CHAPTER 4 LITERATURE

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CHAPTER 4LITERATURE

• Childrens literature
• Should be an exciting part of any early childhood
  curriculum
  
• Connects us to other people and places
• Stimulates the imagination
• Provides models of imaginative, well-ordered
  words
  
• Should be an important part of childs activities
  at a center or home
  

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Childrens Literature and Literacy Development

• Literature
• All writing (prose and verse) of a people,
  country, or period, including those written
  especially for children. P. 118
  
• Use books not only to learn to read, but also
• As tools to help children learn about the world
  and topics that interest them
  
• To learn how to do and make things

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Childrens Literature

• To develop visual literacy skills, use
  illustrations to
  
• Get meaning from the text
• Describe what might happen next
• Appreciate aesthetics
• Line
• Color
• Shape
• Mood and feeling
• Principles for supporting literacy development
  p. 119

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Childrens Literature

• Scaffolding (Vygotsky) adjusting level of help
  to childs level of performance
  
• Shared work teacher in leadership role, selects
  and shares a book
  
• Guided work teacher, as a guide, encourages
  child as needed
  
• Help child draw an illustration of a book
• Independent work teacher gives minimum support
  to children as they respond to a book
  
• Children do a puppet show about a book

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PURPOSES AND VALUES OF CHILDRENS BOOKS

• One definition of learning is that it is the
  process of associating the new to that which is
  already known
  
• Books can
• Introduce children to something new
• Give a greater understanding of the world
• Create excitement to know more
• Purposes and values of childrens book listed on
  page 120
  
• Communication about these values between center
  and home is important
  

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TYPES AND GENRES.

• Genre category used to classify literature by
  form, technique, or content
  
• Format overall arrangement of book including
  such things as size, shape, paper quality,
  colors, and content of each page
  
• Select from a wide variety of books
• Types listed in alphabetical order on pages
  121-125
  
• Some books will fit into more than one category
• Know characteristics and examples of each
  category
  
• Following are some additional personal comments

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Types and Genres

• Beginning-to-read
• Can be read to the very young or those just
  learning to read
  
• Folk literature
• Also called folk tales, fairy tales, tall tales,
  fables, myths and legends
  
• Controversy about violence and stereotypes
• Little Red Riding Hood violence
• Cinderella - stereotypes

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Types and Genres

• Mother Goose and Nursery Rhymes
• Many are based on long-forgotten historical facts
  or events
  
• Part of English-speaking traditions
• Other cultures and languages have similar rhymes
• Realistic literature
• Topics can be controversial
• Gay or lesbian parents

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Types and Genres

• Teacher and child-made books
• Examples
• Each child contributes a page or illustration
• Children cut out pictures and put them in a photo
  album
  
• baggie books
• Illustory commercial kit

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CHILDRENS BOOK AWARDS

• Caldecott Award
• Given each year to the artist of the most
  distinguished picture book for children printed
  in the USA
  
• Best one of young children
• Newberry Award
• Given each year for the most distinguished
  contribution to American literature for
  children
  
• More appropriate for school age children

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Awards

• Hans Christian Andersen Medal
• Given every 2 years in recognition for all their
  works
  
• To a living author
• To an illustrator
• Coretta Scott King Awards
• Given for outstanding inspirational and
  educational contributions by African-Americans
  
• To an author
• To an illustrator

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SELECTION OF BOOKS.

• Criteria are listed on pages 127,128
• Selected criteria Choose books that
• Are durable and can take a lot of handling
• Have different styles of illustrations
• Illustrations must be true to text
• Colorful illustrations
• Photos either color or black and white
• Abstract illustrations are NOT appropriate

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Selection of books

• Selected criteria Choose books that
• Appeal to children and relate to their
  experiences
  
• Have an appealing story and style
• Sound, rhythm, and repetition
• Are NOT overly frightening or confusing
• Present a wide variety of cultures
• Show uniqueness through the eyes of a child
• DO NOT stereotype people based on
• Gender girls need help from boys
• Ethnic background Hispanics have menial work
• Age all grandmothers/fathers have gray hair
• Types of work managers of stores are men

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Selection of Books

• Selected criteria Choose books that
• Enrich their experience through poetry
• Special needs
• People who are differently-abled in active,
  interactive roles
  
• Child with disability more like others than
  different
  
• Make positive reading experiences a priority
• Use technology to individualize
• Partner with families

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RECOMMENDED BOOKSAge and Dev. Appropriate

• Infants list Fig. 4-2, p.129
• Start early to help infants associate books with
  pleasure
  
• Toddlers list Fig. 4-3, p. 130
• Interactive books and encourage involvement
• Read to them individually or in very small groups
  (2 or 30
  

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Age and Dev. Appropriate

• 3, 4, 5 list Fig. 4-4, p. 131
• An inviting, comfortable library area
• Different types of seating pillows, chairs,
  tables
  
• Books displayed attractively covers visible,
  easy to get and replace
  
• Well lighted natural or yellow light
• Provide props puppets, flannelboards
• Provide different kinds of reading materials
• Magazines, catalogs, newspapers, books with
  tapes
  
• Materials for children to make their own books
  close by
  
• Adults should read to children EVERY DAY

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Age and Dev. Appropriate

• 6, 7 8 list, Fig. 4-5, p. 132
• More books grounded in real life issues
• More complex and artistic illustrations
• Adults should still READ DAILY to children

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Thematic Selections

• Sample lists of books based on a theme Fig. 4-6
  p. 133 and 4-7, p. 134
  
• Use a collection of books on the theme to
• Introduce the theme
• Reinforce concepts
• Expand/extend the knowledge base
• Have collections of books by specific authors
  and/or illustrators list Fig. 4-8, p. 136
  
• Always have a variety of books available for
  children to use
  

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INTEGRATING LIT. INTO OTHER CURRICULUM AREAS

• Making the connection between literature and
  other curriculum areas includes
  
• Reading aloud to children
• Exploring informational books
• Encouraging a variety of responses to books
• Drama
• Music
• Movement,
• Art
• Child-dictated writing

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Integrating lit. into Curriculum

• Using a single book as the focus of a theme
• Many different activities related to the book
• Retelling a story using different methods
• Grouping related books
• Placing related books in activity areas of the
  room
  
• Books about
• Buildings and houses in block center
• Shapes and colors near art center
• Gardening, fish, sand and water near sand and
  water table
  

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ACTIVITIES THAT ENCOURAGE CHILDREN TO BE AUTHORS

• Values of child-created books listed on page 135
• Childrens artwork can be made into books
• Use a variety of materials for covers
• Children as illustrators
• Lets Pretend books for dramatic play area
  page 135
  
• Role of adult
• Prepare the materials
• Provide the space
• Offer assistance when needed

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TEACHER AS STORYTELLER

• Part of every culture throughout history
• Still very important, but underused
• Enhance the storytelling
• Use changes of voice and facial expressions
• Use props puppets, songs, flannelboard
• Draw a picture while telling the story
• Involve children have them repeat phrases or
  make appropriate noises

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Storytelling

• Hints for storytelling (not in text)
• Know the story well
• Practice out loud and with any props
• Maintain eye contact
• Be dramatic, Get into the story, ENJOY IT
• Select stories with simple plots and few
  characters, especially for young children
  
• Be aware of childrens reactions and adapt to
  their interest level

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Poetry

• Children should be exposed to poetry in many
  forms and often, Fig. 4-11, p. 137
  
• Most nursery rhymes and fingerplays are poems
• Dr. Seuss books are poems
• Hearing rhyming words helps develop childrens
  audio discrimination
  
• Audio discrimination the ability to hear the
  differences between sounds
  
• It is a skill necessary for learning to read
• Examples on pages 138-141

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Family-School/center Connection

• Communicate to parent(s) how important it is that
  the child is read to daily
  
• Be aware that some parents cant read
• Other readers can read to children
• Relatives, siblings, or family friends
• Suggestions on pages 141,142
• Selected ideas
• Provide a list of books the children have heard
  at center
  
• Set up a parent-lending library

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Family-School/center Connection

• More selected suggestions
• Ask parents to let children see them reading from
  a variety of materials
  
• Talk about information/ideas gained from reading
• Suggest a special place for childrens books at
  home
  
• Give books as gifts
• Encourage relatives/friends to give books
• Limit TV time
• Books to nurture inclusion, Fig. 4-12, p. 143

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TIPS FOR TEACHERSpage 125, 126

• These include some personal ideas and those from
  the text
  
• 1. Select an appropriate book
• 2. Practice reading the book out loud several
  times.
  
• Time yourself
• 3. Position yourself comfortably and so that
  everyone can see the book
  
• A low chair may work better than the floor
• 4. Use the hook that youve developed
• 4. a. Always give author and illustrator

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Tips for Teachers

• 5. Read with flair
• Vary your voice and facial expressions
• Use an appropriate speed
• 6. Maintain as much eye contact as possible
• 7. Involve the children
• Ask open-ended questions
• Encourage children to predict outcomes
• Have children repeat phrases or make noises

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Tips for Teachers

• At the end of the story, use one of these
  strategies
  
• Connect back to a childrens interest,
  experiences, or the hook
  
• Have children retell story
• What did you remember?
• NOT What did you like best?
• Use the pictures or a flannelboard
• DO NOT ask Did you like the story? unless you
  follow up a No answer with Why didnt you like
  it?
  

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Word Wall

• An alphabetically arranged display of words the
  children have exposure to throughout the year
  
• General tips, p. 144
• Placed at childrens level
• Simple plan with room for more words
• Encourage children to add words
• Use pictures with the words

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General Guidelines (for story time) Page 144-145

• Gently encourage children to stay in the group,
  but dont insist
  
• Begin with short books and help children learn to
  pay attention
  
• Problem behaviors should be handled quickly and
  calmly
  
• Have arrangement with other staff about how
  distracting behavior is to be handled
  
• Interruptions are OK if they are focused on the
  content of the story

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General Guidelines

• Be sure that children have enough space and can
  see and hear
  
• You may have to adjust your position or the way
  you hold a book
  
• Be aware of children who have a hearing or sight
  disability and make seating adjustments
  
• Ideas for literature activities, pages 145-151