Increasing literacy in a pre-K classroom: super ideas for centers.When we think back to our first school experiences, we remember playing house, molding Play-Doh Play-Doh is a non-toxic compound similar in texture to bread dough that has been sold as a children's toy around the world for over half a century. Its exact makeup is a trade secret, but it is primarily a mixture of wheat flour, water, deodorized kerosene or another petroleum , running outside, and enjoying recess. We do not remember chanting letters, memorizing, and undergoing stressful tests, especially in pre-kindergarten Pre-kindergarten (also called Pre-K) refers to the first formal academic classroom-based learning environment that a child customarily attends in the United States. It begins around the age of four in order to prepare for the more didactic and academically intensive . In many of the preschool and elementary classrooms of today, however, play is no longer the center of the curriculum. Meeting standards consumes the time of many teachers. Some educators view play as something that requires no skill, carries little or no value, and has no integral part in a young child's classroom experience (Christensen, 2003). Many believe that including more play will lessen less·env. less·ened, less·en·ing, less·ens v.tr. 1. To make less; reduce. 2. Archaic To make little of; belittle. v.intr. To become less; decrease. the accountability of the teacher. However, advocates and scholars in the field of education disagree, stating that "high-level play is widely recognized as an instructional strategy that builds language, vocabulary, and underlying cognitive skills cognitive skill Psychology Any of a number of acquired skills that reflect an individual's ability to think; CSs include verbal and spatial abilities, and have a significant hereditary component necessary for children to become successful readers and writers" (Christensen, 2003, p. 2). How do early childhood educators  This article or section is in need of attention from an expert on the subject.Please help recruit one or [ improve this article] yourself. See the talk page for details. balance this "high-level play" and still meet the required standards the states have set? This question led me to implement an action research project, designed to enhance learning without losing time for play. My research focused on props prop 1 n. 1. An object placed beneath or against a structure to keep it from falling or shaking; a support. 2. One that serves as a means of support or assistance. tr.v. to promote literacy, using play as a vehicle for learning. I observed my students 20 minutes a day for four weeks, adding new literacy-enhancing props to free-choice free-choice the animals are free to eat as much as they like of two or more feeds which are available. center time. I focused on three specific behaviors: * Pretend reading--Looking at books, pointing to pictures * Writing--Using magnetic letters, paper/pencil, markers, chalk, etc. * Innovative language during dramatic play--using vocabulary related to the props and books. I used a checklist to tally how many times I observed these behaviors before and after adding new materials. An analysis of the data revealed that my students' literacy behaviors greatly increased. The following are some ideas of props used within my study that can lead to positive results when incorporated into centers. Ideas for Classroom Teachers Block Center: To the usual collection of materials, I added the following: * Community worker figures * Paper and pencils * Telephones * Toy cars and trains * Pictures of construction * Street signs * Books about construction * Road carpet [ILLUSTRATION OMITTED] I observed my students: * Using more imaginative vocabulary related to street signs and construction * Creating road signs and drawing pictures of what they built * Building bridges and buildings seen in the books * Interacting more with peers Housekeeping/Kitchen Center: To the usual collection of materials, I added the following: * Money * Cookbooks The following is a list of cookbooks, sorted alphabetically by author's surname. This is not a list of external links to commercial sites; please list only cookbooks here. This literature-related list is incomplete; you can help by [ expanding it]. * Telephones * Notepads * Magazines/store ads * Clipboards with paper * Recipe cards * Play-doh * Empty food containers * Coupon books [ILLUSTRATION OMITTED] I observed my students: * Creating new play environments, such as a store, restaurant, and pizza delivery “Pizza box” redirects here. For the computer form factor, see Pizza box form factor. Pizza delivery is the service of delivering a pizza to a customer. Pizza delivery presents hazards such as robbery and murder. * Role-playing role-play·ing n. A psychotherapeutic technique, designed to reduce the conflict inherent in various social situations, in which participants act out particular behavioral roles in order to expand their awareness of differing points of view. and using language associated with a waitress, pizza delivery person, and chef * Creating menus and grocery lists, and taking orders Library Center: To the usual collection of materials, I added the following: * Paper and pencils * Alphabet alphabet [Gr. alpha-beta, like Eng. ABC], system of writing, theoretically having a one-for-one relation between character (or letter) and phoneme (see phonetics). Few alphabets have achieved the ideal exactness. letter pointers * Magnetic letters and easels * Telephones * Puppets * Magazines * Personal chalkboards * Felt board and figures [ILLUSTRATION OMITTED] I observed my students: * Picking up books more often * Using magnetic letters to spell out words found in the center's books * Reading books to the puppets * Creating games (for example: one student would read a word and the other students would try to spell it) Writing Center: To the usual collection of materials, I added the following: * Books * Magazines * Magnetic letters and easels * Telephones * Envelopes * Markers * Picture cards with words * Personal chalkboards * Note pads There are several software applications known as Notepad or Note pad.
* Greeting cards See e-card. [ILLUSTRATION OMITTED] I observed my students: * Creating their own books with words and illustrations * Noticing and writing more words and punctuation punctuation [Lat.,=point], the use of special signs in writing to clarify how words are used; the term also refers to the signs themselves. In every language, besides the sounds of the words that are strung together there are other features, such as tone, accent, and within the books on the chalkboards * Role-playing teacher, secretary, and mail carrier I found that literacy learning was enhanced through play. The following websites and resources will provide additional guidance for teachers who wish to create literacy-based play centers. Acknowledgement: I would like to thank Lisa Parker for her contribution to the research, as well as Mary Patton for her knowledge, editing, and inspiration. Teacher Resources Journal Articles Campbell, E., & Foster, J. (1993). Play centers that encourage literacy development. Day Care and Early Education, 21(2), 22-26. Genisio, M., & Drecktrah, M. (1999). Emergent emergent /emer·gent/ (e-mer´jent) 1. coming out from a cavity or other part. 2. pertaining to an emergency. emergent 1. coming out from a cavity or other part. 2. coming on suddenly. literacy in an early childhood classroom: Center learning to support the child with special needs. Early Childhood Education Journal, 26(4), 225-231. Lerach, H. (1995). Creating a literacy-based play centre for preschoolers, Interaction. Canadian Canadian (kənā`dēən), river, 906 mi (1,458 km) long, rising in NE New Mexico. and flowing E across N Texas and central Oklahoma into the Arkansas River in E Oklahoma. Child Care Federation, Summer 1995. Rosenquest, B. (2002). Literacy-based planning and pedagogy that supports toddler language development. Early Childhood Education Journal, 29(4), 241-249. Roskos, K. (1988). Designing and using play centers that promote literacy: Two examples. Early Childhood Education Journal, 25(4), 26-27. Stone, S.J. (1996). Promoting literacy through centers. Childhood Education, 72, 240-242. Stone, S. J., & Christie, J. F. (1996). Collaborative literacy learning during sociodramatic play in a multiage (K-2) primary classroom. Journal of Research in Childhood Education, 10(2), 123-133. Websites www.ourschoolfamily.com/Literacy%20Centers.htm www.theteachersroom.com/literacy_centers.htm www.kinderplans.com/content.cfm?pageid=186 www.sasklearning.gov.sk.ca/docs/ela/e_literacy/strategies4.html Books Literacy Centers in Photographs: A Step-by-Step Guide in Photos That Shows How To Organize Literacy Centers, Establish Routines, and Manage Center-Based Learning All Year Long, by Nikki Campo Literacy Through Play, by Gretchen Owocki Play and Literacy in Early Childhood, edited by Kathleen A. Roskos and James F. Christie. The Complete Learning Center Book, by Rebecca Isbell This Idea-Sparker was submitted by Mandi Moore Moore, city (1990 pop. 40,761), Cleveland co., central Okla., a suburb of Oklahoma City; inc. 1887. Its manufactures include lightning- and surge-protection equipment, packaging for foods, and auto parts. . |
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