1.What is the purpose and value of children’s books?
The many purposes of including children’s books in early childhood classrooms and homes, it is crucial to understand their fundamental role in the learning experiences. Provide sheer enjoyment for a child, help children’s associate that which is new that which is already know, give children a greater understanding of the world, help a child find meaning in life, give a child opportunities to reread parts enjoyed or not understood, help child build a foundation for learning to read.
2.Describe the process of integrating literature into other curriculum areas. The connection between literature and the other curriculum areas as Machado explains include reading aloud to children, making use of informational books, and encouraging children’s response to book using drama, art, and child dictated writing, taught around a general theme or a key idea, the focus may also be in a content area such as science, social studies, basic concept, or holidays, reproductions and retellings are children responses to literature through art, music and drama using their own language, putting literature around the room.
3.Books are essential in enabling a child to learn how to read, but they serve many other functions as well. What are they, and why is each important? Alphabet books: offers simple stories, present identification and one object picture association. Beginning-To-Read Books: present word that are simple and repetitive, have short sentences. Big Books: present extra -large test and illustrations, allow teachers to share books with a group of children easily. Board Books: offers ease of page turning for children learning to handle books, have simple illustrations Concept Books: books that present themes, ideas or concepts with specific examples they also identify and clarify abstractions such as color or shape and help with vocabulary development. Counting books that describe simple numeral and picture associations and often tell a story they show representations of numbers in more than one format and vary from simple to complex. Folk literature: tales that come from the oral tradition of storytelling that appeals to the child’s sense of fantasy.
4.Any adult can read aloud, but reading aloud to children involves special preparation and skills. List six important guidelines that you might advise a new teacher to follow when reading to children. Preview the book before you read it to children. This helps you spot material you may want to shorten, take out completely, or expand on. Think about your children (ages, developmental levels, interests) and what you want them to get out of the story. That will help you decide what questions you want to ask (or comments you want to make) and where (before, during, after the story). If it is the first time you are reading the book aloud, consider asking just a few questions, especially during the story, so that children get to hear the story with few interruptions. Uses different voices for different characters. The children will enjoy your involvement with the story and these voices help children to distinguish between characters. Allow children to ask questions or make comments during the story. Ask children to make predictions about the plot the character and the setting.
5.How would you answer a parent who asked, “Oh what possible value could a book be to an infant? She can’t read or even understand what the pictures are about. Shouldn’t you want to expose her to books when she is older?” How would you go about explaining to the parent why infants should be exposed or introduced to books? How would you encourage the parent to do the same?