RHYM EsingBuild a Child’s Brain:playRhymers are readers. words are free. talk. Prepared and Presented by: Jill Javelosa-Alvarez (E LS) 25. Prepared and Presented by: Jill Javelosa-Alvarez

Prepared and Presented by: Jill Javelosa-Alvarez (ELS)

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readRHYMEsingplayBuild a Child’s Brain:

Presented by:Jill Javelosa-Alvarez (Early Literacy Specialist—York Region)

@JillJavelosaAlvarez @jilljalvarez

Ontario’sVision for Early Years


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“Ontario’s children and familiesare well supported bya system of responsive,high-quality, accessible,and increasingly integratedearly years programsand services that contribute tohealthy child development todayand a stronger future tomorrow.”


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This is How!s

The way we view otherschanges the way we

interact with them.

How Does Learning Happen?Ontario’s Pedagogy for the Early Years


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HOW WE VIEWChildren

Children:competent,

Capable of complexthinking,

Curious andrich in potential


Families:Experts who know

Their children betterThan anyone

& have importantinformation to share



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Educators:knowledgeable,

reflective,resourceful, &

Rich in experience



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Every child deserves to havesomeone’s eyes light up when

they enter a room.Dr. Jean Clinton


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What will he belike when hegrows up?

Will he dowell in

school?

Will he getalongwith other kidsand be happy?


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foundationsThe four


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Expression

Opportunities for children toexplore language and literacythrough play contribute to theirdevelopment of strong languageand cognitive abilities in both theshort and the long term.


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•Coo to a baby•Recite nursery rhymes

•Sing songs anduse actions

•Play peek-a-boo•Model words and

phrases


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The variety andnumber of words

matter


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Stages of LanguageLearning

The following slides include content fromLearning Language and Loving It: A Guide toPromoting Children’s Social, Language andLiteracy Development in Early ChildhoodSettings (Weitzman and Greenberg, 2002), andis offered with permission from The HanenCentre, Toronto, Canada. Please note thatwhile this presentation includes someimportant information from Learning Languageand Loving It™, it does not constitute a fullHanen Program. For more information on TheHanen Centre and its programs, visitwww.hanen.org.


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SOURCE:The Hanen CentreWebsite: www.hanen.org

Stage One:Discoverer (0-8m) I cry, I smile,

I make soundsand I look –

Figure out whatI mean by hook or by

crook


Stage Two:Communicator

(8-13m)

With sounds,looks and gestures

I “talk” to you.Now help melearn a word

or two.


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Stage Three:First Word User

(12-18m)

From my mouththe wordsnow pour,

it’s your jobto give me more.


Stage Four:Combiner(18-24m)

I put words togetherand begin to chat-Converse with me,

it’s as simple as that.


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Stage Five:Early Sentence User

(2-3y)

My words andsentences have nowgrown – I can tell

little storieson my own.


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Stage Six:Late Sentence User

(3-5y)

I’ve learned to talkand take my turn.

My job now is to talkto learn.

Age 12months

18months

2 years 3 years 4 years

#of words 3-5 20 100-150 500-2000 2000+Length ofmessage

1 word 1-2 words 2-4 words 5-8 words Tell storiesAdult-typegrammar

Speechclarity

40% 50% 60% 80% 100%

Normal Language Developmentin the Preschool Years

Normal Speech Sound Developmentin the Preschool Years

Early developing sounds (before the age of 3)p, b, m, w, h, t, d, n

Sounds appearing around 3-6 years oldk, g, ing, y, f, s, z

Sounds appearing around age 4l, sh, ch, j

Later developing sounds (after age 5)r, v, th


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Overview of Literacy LearningReceptive Expressive

Emergent Literacy

Focus: Oral LanguageUnderstanding Speaking

Early Literacy

Focus: Symbols

Understandingpictures, logos, andenvironmental print

mean something

Drawing and“writing” inscribbles.

Late Literacy

Focus: PrintReading for

understandingReading out loud(decoding/fluency)

Writing


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There is no appbetter than your lap..


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Point to print..


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Rhymers are

readers.

words are free.

talk.


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Good speakersand listenersare also

good readersand writers.

EXPRESSION

Languagesof children


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Play withopen-ended

materials.


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What?Is that true?

Playis the highest

form of

research.-Albert Einstein


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•do well in school•finish school

•engage in lifelong learning

“SOMETIMES the BESTTOYS

are NOT really TOYS at all.”

You are your child’s greatestteacher


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Communicationalso happens

through creativeexpression.

manipulate materialsexplore music and

movementcreate symbols

(e.g., mark-making)and engage in imaginative

expression(e.g., visual art)dramatic play

THIS IS COMMUNUCATION.

Rethinkart experiences.


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Creating and designingfuse together the cognitive,

emotional, and physicaldomains – thinking,feeling, and doing.


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Valuea child’s home language.

Label items, toy bins,and etc.

Puppets


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Know when to askopen endedquestions, commentwhile children areengaged in play.

Strive to keepconversations going withchildren.

After reading the book during circle time:Give families a chance to talk about thestory with their children. #storystretchers


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Provide a table of loose parts toys or an ‘IWonder’ table for children to tinker with.

Include aprovocationsuch as ‘Iwonder whatwouldhappen if..’

Create a poster of children’s HundredLanguages. Encourage children/

families to participate in the activity.

Let childrensign-in.


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It all starts and ends withquality relationships.

Connecting with families andchildren is the heart of it all.


Prepared and presented by:Jill Javelosa-Alvarez

Early Literacy SpecialistEarlyON Child and Family Centres

People don`t care how much you know…Until they know how much you care.

Documents

RHYM EsingBuild a Child’s Brain:playRhymers are readers. words are free. talk. Prepared and Presented by: Jill Javelosa-Alvarez (E LS) 25. Prepared and Presented by: Jill Javelosa-Alvarez