El 3002 Promoting Early Literacy Among Infants And Toddlers

El3002promoting Early Literacy Among Infants And Toddlersexplain Sig

Explain signs of emergent literacy in infants and toddlers and strategies for enhancing emergent literacy, while promoting positive dispositions toward reading and language learning.

Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses.

Describe the five stages of oral language development. (1–2 paragraphs)

Explain how the five areas of language knowledge provide a foundation for learning to read and write. (1–2 paragraphs)

Explain three key guidelines to your mentee for supporting the language development of infants and toddlers in a diverse cultural setting like your program. (2–3 paragraphs)

Explain the meaning of early (or emergent) literacy development as it applies to infants and toddlers, and include at least three key findings from research that are critical for understanding the literacy development process and its significance. (1–2 paragraphs)

Explain why Aggie’s behaviors, such as grabbing books and talking during reading, are age-appropriate early literacy behaviors in toddlers. (1–2 paragraphs)

Describe three ways that infants and toddlers observe and explore written language; provide an example of the child's behavior that families might observe; describe three ways that families can encourage these explorations; and, explain how these explorations help to lay early foundations for learning to read and write. (2–3 paragraphs)

Explain the five characteristics of a language- and literacy-rich environment for infants and toddlers, and how you will use these characteristics as guidance for organizing your program. (2–3 paragraphs)

Explain three key guidelines for teacher-child interactions with infants and toddlers that specifically support their language and literacy development. (2–3 paragraphs)

Explain how two daily activities or rituals in your infant/toddler program help promote children’s positive dispositions toward reading and language learning. (2 paragraphs)

References

• Otto, B. (2015). Literacy development in early childhood: Reflective teaching for birth to age eight. Waveland Press.
• Newkirk, T. (2018). The power of story: Teaching literacy in early childhood. Routledge.
• Beeharry, A., & Smith, L. (2019). Supporting emergent literacy in diverse early childhood settings. Journal of Early Childhood Research, 17(2), 102–117.
• National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy.
• Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from a global perspective. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11–30). Guilford Press.
• Ginsburg, H. P. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. American Journal of Play, 1(1), 23–29.
• Epstein, A. S. (2007). The intentional teacher: Giving focus, engaging children, and making learning happen. National Association for the Education of Young Children.
• Neuman, S. B., & Roskos, K. (2007). Nurturing knowledge: Early literacy play. In S. B. Neuman & D. K. Dickinson (Eds.), The international handbook of early literacy research. Guilford Press.
• Zuckerman, B. (2018). Supporting early literacy development: Strategies for teachers and families. Early Childhood Education Journal, 46(5), 541–550.
• National Association for the Education of Young Children. (2020). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. NAEYC.