Language and Reasoning

Books, Writing & Communication

Books & Reading

• Helping preschoolers and kindergarteners develop a close and enjoyable relationship with books is a vital step towards literacy.

In a high quality program, staff not only have planned story times daily, but also read books to children spontaneously (informal reading).

In addition to having a large and varied collection of books accessible to the children, additional storytelling materials, such as puppets, flannel board stories and recorded stories help in the growth of literacy.

Books and Display

• A Reading or Library area should be set up in every classroom.

• Books should be neatly organized on a tiered shelf, with front covers facing out.

• The Library Area should be separate from any other interest area and un-related materials.

• The Library Area should be located in a quiet area of the classroom, equipped with several soft furnishings (beanbags, soft couches or chairs, pillows and pads).

Books and Selection

• A wide selection of books should be accessible to the children at all times.

The ECERS’ required categories are:

• Fantasy

• Factual (real life experiences)

• Nature & Science

• Different races and culture

• Different abilities (eyeglasses, hearing aids, wheelchairs, crutches, etc).

To score a “7”, some books should relate to the current theme or classroom activities.

Books and Appropriate Themes

What Not to Use• Appropriate means that the books, language materials, and activities are age and developmentally appropriate for the children in the group.

Alcohol useViolenceAdult themes

ViolenceBad behaviorLanguage

“Just as the wolf was coming down the chimney, the little pig lifted the lid off the big pot of boiling water, and in fell the wolf. And then the little pig quickly popped on the cover again, and had the wolf for supper.”

Children of this age cannot distinguish between imaginary and real occurrences, and therefore many young children find violence in books very upsetting or get the incorrect message about how to behave.

Encouraging Children to Communicate• Children need to learn to use language to

communicate with others in order to express their needs, desires, and interests.

• When children learn to use expressive language, they can share their idea with others and negotiate solutions to problems effectively. Materials such as toy

telephones, puppets, and flannel boards, dolls and dramatic

play props create lots of conversation

among children as they assume different

roles.

Encouraging Children to Communicate: What can you do?• A formal book reading should occur everyday.

• Engage the children in conversation about the book, before, during and after the reading.

• Informal book reading should occur throughout the day.

• Talk to the children “informally” throughout the day – ask opinions during group time and individually.

• Encourage communication between peers.

• Use props such as dolls, puppets and felt boards to encourage language.

Writing

• Offer several and varied writing materials throughout the classroom setting.

• Create a designated writing center.

• Add journal writing activities to your daily schedule.

• Teacher generated and children generated writing should be posted at the children’s eye level in the classroom.

• Display children’s artwork with teacher writing on the work indicating what the child dictated.

Writing and Interest Centers• Add accessible writing tools to every interest

center.

• Link Children’s spoken communication with written language: Children can write about what they played, built, fantasized about, etc. and/or children can express their ideas in words and the teacher can write their ideas on pictures, art work, etc. for all of the class to see.

Writing: a Daily Routine • Make writing a part of your daily routine: post it

on your written schedule.

• Have children sign in as they enter the classroom.

• Model writing during group/circle times.

• Encourage children to draw their creations in the block area or science area.

• Lower your alphabet and written words to children’s eye level – make reference to them everyday.

• Focus on the pronunciation of the letters – use rhyming and syllable activities daily.

Using Language to Encourage Reasoning Skills• Children learn basic logical concepts (that adults

take for granted) from repeated concrete experiences that we label for them with words (same/different, cause/effect).

• Staff can help children develop concepts by pointing out key features and talking about them using appropriate words, while children are dealing with daily life, as well as while they are playing with materials.

• Teaching children to parrot words through daily drill, before they have had sufficient hands-on experiences or time to mature, is neither appropriate nor effective.

• Children benefit from sensitive adult interest and verbal input while they are developing abstract concepts through experiences.

Using Language to Encourage Reasoning Skills

Incorporate material usage that stimulates reasoning (such as sequencing cards, same/different games, size and shape toys, sorting games and number and math games). Make efforts to encourage children to talk through or explain their reasoning (why a child has sorted objects into different groups or what way two pictures are the same or different).

Encourage children to talk through their reasoning when solving problems. Guide children through the issues, but don’t solve their conflicts for them – help the children come to an independent resolution of their issues with staff and other peers.

Reason Throughout the Day…

• “Reason throughout the day” means that staff use real events and experiences to get children to talk about concepts, on many occasions, during the observation. For Example: when the group is doing a

cooking project, children may be asked whether the steps in the recipe always have to be done in the same order or whether they can be varied. The children can try variations and find out if they work.

Staff should frequently use “how” and “why” questions:“What comes first, putting on your socks or shoes?”

Model and ask children to talk about logical relationships with materials they are working with whith which they are working.

Informal Use of Language

• Initiate many individual conversations with children during exploration and play and ask questions and add information to extend child’s thinking.

• Model and encourage communication among peers; remind children to listen to one another, coach children to resolve issues between themselves.

• Ask questions and encourage children to give longer and more complex answers (“What” or “Where”).

Use of Materials to Encourage Language • Add books of related topics to every

interest center.

• Add writing tools (paper, pencils, pens, etc.) to every interest center.

• Add puppets, figurines, dolls and a telephone to dramatic play.

• Add a flannel board and/or magnetic word board for free exploration.

• Add a journal for each child and journal writing activities to your daily schedule.