• Read words from Kaplan University College of Social and Behavioral Sciences Educational Studies students. Student Shirley Rodriguez and Monica Glenn are both currently completing CE310: Children’s Literacy at Kaplan University.

  • Shirley Rodriguez, Kaplan University Student, CE310 Children’s Literacy

    CPS - Shirley Rodriguez

    A balanced approach in literacy instruction assembles the best of the emergent and the scientifically based approaches to provide children with implicit and explicit instructional strategies that are coupled with meaningful and functional activities. While the emergent literacy approach is based on the belief that a child acquires all their language, reading, and writing knowledge early in life through a range of experiences, the scientifically based reading research approach relies on systematic and explicit instruction (Christie, 2011). However, it’s through the blended literacy approach that children receive instruction in an environment where they can construct their own learning while teachers and parents support their needs with powerful literacy models. This literacy approach exposes children to the process behind language, reading and writing connections through frequent reading and writing opportunities across many different kinds of content.

    According to Christie (2011), all the components of language arts (speaking, reading, writing, listening) must be integrated into literacy development so children can expand their understanding of text beyond just reading and writing. When children learn in an authentic literacy environment where they have the choice of selecting their own books, reading with buddies, collaborating with other children, and have the ability to make connections from the text to their own lives, they can become active participants and construct their own learning.

    Reference: Christie, J., Enz, B. & Vukelich, C. (2011). Teaching Language and Literacy. Upper Saddle River, NJ: Pearson.

    Monica Glenn, Kaplan University Student, CE310 Children’s Literacy

    CPS - Girl Reading

    Right now I work in an Early Head Start classroom, ages ranging from 6 months to some 3 year-olds about to turn 4. I enjoy the age group that I work with and that is where I plan on staying for a while. The best part of the position that I hold is being able to spend so much time with the children, and being a family service worker, which enables me to assist the entire family as a whole. I look forward to being able to share information about the importance of children's literacy with the families, so that they can be a part of their children’s literacy development, too. I learned that it is never too early to take part in a literacy teaching moment.

    Because I have learned of the critical importance of early childhood literacy, I will incorporate more reading time with the children in the classroom as well as add more literacy tools in areas of the room, and continue to try and transform the class room into a more literacy rich environment and continue provide quality text and a variety of genres. I have already put together a lending library for the parents to take home a book when they would like to, and parents do take advantage of it. A parent told me that her daughter is so excited to bring home a book that we read in the classroom together. In the future I would like to collaborate with my staff and develop a literacy program for parents that do not read and write very well. I believe that this would uplift the esteem of the family members and even encourage them to be more involved with their children's learning process at school and in the home.

    Our agency is currently involved in The Dolly Parton Imagination Library program which supports children’s literacy. Each month the child receives a book in the mail addressed directly to him/her. It is an awesome program! Check it out at http://usa.imaginationlibrary.com/ .

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