3 Important elements of language development and communications:
“Literacy/Storytelling/Book making materials are provided” (Washington 2017)
“Books reflect culture, languages, and identities; appealing to the children’s eyes and easily accessible.”
In my classroom our reading area contains books for the specific theme (Holidays) for the month as well as multicultural books. I have books that are age appropriate to teach toddlers simple things in Spanish and Portuguese. We also have a child in our class that is Muslim and even speaks Hebrew, so it is interesting to learn from them with little simple phrases and the different holidays they celebrate. We have specific books that are for Hannukah and books about dreidels which make her feel inclusive. Switching out our books regularly provides an interest in the new book selection which coordinates with the month.
Our bookshelf has three shelves on which we display our books as listed below:
touch and feel books (those always remain on our smaller top shelf).
monthly themed books. (holidays and seasons)
weather, colors, numbers, music, and family books as well as cultures.
“Children are read to every day” (Washington 2017)
In our center we have a book of the week (B.O.W) that pertains to our activities for that week specifically; we read that designated book Monday to Friday. Our goal is to use repetition in our children to create better comprehension skills, language skills, and emotional understanding. It also helps with fluency and confidence skills as well as comfort, security, and bonding, which are so important at such a young age. It plays a crucial role in a child’s development.
“Promotes children’s language development through her/his verbal and non-verbal communications” (Washington 2017)
At lunch time we do “family style” which basically creates a space for open ended conversations to occur amongst the children and staff. Our children serve themselves at mealtime by passing bowls of the components (fruit, veggie, protein, grain and dairy). It creates those communications to come in full effect. “Can you pass me the fruit”? It encourages the children to ask for their needs and address the person by name with manners. We then discuss lunch topics like what everyone’s favorite part of lunch is and talk about what our afternoon will be like. It allows for the opportunity to be on the level of the kids and to engage with them individually before they go to nap. It helps them feel comfortable and safe before falling asleep, and both staff sit with each child at nap to give them that extended time to show that we care about them being safe and happy.