Fieldwork 3-Epps

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Tennessee State University *

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EDEC-4720

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Anthropology

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Apr 3, 2024

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KaBenie Epps February 18, 2022 Fieldwork 3 Module 3 Fieldwork: Literacy for Infants and Toddlers You will need to do some of your fieldwork with infants and toddlers (children under the age of 3) in this module. You will do the following four (4) activities in each module for the fieldwork assignments. Each counts 5 points totaling 20. You will need to have access to young children for most fieldwork. Follow the instructions carefully. Type your name at the top of your document. You can put all four fieldwork assignments on one document, but you MUST give each section the appropriate title: Children’s Books, Practice with Children, Learning the Course Content, and Reflective Journal. Children’s Books In this module under Content and Readings, you had a reading on creating a book nook for infants and toddlers—(Schickedanz, J.A. 2003. NAEYC Resources in Focus. Creating a book nook for babies and toddlers. Young Children 58 (2): 61.). Write 5 tips for creating a book nook that is age appropriate for babies under 1 year of age. 1. Keep it simple. For simple has always been better, and for book nooks, all you need are a few simple components: Soft books Paper books Small bookshelf (on their level) 2. Having a location for the books to encourage infants to join teacher during reading. Allowing infants to make the connection with books. 3. Having book nook in the corner. This way the books are not an obstacle for the infants and are the bookshelf is a distraction for when the infants are crawling or walking around the class. 4. The shelf is bolted to the floor or the wall. 5. Have picture books for infants because their attention span is short but also books with a few words to encourage vocabulary growth. October 2018

KaBenie Epps February 18, 2022 Fieldwork 3 Learning the Course Content In this module, you had a reading on using stories with infants and toddlers: Birkmayer, J., A. Kennedy, & A. Stonehouse. 2009. Using stories effectively with infants and toddlers. Young Children 64 (1): 42-47. Complete the attached worksheet on Using Stories with Infants and Toddlers based on this and other readings in this module. Practice with Children 1. Read a book to an infant or toddler (UNDER AGE 3) and write about this experience.  Name the book and give the age of the child. Maybe Something Beautiful by Theresa Howell, F. Isabel Campoy Child Age: 2  What strategies from the article, “Using Stories Effectively with Infants and Toddlers” did you use to engage the child? Asking questions to spark a conversation and encourage deeper thinking or to encourage association with things she has experienced. The child initiated that she wanted to read the story, when reading the story, she recalled words from the book. (Saying bebop, one of the dance words in the story.) I made the connection with paint and her life. She notices all the paint all over Mira’s face and I ask when you paint do you sometimes have paint on your face? She replied, with no on paper. Additionally, she recognizes the orange color Mira paints on the wall and says, “Yow-Wee!” like in the story. (I asked how did you know that the color was painting on the wall was orange? She replied, I don’t know.) While reading the story, I pointed out the colors and shapes and pictures which encouraged her to say what she recognized with each page.  What behaviors did you observe in the infant or toddler related to early literacy? List 1-2 TN ELDS from the Language and Literacy section that relate to behaviors you observed. Look at Revised Birth to 48 Months set of standards. TN ELDS Website: I observed children’s interest in reading and becoming more familiar with stories. Children looking at books by themselves and asking the teacher to read books.  LE.25-36.6 Begin to recite from memory familiar books.  LE.13-24.6 Show enjoyment of books and stories.  LE.25-36.4 Begin to understand the connection between books and personal experiences. October 2018

KaBenie Epps February 18, 2022 Fieldwork 3  https://www.tn.gov/education/instruction/academic-standards/early- learning-development-standards.html  What do you think the child was gaining from this experience? Making the connection of when she paints and how color can brighten a space. It also encourages creativity and expressing yourself.  What value did this experience have for you? The value I got from the book was that it only takes one to inspire change and with that change it can encourage others to be involved. As a teacher, the value was in the connections and how my student related to the story and her memorization in the title of the book and key words. Reflective Journal To reflect on your learning, review the Learning Outcomes for this module. Be sure you have read and studied all the Content Topics, viewed and explored the power points, videos, websites, and Summary and Reflection. Think and write about the following three (3) questions. Can you fully meet the learning outcomes for this module? I think I can meet the learning outcomes for this module with the readings and setting goals and using the developmental continua in assessing a child's level of literacy. However, I think I can still learn more and gain a better understanding with the developmental continua and better myself as a teacher. What have you learned that is most meaningful and valuable to you in this module? I think the most meaningful thing I have learned in this module is how to effectively encourage children in their literacy education with asking more open-ended questions. With pictures, descriptions and creating an inviting book area to motivate children to read and support the different ways of literacy involvement. How might you use what you learned in your future work with children and families related to early language and literacy development? I will take the information I have learned from the reading Birkmayer, J., A. Kennedy, & A. Stonehouse. 2009. Using stories effectively with infants and toddlers. Young Children 64 (1): 42-47. with me to implement different ways of encouraging literacy in all ages and children with disabilities. October 2018

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KaBenie Epps February 18, 2022 Fieldwork 3 Worksheet: Using Stories with Infants and Toddlers (Module 3) Learning the Course Content We need to match books to a baby’s development. Complete the following worksheet using content in readings for Module 3. Include 3 to 5 main points under each item. Infants Suggestions for using stories with babies…….  Point to the cover of the book and read the title then wonder aloud what the book may be about  Turn the pages as slow or as quickly as the infants seems to like  Point out the pictures, name and describe what is depicted  If possible, relate the picture to something that the infant has experienced Young Toddlers Suggestions for using stories with young toddlers…..  Initiate book sharing several times a day by suggesting or introducing books  Invite children to look at the book together  Watching for ques from children about readiness for and interest in books Older Toddlers Suggestions for using stories with older toddlers…..  Ask simple question about the characters and the story.  Should share books with no more than three children at a time  Respect if children want to try to shorten or change what a story says. o Children are learning to understand that print and illustration are predictable Children with Hearing Impairments Suggestions for using stories with children with hearing impairments…..  When sharing a story make sure that students can focus on visual cues o Pictures o Props  Act of simple stories to reinforce their sequence and plots  Use realistic pictures, photographs or objects as visual markers for the story October 2018

KaBenie Epps February 18, 2022 Fieldwork 3 Children with Visual Impairments Suggestions for reading to children with visual impairments…..  Provide books that feature smell and textures  Allow children time to explore the books through touch and smell before reading  Make sure recorded stories are readily available on CD or tapes.  Focus the child’s attention on a book prior to sharing the story and provide extra information if useful October 2018

Fieldwork 3-Epps

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