult caregivers begin to notice patterns and differentiation between cries, smiling
at familiar adults, and turning of the head to locate the source of a sound. At some time after
6 months, babbling becomes more systematic and repetitive (e.g., ba, ba, ba, ba) as chil-
dren move toward framing their first true words at about 1 year of age.

Toddlers often use holophrases, representing an entire thought in one word; saying, for
instance, Milk? to mean, May I please have some milk? or Did someone take my milk?
Most children have a vocabulary of fifty to a hundred words by the age of 18 months and
acquire new words at an increasing pace, either gradually or in vocabulary bursts as they
get older (Levine & Munsch, 2011).

By age 2, children use two- to three-word sentences (telegraphic speech) and begin to apply
grammatical principles, although they make frequent errors, such as Me went (instead of I
went) or Go bye-bye daddy (instead of Daddy went bye-bye). By age 3, children begin
to use tense correctly; they also ask questions, follow two-step directions, incorporate mul-
tiple parts of speech, and recognize rhyming words.

Four-year-olds have acquired most of the conventions of speech but are still refining articula-
tion of some of the more difficult sounds and mixing up tenses or agreement of nouns and
verbs. The school-age child has a typical speaking vocabulary of approximately 2,000 words
but understands almost ten times that number (Catron & Allen, 2003; Charlesworth, 2008;
Cook & Cook, 2005; Levine & Munsch, 2011)!

As preschoolers begin to use language, they apply constraints, or prior knowledge and cues
from the physical and social environments, to make sense of words and what is heard (Cook &
Cook, 2005; Levine & Munsch, 2011). Although preschoolers use speech to communicate with
others, it is also not unusual for young children to engage in self-talk or private speech,
and you may hear a child, for example, talking himself through the process of unpacking his
lunchbox or congratulating himself for zipping up his jacket unassisted (Charlesworth, 2008;
Copple & Bredekamp, 2009; Levine & Munsch, 2011).

Language and Early Literacy Development Chapter 11

Learning to Listen
Like producing speech, listening is also a complicated and developmental process affected
by external factors such as ambient room noise, acoustics, and competing or distracting
voices and activities. While the act of speaking involves coordination of brain and muscles of
the lips, jaw, and tongue, listening requires activation of several different internal processes
(Jalongo,2010).

Infants exhibit auditory awareness, with responses such as head turning or startling to
acknowledge receipt of auditory signals by the brain. They quickly begin to develop audi-

tory discrimination, or the ability to dif-
ferentiate between sounds, particularly
repeated familiar noises or voices. By 12
months, infants and young toddlers dis-
play auditory recognition, the ability to
link a sound to its source, such as hear-
ing mothers footsteps approaching and
squealing, mama! In order to do so,
they must mentally tap into memory and
make connections or associations with
what they already know, make sense of
what was heard, and decide whether or
how to respond.

As children progress through the pre-
school years, they must also learn to
attend, or know when to turn on the lis-
tening switch. That is, they must learn to
focus their attention not only at times they
choose but also when they are expected
to do so by others. Sometimes teachers

confuse a childs ability to listen with the concept of attention span, a skill that involves listen-
ing but is affected by many other factors across the developmental domains.

Achieving Milestones

Like other dimensions of child development, there is quite a range for attaining particular
milestones. Parents may worry when they compare their childs speech with that of other
children in group care or preschool; usually we can reassure them that each child has his or
her own developmental timetable and all will be well eventually.

There are red flags, however, that definitely signal the need for focused observation and per-
haps professional attention. Ear infections or high fevers in infancy can cause hearing loss,
which affects onset of speech to varying degrees. Auditory processing disorders (APD) and
global developmental delays, both of which are increasingly seen, also sometimes result in
delayed or absent speech. APD affects about 5 percent of children, who may hear normally
but who dont recognize subtle differences in sounds owing to the brains failure to process
signals correctly (Bellis, 2012; Morlet, 2014).

A global delay is suspected when a child seems delayed in two or more developmental areas.
Therefore, if by the age of 2 any of the following are observed, parents should be encouraged
to seek a physical evaluation for possible further referral:

Monkey Business / Thinkstock

Learning to listen attentively is a skill acquired through
practice and requires the coordination of multiple mental
processes, including the ability to screen out distractions
and focus selectively.

Language and Early Literacy Development Chapter 11

There is a complete absence of speech.

The child communicates only with crying or gestures.

The child doesnt turn his or her head or look for the source of sounds.

The child doesnt respond to sounds (such as hands clapping) made out of his or her
line of sight.

The child cant be understood by anyone outside of the family.

The child doesnt recognize common words.

The child cant follow a two-step direction.

The child cant name common objects. (Hendrick & Weissman, 2007; Kostelnik,
Soderman, & Whiren, 2010; Levine & Munsch, 2011)

Dual-Language Learners

Young children who speak a language other than English at home or who are learning two
or more languages simultaneously are increasingly referred to as dual language learners
(Office of Head Start, 2008), or DLLs. Research indicates that when the home language is
supported and preserved as the child learns a second language, being bilingual has long-term
cognitive benefits and that bilingual children may outperform monolingual children academi-
cally in the long term (Copple & Bredekamp, 2009; Hammer et al., 2014; Kagan, Moore, &
Bredekamp, 1995; Rueda & Yaden, 2006; Youngquist & Martinez-Griego, 2009).

Especially in a school with teachers who are primarily or exclusively English speakers, bilin-
gual or multilingual children and families can experience and pose challenges, but working
together also provides opportunities for richer cultural and social communities and curricula
(Chen & Shire, 2011; Copple & Bredekamp, 2009; Macrina, Hoover, & Becker, 2009; Pat,
2009; Youngquist & Martinez-Griego, 2009).

Stages of Second Language Acquisition
DLLs acquire a second language in much the same way as they learned their first. Receptive
language develops first as the child listens and observes; during this stage, it is more impor-
tant for the child to understand what is being communicated than how it is done (Pat, 2009).
Thus a teacher who does not speak the childs home language may use body language, sign-
ing, pictures, facial expressions, or any other strategies that effectively help the child interpret
meaning and communicate.

When a child begins to comprehend language but is not yet able to express her thoughts, a
silent period may follow, lasting for several months before she begins to make tentative
attempts to use the new language. Gradually, as in first-language acquisition, language
production begins to emerge as the child nods or gestures to indicate understanding and
uses single-word responses such as yes or no or holophrastic speech (Me play?). The
complexity of language use now increases to echoing the words of others, the use of
short phrases or sentences, the acquisition of a larger vocabulary, and finally the use of
past, present, and future tenses and grammar (Pat, 2009; van Hoorn, Nourot, Scales, &
Alward,2011).

Strategies to Support Dual-Language Learners
The acquisition of a bilingual staff, to the extent possible, is encouraged to support the
second-language learning of DLLs (Copple & Bredekamp, 2009; Hendrick & Weissman, 2007).

Language and Early Literacy Development Chapter 11

Teachers who speak the languages of DLL children can then read to them, initiate conversa-
tions, ask questions, and encourage the use of the home language in school or care (Macrina,
Hoover, & Becker, 2009). When several DLL children speak the same home language, they
should be encouraged to use it with each other during play and other interactions.

Teachers can also communicate with families in their home language and encourage them to
continue to support and use their language at home. Bilingual teachers may choose to use
both languages simultaneously, devote periods of the day to each language, or repeat activi-
ties with small groups of children in each language. For instance, a teacher might conduct a
greeting circle conversation about the weather and record childrens words in both English
and Spanish, saying Whats the weather like today? Cmo est el tiempo hoy? (Macrina,
Hoover, & Becker, 2009). Or the teacher might read and discuss a story in English and then
repeat later in the students home language.

Some classrooms may have multiple languages represented, or there may be no adult who
speaks a childs home language. In these instances, teachers can still use many strategies

appropriate for any classroom with DLL
children to show support for the home
language, including:

Honoring the home languages of chil-
dren in the classroom by representing
linguistic traditions in literature, art-
work displays, artifacts, dramatic play
props, music, and foods.

Using many visual cuespictures,
props, and gestures.

Speaking to children even if they dont
respond but not ignoring them.

Providing many ways for children to
express themselves nonverbally with
art, music, and so forth.

Learning the childs name and a few
basic words in the home language.

Speaking slowly and using the same phrases consistently, such as Lets read a story
instead of sometimes saying, Its time to read or Come over here and Ill read to
you.

Using predictable books with repetitive text and simple words to promote familiarity
with words and phrases and make it easier for DLL children to participate.

Encouraging family visits to school.

Making picture/word labels for high-frequency words.

Making a survival chart or a series of picture cards that include the childs photo-
graph, expressions (happy/sad/angry faces), symbols or pictures for learning/activ-
ity centers and the rest room, and materials that children can use to put together a
rebus (thoughts expressed as a series of pictures) or sentences to assist in commu-
nicating their wants or needs (Catron & Allen, 2003; Chen & Shire, 2011; Copple &
Bredekamp, 2009; Macrina, Hoover, & Becker, 2009).

Creatas / Thinkstock

Developmentally appropriate classrooms and child-care
settings celebrate and support linguistic diversity.

Language and Early Literacy Development Chapter 11

Phonological Awareness and Concepts about Print

As childrens language develops, our attention as early educators also focuses on helping
them begin to develop and refine auditory and visual discrimination skills that build the
competencies they need for reading a

Related Questions:

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