California Preschool Learning Foundations - ECEZero2Three ...

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LANGUAGE AND LITERACY 54 ers to model key components of the reading task and enable children to begin discovering the components of reading themselves. Interaction during shared reading creates opportunities for cognitive processing and problem solving. Literacy Interest and Response. Interest in books and a positive regard for reading are important developmental accomplishments for preschool-age children. Participation in such literacy activities as handling books and listening to stories leads to continuing engagement with text and to motivation and persistence in challenging reading tasks. These experiences are necessary for children to become able readers and lifelong literacy learners. An emerging body of research shows that motivation is an important factor in the development of early literacy in preschool and later reading achievement. Increasing engagement in literacy and expanding reading activities are tied to increases in motivation, which, in turn, facilitates comprehension and recall of information. Children’s active engagement in text-related activities, such as turning pages in a book, is related to knowledge of print concepts at around four years of age. Opportunities for reading are related to children’s interest in reading at home and at school. Children who are read to more frequently and from an earlier age tend to have greater interest in literacy, exhibit superior literacy skills during the preschool and school years, choose reading more frequently, initiate reading sessions on their own, and show greater engagement during reading sessions. Adult-child storybook reading promotes children’s interest in reading and leads to increased exposure and engagement with text. Writing—Writing Strategies Writing Strategies. Learning to write involves cognitive, social, and physical development. Children from a very young age notice writing in their surroundings. They begin to understand that signs in the environment represent words for ideas or concepts. By age three they begin to differentiate between writing and other kinds of visual representation, such as drawing. With this realization comes differentiation between tools for writing and tools for drawing (“I need to get a pencil to write my name”). Their writing starts to look different from their drawing—more linear than circular. Young children become involved with written text by being read to, examining books, and observing others writing. Preschoolers begin to experiment with writing by pretending to write and by learning to write their names. Initially, children demonstrate a global form of writing. They tend to use drawings as writing or use idiosyncratic scribbles (i.e., markings that have only personal meaning). Later, children use letter-like forms that resemble some of the characteristics of real writing (e.g., longer words are represented by longer strings of letter-like symbols). Children in the next phase start using actual letters to write, but with little or no connection to the actual spelling of what they want to write (i.e., nonphonetic strings of letters). This phase is followed by attempts at phonetic spelling, also called “invented spelling.” In this phase, children use letters to match letter sounds to parts of words they hear, but from a phonological Preschool Learning Foundations, Volume 1 • California Department of Education
ather than an orthographic perspective. Children may recognize that writing the word they are thinking of requires more than one or two symbols and that the same symbols may be in different words or in different places in the same word, but they have not yet mastered the alphabetic principle. Even so, invented spelling is an effective vehicle through which many chil- California Department of Education • Preschool Learning Foundations, Volume 1 dren begin to understand the alphabetic principle. It also helps children realize that writing carries meaning, that other people should be able to read what they write, and that people write for different purposes. Children who have the physical experience of writing in this way begin to develop ways of handling writing implements, but they need support from adults in learning to do so. 55 LANGUAGE AND LITERACY
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California Preschool Learning Found
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Contents A Message from the State S
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The development of the preschool le
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English-Language Development Barbar
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he preschool learning foun- Tdation
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ecognition, comprehension and analy
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tions incorporate a concept known a
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FOUNDATIONS IN Social-Emotional Dev
Page 18 and 19: ing task. This is another reason th
Page 20 and 21: In addition, early childhood standa
Page 22 and 23: 2.0 Self-Regulation At around 48 mo
Page 24 and 25: 4.0 Empathy and Caring At around 48
Page 26 and 27: Social Interaction 1.0 Interactions
Page 28 and 29: 2.0 Interactions with Peers (Contin
Page 30 and 31: 4.0 Cooperation and Responsibility
Page 32 and 33: 1.0 Attachments to Parents (Continu
Page 34 and 35: 2.0 Close Relationships with Teache
Page 36 and 37: Self Self-Awareness There has been
Page 38 and 39: competence, emotion regulation, con
Page 40 and 41: awareness of and response to divers
Page 42 and 43: trayal that is consistent with conc
Page 44 and 45: ior; and spontaneously self-correct
Page 46 and 47: importance for a child’s self-con
Page 48 and 49: ity of the teacher-child relationsh
Page 50 and 51: approaches to learning. Children’
Page 52 and 53: Childhood Development. Edited by Ja
Page 54 and 55: Heyman, Gail D.; Caroline L. Gee; a
Page 56 and 57: Control and Negative Emotionality,
Page 58 and 59: tional, and Personality Development
Page 60 and 61: Wellman, Henry. 2002. “Understand
Page 62 and 63: LANGUAGE AND LITERACY 48 Organizati
Page 64 and 65: LANGUAGE AND LITERACY 50 dren to us
Page 66 and 67: LANGUAGE AND LITERACY 52 convention
Page 70 and 71: LANGUAGE AND LITERACY 56 1.0 Langua
Page 72 and 73: LANGUAGE AND LITERACY 58 | Listenin
Page 78 and 79: LANGUAGE AND LITERACY 64 | Reading
Page 84 and 85: LANGUAGE AND LITERACY 70 1.0 Writin
Page 86 and 87: LANGUAGE AND LITERACY 72 It is impo
Page 88 and 89: LANGUAGE AND LITERACY 74 the world.
Page 90 and 91: LANGUAGE AND LITERACY 76 in hearing
Page 92 and 93: LANGUAGE AND LITERACY 78 textualize
Page 94 and 95: LANGUAGE AND LITERACY 80 phonemic a
Page 96 and 97: LANGUAGE AND LITERACY 82 is based o
Page 98 and 99: LANGUAGE AND LITERACY 84 the extern
Page 100 and 101: LANGUAGE AND LITERACY 86 and Ellswo
Page 102 and 103: LANGUAGE AND LITERACY 88 characteri
Page 104 and 105: LANGUAGE AND LITERACY 90 Adams, M.
Page 106 and 107: LANGUAGE AND LITERACY 92 Chapman, R
Page 108 and 109: LANGUAGE AND LITERACY 94 in the Tea
Page 110 and 111: LANGUAGE AND LITERACY 96 Kress, G.
Page 112 and 113: LANGUAGE AND LITERACY 98 Peterson,
Page 114 and 115: LANGUAGE AND LITERACY 100 Swanborn,
Page 116 and 117: FOUNDATIONS IN English-Language Dev
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in their home language, not English
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or sometime during the first year o
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the home language and English (Geni
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Overall, the teacher plays a crucia
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1.0 Children listen with understand
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Speaking* 1.0 Children use nonverba
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Speaking | 117 1.0 Children use non
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Speaking | 119 1.0 Children use non
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2.0 Children begin to understand an
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Reading 1.0 Children demonstrate an
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Reading | 125 2.0 Children show an
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Reading | 127 3.0 Children demonstr
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5.0 Children demonstrate progress i
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6.0 Children demonstrate phonologic
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1.0 Children use writing to communi
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chunks. Short phrases used as units
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Dickinson, D. K., and P. O. Tabors.
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Contrast Between Urdu-English Bilin
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The preschool learning foundations
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A developmental progression by age
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other shapes. At first, they recogn
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At around 48 months of age At aroun
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At around 48 months of age 2.0 Chil
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At around 48 months of age Algebra
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with mathematics will be devoted to
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These researchers provide some evid
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2004a). The developmental trajector
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attribute. A property or characteri
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Copeland, R. W. 1984. How Children
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Council for Teachers of Mathematics
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APPENDIX The Foundations Social-Emo
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1.0 Attachments to Parents At aroun
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3.0 Grammar At around 48 months of
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1.0 Writing Strategies Writing At a
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Speaking 1.0 Children use nonverbal
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English-Language Development | 183
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English-Language Development | 185
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Mathematics Number Sense At around
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