- |
Being able to watch
literacy activities being modelled is important for parents. This should be
covered at the beginning of the course - field trips to daycares, Family
Resource Centre; role-plays within the classroom; things on video. |
- |
Even if each student
does not have a child available, they could still take part as an "active
observer." |
- |
Reading to children is
very important; seeing their parents reading is also very important for
children. Books should be around the house from infancy. |
- |
It is important for
parents to feel comfortable just telling stories to their children - not having
to depend on a book. Parents also need to feel comfortable with language and
sharing special times with their child. If not, then they will not be ready to
read a book. Just having a special time to share and tell stories can lead into
reading. |
- |
Before reading begins,
consider language and interaction between adult and baby. Parents and children
also need experience, which will help make reading rich when they arrive at it.
Example: going to the harbour to see boats will make the word ‘boat’
important when they later meet it in print. We need to pay attention to things
other than sitting down with a book. If the image that a word conjures up in a
child’s mind is a very rich image, such as a great variety of balls,
rather than only one ball, then the excitement of reading that word will be
much greater. |
- |
It is important for
parents to understand different developmental needs of children (age
appropriate activities) and consider the child's attention span. This is
necessary to avoid parental frustration at building up unrealistic expectations
for the age of a child. Introduce some basic developmental psychology. How and
when fine and gross motor skills develop must also be considered before parents
can expect children to be able to print. |
- |
It is important for
parents not to worry too much about skills-building, but to have fun, and play
with words as you would blocks or a sandbox. Very high expectations or pressure
to perform given activities can cause bad feelings between the parent and
child. |
- |
There is nothing wrong
with printing with preschool children. If they take to it, they are ready; if
not, they are not ready. |
- |
Be careful that we do
not pressure parents into thinking that children have to know how to print
before they get to kindergarten. Keep things positive and without
pressure. |