Do you remember being read to as a child

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Reference no: EM133681376

1. Do you remember being read to as a child? If yes, what feelings do you associate with the experience? If you weren't read to as a child, what kinds of feelings do you hope to instill in infants and toddlers in your care about reading?

2. What do you remember about learning to read? What early childhood literacy experiences provided the foundation for your learning to read? For example, did you go to the library after school every day? Connect two (2) in-text citations from the text or module resources to explain how those foundational early literacy experiences supported your language and literacy development.

OR If you weren't read to as a young child, provide ways you would do things differently with a child in your class or with your own child. Offer two (2) citations to support why your suggested practices promote or support language and literacy in infants/toddlers.

3. Explain the concept of the implicit language learning process of fast-mapping. How might you use fast-mapping to promote language learning in the infant/toddlerclassroom?

4. Share with another cohort mate your beliefs about the role that Heritage Language (HL) plays in nurturing infant/toddler language and literacy development. According to Lee-Brown (2011)Links to an external site., why is preserving a child's HL important to their identity and sense of belonging? How would you support a child's heritage language in the infant/toddler classroom?

Reference no: EM133681376

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