Fostering Literacy in the Early Childhood Classroom

Summertime is often when teachers take time to reflect what went well and what challenges they overcame.  Some teachers even make goals for the upcoming school year. For me, summertime was a combination of those things.  My summers included times to reflect, rejuvenate and to also celebrate.  I am no longer a teacher; however, in having to prepare for future trainings I took some time to read the newly revised PK Guidelines.  As I read, I began to remember significant incidents in my classroom.

I remembered my preschoolers often spending more time preparing for their dramatizations in the pretend center than they spent acting out their stories. For example, one group of students spent more than 30 minutes preparing for a pizza parlor story (organizing felt pizza ingredients, arranging furniture for the pizza kitchen, making play money, and deciding on roles) and less than 10 minutes acting out the cooking, serving, 138and eating of the pizza meal. One would be hard pressed to find another type of activity that can keep young children focused and “on task” for this length of time in hopes to meeting the learning expectations of our students. However, research has found that the majority of literacy skills is often practiced and mastered inside of the dramatic play center.  I’m glad I fought hard against the negative talk of “not doing enough.”

Have you often felt the same way of “not doing enough?”

Explore how to create a stronger Early Childhood program for the core content areas that inspires creativity and innovative learning for the young learner!

Participants will engage in interactive learning, create developmentally appropriate lesson ideas, and leave with strategies to engage young learners. Participants will receive a variety of materials and ideas to support hands-on learning in the Early Childhood classroom. 

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Supporting your Young English Language Learner

As a former Pre-K teacher I often struggled with meeting the needs of my English Language Learners (ELLs), mainly because I didn’t completely understand the resources provided to me. Over time, I came to the realization that while the curriculum and lesson planning  provided offered guidance on what to teach and when to teach it, it very rarely offered practical methods for how to teach it.  More specifically, I wanted to teach in a way that allowed me to maximize instructional time that met the needs of my students’ oral language development as well as provide relevant and purposeful learning opportunities that would support and foster my students’ English language development.

Are you feeling like I once was? Confused, stuck and looking for additional ideas and strategies that would help support the young learner into becoming more biliterate, bilingual and bicultural?

Then we have a workshop just for you!

Wednesday, January 13, 2016

Teaching the young ELL learner in PK/K: Strategies for Success (SP1632270)

Hurry! Seats are filling fast. Registration ends on 1/08/2016 at 8:30 am.