10 Learning Through the Early Years

7/27/2019 10 Learning Through the Early Years

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Learning Through the Early Years:The Benets of Repetition and Variation

Repetition is the mother of learning and is anessential key to the physical development ofa childs brain. Discover the many ways you

can provide helpful repetition and fun variation.

2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use.

Ready To Learn; View, Read & Do; and Learning Triangle are registered trademarks of the Public Broadcasting Service Corporation.


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The more something is repeated, the more likely children are to remember it. Repetition ina variety of forms also increases the likelihood of reaching children with different learningstyles and provides a more comprehensive understanding of concepts. Learn how educationalchildrens programming uses repetition and how you can use books and activities to givevariety to a subject.

Having ordinary routines and rituals, such as bedtime stories, Sunday dinners,birthday cakes, even chores, is linked to marital satisfaction, better childrenshealth and academic achievement, and more secure adolescents, according toan examination at Syracuse University of 50 years of data on family dynamics.Researchers there found that lifes little routines add up to a big security blanket,especially in times of stress. Boring is a blessing!Womans Day, February 2004

This workshop includes the following sections:

Learning Triangle Activity Sheet Why Is This Important to My Child?What Can I Do for My Child? Book ListActivities Additional Resources

Learning Through the Early Years:

The Benets of Repetition and Variation

Special Thanks

KBYU Eleven gratefully acknowledges the following individuals and organizations thatcontributed to the design and creation of this workshop and the thousands of workshopparticipants whose questions and suggestions inspired our work: Stephanie Anderson,Carrie Allen Baker, Barbara Leavitt, Aubrey McLaughlin, Theresa Robinson, PublicBroadcasting Service, and United Way of Utah County.

2010 KBYU Eleven. All rights reser ved. This document may be downloaded and copied for noncommercial home or educational use.



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KBYU Eleven Ready To Learn FAQs

What Is KBYU Eleven Ready To Learn?

Children are born equipped for learning. Parents and caregivers can help children enter schoolwith the essential skills and knowledge they need to be ready to learn. KBYU Eleven provideschildren and parents with three related services:

1. Quality educational television programs. Children who consistently watch these programsenter school better prepared to learn, and once in school they perform at a higher level.

2. A safe and fun online environment offering engaging activities, games, and videos that

teach and reinforce key skills and concepts.3. Online video workshops that provide insights into how children develop and demonstrate

how to combine media with reading and hands-on activities to greatly enhance childrenslearning.

What Is the Purpose of the KBYU Eleven Ready To Learn Workshops?

The 12 KBYU Eleven Ready To Learn workshops help parents become their childs rst andbest teacher. The workshops were created over several years by experts in early childhoodeducation and offered in partnership with schools, libraries, and community organizationsthroughout Utah. In creating these workshops KBYU Eleven built on the national Ready ToLearn initiative sponsored by the U.S. Department of Education, the Corporation for PublicBroadcasting (CPB), PBS, and the Ready To Learn Partnership (RTLP). You can learn moreabout the national Ready To Learn effort at pbskids.org/read/about.


http://pbskids.org/read/abouthttp://pbskids.org/read/about


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What Are the 12 KBYU ElevenReady To Learn Workshops?

1. Benets of Media and the Learning Triangle

2. Rhymers Are Readers: The Importance of Nursery Rhymes

3. Music Is a Must!

4. Storytelling: You Can Do It!

5. The Brain: How Children Develop

6. The FUNdamental Powers of Play

7. What Do You Do with the Mad That You Feel?

8. Who Is My Child? Understanding Temperament

9. Math Is Everywhere!

10. Learning Through the Early Years: The Benets of Repetition and Variation

11. Shared Reading: Tools to Bring Literacy to Life

12. Building Blocks: The Sequence of Emergent Literacy Skills

How Can I Participate in a KBYU Eleven Ready To Learn Workshop?

Video versions of the workshops are available online at no charge. While they are sequentiallybasedwith each workshop building on the previous onethey can also be viewed

independently. To watch a workshop, visit kbyueleven.org and click on Ready To Learn underthe Kids & Family section.

What Are the Four Areas of Child Development?

1. Cognitive development includes thinking, information processing, problem solving,remembering, decision making, understanding concepts, and overall intelligence.

2. Physical development is rapid following birth as children learn to control large and thensmall muscle groups. The sequence of stages is important, and providing an environmentchildren can physically explore while they are growing is critical to all ages.

3. Language development is most intensive during the rst three years while the brainis developing rapidly and is stimulated most by exposure to sights, sounds, and beingtalked to.

4. Social/emotional development is critical to all other areas of development, because howchildren perceive their world (their ability to give and accept love, be condent and secure,show empathy, be curious and persistent, and relate well to others) affects how the brainphysically develops and how they learn and process information.


http://kbyueleven.org/http://kbyueleven.org/


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What is the PBS Learning Triangle?

The Learning Triangle is a three-part learning pattern that helps reachall types of learners by teaching through a variety of activities.

The three points of the Learning Triangle are View,Read, and Do.

VIEW with your child an educational program that teaches a concept or skill.

READ with your child age-appropriate books that reiterate the new concept or skill.

DO an activity that reinforces the concept or skill and allows your child to practice what she or he has learned.

As you use the Learning Triangle you will see how each point reinforces the others. Theworkshops provide suggested Learning Triangle activities, but more important, they teach you

how to build your own learning triangles to best meet the needs of your child.

How Do Children Learn?The Learning Triangle is built on how we learn. Using our senses we gather information andthen process it into our memory. Some learners rely more on one sense than another.

Auditory learners use their sense of hearing. They process informationbetter when they can hear the information.

Visual learners use sight as a key tool for processing information.

Kinesthetic (or hands-on) learners process information best by physicallyperforming a task that incorporates the new information.

While learners can have a strong afnity to one type of learning, it is more effective to teachusing a combination of all three. As a parent or caregiver, it is important to understand whattypes of learning work best for your child so that you can guide them to become betterlearners. For young children, ages 03, learning is holistic, meaning that they use all threetypes of learning. PBS developed the Learning Triangle to help reach all types of learners andenhance their learning through repetition. According to Dr. Bruce Perry, repetition is key to thedevelopment of a childs brain. Repetition leads to skill mastery, which increases condenceand builds self-esteem.




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Learning Triangle

Activity Sheet


Repetition is the key for any learning. When children are able to

duplicate activities, the task becomes easier. Make sure to use sensory-based activities: real-life examples that allow children to touch, smell,

hear, speak, or even taste the learning experience.

Read a book, such asCookies Week, by CindyWard, that has repetition

and variation in thetext and pictures.

Watch your childs favoritePBS show with him or her to

see how the show is the sameeach time. Point out these

elements of repetition to yourchild, and discuss how theshow changes each time.

Choose your favorite childrens book. Read it to your childon the rst day, then have your child draw pictures aboutthe book on the second day. Act the story out on the thirdday. On the fourth day, read a different book by the same

author and see if the books have any similarities.




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Why Is This Important to My Child?

Language Development

As children mature, they begin to try touse the words you are reading. As theyhear you read a book over and over,they will begin to say words that theyremember .

Asking children questions about whatthey see and building on their answersoften begins their use of words.

Some books provide intentionalrepetition so that children can hear yousay the word and then join you in sayingthe same word when it is repeated oneach page.

Cognitive Development

Children will personify characters ina book, especially pictures of animalsor babies. By the end of the rst year,when caregivers use special voices forthe characters or animal noises for

the animal pictures, children will oftenimitate the sounds and begin to speakfor the characters in the book.

When you ask the child to interact withyou in reading a book, you soon willexperience the enjoyment of a childwho says oink when a pig appears andneigh, neigh when a horse appears.

When children turn pages in books ontheir own, they may know what comesnext and vocalize what they see. Ifyou have ever tried to skip a page in afamiliar book, you know that children willalert you about the skipped page. Theyare thinking and know what to expect.





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Why Is This Important to My Child?

References

Raver, C. Young childrens emotional development and school readiness. Educational Resource Information Center. Retrieved from

www.education.com/reference/article/Ref_Young_Childrens

Ojose, B. Applying Piagets theory of cognitive development to mathematics instruction. The Mathematics Educator,18 (1), 2630.

Retrieved from math.coe.uga.edu/tme/issues/v18n1/v18n1_Ojose.pdf

Physical Development

Find books that allow children to turnthe pages. Remember that childrenlove to read the same book over andover and look at the same pictures overand over. Let the child be physically in

control of the book by holding it anddeciding when to turn the pages.

After reading the book have the childpretend to be one of the charactersand act out the story. You can be acharacter too!

Social/Emotional Development

When a parent or caregiver reads thepictures in a picture book and shares theexcitement of surprise in discovering eachpage, children become engaged, rstthrough their emotional connection and

then through their interest in discovery.As children are able to look at a bookon their own, they discover these samepictures and feel the same pleasure.Before long, the book becomes a friendto the child.

Explore the pictures and talk about howthe characters are feeling (e.g., Baby Bearlooks sad. How can we tell?).

Many books have pictures of things thatare common in a childs world (e.g., Thereis a ball. Where is our ball?). This gives achild a sense of security by seeing familiaritems.

Ask children to nd objects in the room likethe ones in their favorite book.



http://www.pbs.org/parents/childdevelopmenttracker/http://math.coe.uga.edu/tme/issues/v18n1/v18n1_Ojose.pdfhttp://math.coe.uga.edu/tme/issues/v18n1/v18n1_Ojose.pdfhttp://www.pbs.org/parents/childdevelopmenttracker/


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Book List


A Is for Annabelle Tasha Tudor ABC Variation

A Was Once an Apple Pie Edward Lear ABC Variation

Alexander and the Terrible, Horrible

No Good, Very Bad Day Judith Viorst Book Variation

Alice the Fairy David Shannon Book Variation

Animalia Graeme Base ABC Variation

Animals Should Denitely Not Wear Clothing Judi Barrett Book Variation

Bad Case of Stripes, A David Shannon Book Variation

Bobs A to Z Word Book Kate Telfeyan ABC Variation

Bugliest Bug, The Carol Diggory Shields Theme Repetition

Buttery Susan Canizares Book Variation

Chicka Chicka 1 2 3 Bill Martin Jr. Theme and Word Repetition

Chicka Chicka Boom Boom Bill Martin Jr. ABC Variation

Chicken Soup with Rice Maurice Sendak Theme Repetition

Cliffords ABC Norman Bridwell ABC Variation

Cloudy with a Chance of Meatballs Judi Barrett Book Variation

Commotion in the Ocean Giles Andreae Theme Repetition

Count the Ways, Little Brown Bear Jonathan London Theme Repetition

Dinosaur Roar! Paul Stickland Theme Repetition

Do You Know the Difference? Andrea Bischhoff-Miersch Book Variation

Down on the Farm Merrily Kutner Word Repetition

Duck on a Bike David Shannon Book Variation

Ducks in Muck Lori Haskins Theme and Word Repetition

Farm Flu Teresa Bateman Theme and Word Repetition

Fleas Sneeze, The Lynn Downey Theme and Word Repetition

Frederick! Leo Lionni Book Variation

Funtime ABC and 123 Eugene Bradley ABC Variation

Grumpy Morning, The Pamela Duncan Edwards Theme Repetition

Honey . . . Honey . . . Lion! Jan Brett Theme Repetition

Hop on Pop Dr. Seuss Theme and Word Repetition

House for Hermit Crab, A Eric Carle Book Variation

How Are You Peeling? Saxton Freymann and Joost Elffers Theme Repetition

I Heard Said the Bird Polly Berrien Berends Word Repetition

I Like It When . . . Mary Murphy Word Repetition

I Went Walking Sue Williams Word Repetition

If You Give a Moose a Mufn Laura Numeroff Theme and Word Repetition

If You Give a Mouse a Cookie Laura Numeroff Theme and Word Repetition

If You Give a Pig a Pancake Laura Numeroff Theme and Word Repetition

Title: Author: Subject:




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Book List

If You Take a Mouse to School Laura Numeroff Theme and Word Repetition

If You Take a Mouse to the Movies Laura Numeroff Theme and Word Repetition

Inside a Barn in the Country Alyssa Satin Capucilli Word Repetition

Inside a House That Is Haunted Alyssa Satin Capucilli Word Repetition

Into the A, B, Sea Deborah Lee Rose ABC Variation

Is Your Mama a Llama? Deborah Guarino Theme Repetition

K Is for Kissing a Cool Kangaroo Giles Andreae ABC Variation

Kisses Nanda Roep Word Repetition

Lets Go Visiting Sue Williams Word Repetition

Miss Bindergarten (any title in the series) Joseph Slate ABC Variation

Mole in a Hole Rita Golden Gelman ABC Variation

Mouse Makes Words Kathryn Heling and Deborah Hembrook ABC Variation

My Crayons Talk Patricia Hubbard Word Repetition

Papa Papa Jean Marzollo Word Repetition

Seeds! Seeds! Seeds! Nancy Elizabeth Wallace Book Variation

Shell Be Coming Round the Mountain Chris Demarest Word Repetition

So Many Bunnies Rick Walton ABC Variation

Spider Names Susan Canizares Book Variation

Swimmy Leo Lionni Book Variation

The Biggest, Best Snowman Margery Cuyler Book Variation

This Is the House That Jack Built Simms Taback Book Variation

Very Busy Spider, The Eric Carle Word Repetition

Very Hungry Caterpillar, The Eric Carle Book Variation

We All Went on Safari Laurie Krebs Theme Repetition

Were Going on a Bear Hunt Michael Rosen Word Repetition

Were Going on a Lion Hunt David Axtell Word Repetition

Wheels on the Bus and Other Transportation Songs Dick Witt Word Repetition

Where Do Kisses Come From? Maria Fleming Word Repetition

Who Says Moo? Ruth Young Theme Repetition

This is a small reference sample of books that can be found at your local library.


Title: Author: Subject:




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Activities


There Was an Old Lady Who Swallowed a Fly




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Activities


There was an old lady who swallowed a y. I dont know why sheswallowed that y. Perhaps shell die.

There was an old lady who swallowed a spider that wriggled and jiggledand wiggled inside her. She swallowed the spider to catch the y. ButI dont know why she swallowed that y. Perhaps shell die.

There was an old lady who swallowed a bird. How absurd, to swallow

a bird! She swallowed the bird to catch the spider that wriggled andjiggled and wiggled inside her. She swallowed the spider to catch they. But I dont know why she swallowed that y. Perhaps shell die.

There was an old lady who swallowed a cat. Imagine that! Sheswallowed a cat. She swallowed the cat to catch the bird. Sheswallowed the bird to catch the spider that wriggled and jiggled andwiggled inside her. She swallowed the spider to catch the y. But I dontknow why she swallowed that y. Perhaps shell die.

There was an old lady who swallowed a dog. What a hog, to swallow adog! She swallowed the dog to catch the cat. She swallowed the cat tocatch the bird. She swallowed the bird to catch the spider that wriggledand jiggled and wiggled inside her. She swallowed the spider to catchthe y. But I dont know why she swallowed that y. Perhaps shell die.

There was an old lady who swallowed a goat. Just opened her throatand swallowed a goat! She swallowed the goat to catch the dog. Sheswallowed the dog to catch the cat. She swallowed the cat to catchthe bird. She swallowed the bird to catch the spider that wriggled and

jiggled and wiggled inside her. She swallowed the spider to catch they. But I dont know why she swallowed that y. Perhaps shell die.

There was an old lady who swallowed a cow. I dont know how sheswallowed a cow! She swallowed the cow to catch the goat. Sheswallowed the goat to catch the dog. She swallowed the dog to catchthe cat. She swallowed the cat to catch the bird. She swallowed thebird to catch the spider that wriggled and jiggled and wiggled insideher. She swallowed the spider to catch the y. But I dont know why sheswallowed that y. Perhaps shell die.

There was an old lady who swallowed a horse. Shes dead, of course!





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GLUE


by KIZCLUB.COM. All rights reserved.Copyright CCopyright by KIZCLUB.COM. All rights reserved.


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Activities

Chicka Chicka Boom Boom Tree


Color and cut out the Chicka Chicka Boom Boom tree, and put it on your refrigeratoror other safe metallic surface. Use alphabet magnets to let your child

act out the story.

create a new story.

practice his or her alphabet. explore creating words.

group magnets by color, shapes, upper- or lowercase letters, etc.




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Ready To Learn; View, Read & Do; and Learning Triangle are registered trademarks of the Public Broadcasting Service Corporation. 2


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Activities


Goldilocks, Goldilocks Turn AroundOriginal Author Unknown

Sung to: Teddy Bear, Teddy Bear Turn Around

Goldilocks, Goldilocks, turn around. (Turn around.)Goldilocks, Goldilocks, knock on the door. (Knock with hands.)Goldilocks, Goldilocks, eat some porridge. (Pretend to eat.)Goldilocks, Goldilocks, have a seat. (Squat.)Goldilocks, Goldilocks, go to sleep. (Put cheek on folded hands.)

Goldilocks, Goldilocks, run, run, run. (Run off.)

Goldilocks and the Three Bears SongSung to: Pop Goes the Weasel

Goldilocks came to a house in the woods.Inside was all quiet.She saw cereal in three different bowlsAnd said, I think Ill try it.

The rst bowl is much too hot.The seconds too coldI hate it!

But the third bowl tastes just right!So Goldie quickly ate it!

Goldilocks went to another room.Inside all was quiet.She found three chairs, looked at each,And said, I think Ill try it.

The rst chair is much too hard.The seconds too soft, I fear.But the third chair feels just right!Then she sat and broke it. Oh, dear!

Goldilocks next climbed into a bed.And after she closed her eyesThe three bears came back to their homeAnd found herwhat a surprise!

Whos in my bed? cried Baby Bear.Whos that in our house?Goldilocks awoke and ran awayAs quickly as a mouse.




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Educator:Thepurposeistocomparesizestodevelopreasoningskills.Cutcardsalongdottedlines.La

youttheimagesofthebowls.Picktwocardsandask,Whichbowlis

bigger?Whichbowlissmalle

r?Thenhavethechildrenlookatthe

threebowlsandpickoutthebigges

tandthesmallest.Havethechildren

arrangethebowlsinorderfromthe

smallesttothebiggest.Repeattheexerciseswiththebedandch

airs.Matchinggame:Makeanadditionalcopytoplayamatchinggame.Placecardsfacedown,andhavethe

childrenturnovertwocards

atatimeuntiltheycanmatchtwothatarethesame.Continueuntilallt

hecardsarematched.

Goldilocksan

dtheThreeBe

arsSizingActivity


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Additional Resources


Child Development Tracker

Use this website to track your childs progress and development.

www.pbs.org/parents/childdevelopmenttracker/

Books

Einstein Never Used Flash Cards: How Our Children Really LearnAnd Why They Need to Play More and Memorize Less

by Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, and Diane Eyer

Read it! Play it! by Joanne and Stephanie Oppenheim
http://www.pbs.org/parents/childdevelopmenttracker/http://www.pbs.org/parents/childdevelopmenttracker/

Documents

10 Learning Through the Early Years