Reference no: EM131268854
Content Review
Directions:
• Respond to each item. Each response should be concise and between 2-3 paragraphs in length.
• Use MS Word to write your responses, and submit your answers to all three questions in one Word document.
• Copy and paste each question within the document, so that your Instructor can see to which question you are responding.
1. "Language is an inseparable part of the play and learning of the preschool classroom" (Gestwicki, 2014, p. 383). Imagine that you are asked by a new parent or family member to explain how language and literacy development is fostered in a preschool setting. Based on pages 375-386 of the Gestwicki text, identify three practices a preschool teacher can employ that respond to this question, as well as why each of the three practices are important.
2. "The natural vehicle for extended communication in the preschool classroom is group time" (Gestwicki, 2014, p. 396). Review pages 366-399 of your course text. Explain five components of effective group times and how all of these components, working together, support children's development and learning.
3. An integral responsibility of preschool teachers is selecting appropriate literature for young children that is reflective, respectful, and supportive of the rich diversity of how people live their lives. Based on your readings, summarize three criteria that you feel are key in selecting books for young children and explain your understanding of the potential impact of literature on children's perspectives about others.
Required Resources
• Course Text: Gestwicki, C. (2014). Developmentally appropriate practice: Curriculum and development in early education (5th ed.). Belmont, CA: Wadsworth, Cengage Learning.
o Chapter 15, "Developmentally Appropriate Cognitive/Language/Literacy Environments: For Preschoolers"
- "Language/Literacy Environments" (pp. 383-401)
• Book Excerpt: Council on Interracial Books for Children, California, & Project S. E. E. (1988). 10 quick ways to analyze children's books for racism and sexism. Sacramento, CA: California State Dept. of Education.
Used with permission.
• Article: Temple, C., Martinez, A., Yokoda, J., & Naylor, A. (2007). Criteria for evaluating multicultural materials. Naperville, IL: North Central Regional Educational Laboratory.
• Article: Baker, I., & Schiffer, M. B. (2007). The reading chair: All Interest areas need books, so spread those books around . Young Children, 62(3), 44-49.
The Reading Chair. All Interest Areas Need Books, So Spread Those Books Around. Young Children. 62(3) by Baker, I., & Schiffer, M. B. Copyright 2007 by National Association for the Education of Young Children. Reproduced with permission of the National Association for the Education of Young Children in the format electronic usage via Copyright Clearance Center.
Optional Resources
• Article: Clegg, L. B., Miller, E., Vanderhoof, B., Ramirez, G., & Ford, P. K. (2008). How to choose the best multicultural books. Retrieved from
https://www.scholastic.com/teachers/article/how-choose-best-multicultural-books
• Article: Rowell, E. H. (2007). Missing! Picture books reflecting gay and lesbian families.Young Children on the Web. Retrieved from
https://journal.naeyc.org/btj/200705/pdf/Missing-Rowell.pdf
• Article: Yopp, H. K., & Yopp, R. H. (2009). Phonological awareness is child's play. Young Children on the Web. Retrieved fromhttps://journal.naeyc.org/btj/200901/pdf/BTJPhonologicalAwareness.pdf
• Article: National Association for the Education of Young Children (NAEYC). (2009). Resources for teaching and learning about literacy. Young Children on the Web. Retrieved from https://journal.naeyc.org/btj/200901/pdf/BTJLiteracyResources.pdf
• Article: Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2007). Ideas for families: Materials for reading, A-Z. Young Children on the Web. Retrieved from
https://journal.naeyc.org/btj/200705/pdf/IdeasforFamilies-Duke.pdf
Apa format and all orignial work please.