Respond To Each Item: Directions For Each Response

Directionsrespond To Each Item Each Response Should Be Concise And B

Respond to each item. Each response should be concise and between 2–3 paragraphs in length. Use MS Word to write your responses, and submit your answers to all three questions in one Word document. Copy and paste each question within the document, so that your Instructor can see to which question you are responding. "Language is an inseparable part of the play and learning of the preschool classroom" (Gestwicki, 2014, p. 383). Imagine that you are asked by a new parent or family member to explain how language and literacy development is fostered in a preschool setting. Based on pages 375–386 of the Gestwicki text, identify three practices a preschool teacher can employ that respond to this question, as well as why each of the three practices are important.

"The natural vehicle for extended communication in the preschool classroom is group time" (Gestwicki, 2014, p. 396). Review pages 366–399 of your course text. Explain five components of effective group times and how all of these components, working together, support children's development and learning. An integral responsibility of preschool teachers is selecting appropriate literature for young children that is reflective, respectful, and supportive of the rich diversity of how people live their lives. Based on your readings, summarize three criteria that you feel are key in selecting books for young children and explain your understanding of the potential impact of literature on children's perspectives about others.

Paper For Above instruction

The development of language and literacy in preschool settings is fundamental to children's overall development and future academic success. Educators can employ several practices to nurture these skills effectively. First, creating a print-rich environment that includes labels, posters, and accessible books encourages children to explore print and develop early literacy skills (Gestwicki, 2014). This practice is crucial because it immerses children in language in context and fosters an appreciation of written language. Second, engaging children in shared reading activities promotes active participation and models fluent reading, which is vital for developing vocabulary, comprehension, and a love for stories (Gestwicki, 2014). Such interactions help children see reading as a meaningful activity and support their comprehension skills. Third, integrating storytelling and oral language activities, such as show-and-tell or puppet play, allows children to express themselves and develop their oral language skills, which are essential precursors for literacy development (Gestwicki, 2014). These practices are interconnected and collectively provide children with diverse opportunities to develop language skills in developmentally appropriate ways.

Effective group times are pivotal in fostering children's social, emotional, and cognitive growth. Five components of effective group times include establishing clear routines, fostering inclusive participation, using engaging and developmentally appropriate materials, encouraging open-ended conversations, and reflecting on children’s contributions (Gestwicki, 2014). Establishing routines provides a sense of security and predictability, which encourages children to participate actively. Inclusive participation ensures that all children feel valued and heard, promoting social skills and self-esteem. Using engaging materials captures children's interest and stimulates critical thinking. Open-ended conversations invite children to express their thoughts freely, supporting language development and cognitive flexibility. Lastly, reflection helps children make connections and process experiences. When these components work synergistically, they create a supportive environment that nurtures children's communication skills, social understanding, and confidence, thereby supporting their overall development and learning (Gestwicki, 2014).

Selecting appropriate literature for young children requires careful consideration of diversity, content, and educational value. First, books should reflect diverse cultures, families, and experiences to promote inclusivity and broaden children's perspectives (Temple et al., 2007). This fosters understanding and respect for differences. Second, literature should be age-appropriate, with language and themes that align with children's developmental levels, ensuring comprehension and engagement (Clegg et al., 2008). Third, books must contain respectful portrayals and avoid stereotypes, enabling children to see themselves and others in positive, realistic ways (Council on Interracial Books for Children, 1988). The impact of culturally respectful and diverse literature on children is profound; it nurtures empathy, diminishes biases, and encourages children to appreciate differences, ultimately supporting a more inclusive and equitable society (Rowell, 2007). Well-chosen books serve as powerful tools to influence children's attitudes and perceptions about diversity and equality, helping them develop a respectful worldview from an early age.

References

• Council on Interracial Books for Children, California, & Project S. E. (1988). 10 quick ways to analyze children's books for racism and sexism. Sacramento, CA: California State Dept. of Education.
• Clegg, L. B., Miller, E., Vanderhoof, B., Ramirez, G., & Ford, P. K. (2008). How to choose the best multicultural books. Retrieved from NAEYC
• Gestwicki, C. (2014). Developmentally appropriate practice: Curriculum and development in early education (5th ed.). Belmont, CA: Wadsworth, Cengage Learning.
• Rowell, E. H. (2007). Missing! Picture books reflecting gay and lesbian families. Young Children, 62(3), 44–49.
• Temple, C., Martinez, A., Yokoda, J., & Naylor, A. (2007). Criteria for evaluating multicultural materials. Naperville, IL: North Central Regional Educational Laboratory.
• Baker, I., & Schiffer, M. B. (2007). The reading chair: All interest areas need books, so spread those books around. Young Children, 62(3), 44–49.
• National Association for the Education of Young Children (NAEYC). (2009). Resources for teaching and learning about literacy. Young Children on the Web. Retrieved from https://www.naeyc.org/resources/position-statements/literacy
• Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2007). Ideas for families: Materials for reading, A–Z. Young Children, 62(3), 44–49.
• Yopp, H. K., & Yopp, R. H. (2009). Phonological awareness is child's play. Young Children on the Web. Retrieved from https://www.naeyc.org/resources/pubs/yc/may2009/phonological-awareness
• National Association for the Education of Young Children (NAEYC). (2009). Resources for teaching and learning about literacy. Young Children on the Web. Retrieved from https://www.naeyc.org/resources/position-statements/literacy