Grow to 5 Module E Grow to 5 Module E Intellectual

Transcripción

From the Florida Department of Education…
Module E
Intellectual
Development:
What You Can
Do to Help
2005
This series was formerly known as MITCH.
This is one of many publications available through the Bureau of Exceptional Education
and Student Services, Florida Department of Education, designed to assist school districts,
state agencies that support educational programs, and parents in the provision of special
programs. For additional information on this publication, or for a list of available
publications, contact the Clearinghouse Information Center, Room 628 Turlington Bldg.,
Tallahassee, Florida 32399-0400.
telephone: (850) 245-0477
FAX: (850) 245-0987
Suncom: 205-0477
email: [email protected]
website: www.myfloridaeducation.com/commhome/
Grow to 5 Module E
E
Intellectual
Development:
What You Can Do to Help
by
Sandra I. Camacho, M.Ed.
Carole Fox Abbott, Ph.D., & Carmy Greenwood, M.A., eds.
Florida Department of Education
Bureau of Exceptional Education and Student Services
2005
Bureau of Exceptional Education and Student Services
Bambi Lockman, Chief
The MITCH/Grow to 5 steering committee includes the following individuals:
Carole Fox Abbott, Child Find Outreach Specialist, Florida Diagnostic and Learning Re
sources System (FDLRS)/South Associate Center
Arlene Duncan, Program Director, Florida Department of Education
Carmy Greenwood, Program Specialist, Florida Department of Education
Rachael Spanjer, FDLRS/DOE Child Find Consultant, Institute for Small and Rural Districts
Carole West, Program Director, Florida Department of Education
The following individuals are members of the MITCH/Grow to 5 advisory board:
Mary Bryant, Florida Head Start State Collaboration Office
Laura Levine, Florida Department of Health
Debby Russo, Florida Department of Children and Families
Copyright
State of Florida
Department of State
2005
Authorization for reproduction is hereby granted to the State System of Public Education
consistent with Section 1006.39(2), Florida Statutes. No authorization is granted for distribution or reproduction outside the State System of Public Education without prior approval in writing.
CONTENTS
Preface
Background of MITCH and Grow to 5 ................................................................. v
Moving from MITCH to Grow to 5 ....................................................................... v
Acknowledgments.............................................................................................. vii
User’s Guide
Content of the Series ............................................................................................. 1
Materials Online .................................................................................................... 2
Instructor Qualifications ....................................................................................... 2
Role of the Instructor............................................................................................. 2
Time Schedule for Training .................................................................................. 3
Videotapes .............................................................................................................. 3
Theme Music .......................................................................................................... 4
Content of Each Module ....................................................................................... 4
Specific Information for Presenting Module E
Goals and Objectives ............................................................................................. 7
Equipment and Supplies ...................................................................................... 8
Videotape ................................................................................................................ 8
Other Recommended Instructors ........................................................................ 9
Resources for Instructors and Participants ........................................................ 9
Hour 1 Script ............................................................................................................. 15
Hour 2 Script ............................................................................................................. 29
Hour 3 Script ............................................................................................................. 43
Grow to 5 Module E—Page iii
Appendix A: Reproducible Forms ......................................................................... 59
Instructor’s Preparation and Follow-Through ................................................ 61
Instructor’s Notes for Training .......................................................................... 63
Advertising Flier .................................................................................................. 65
Participant Sign-In Sheet .................................................................................... 67
Optional Six-Week Follow-Up Activity Reminder ......................................... 69
Certificate of Completion ................................................................................... 71
Appendix B: Reproducible Handouts in English ................................................. 73
Appendix C: Reproducible Handouts in Spanish.............................................. 183
Appendix D: Optional Six-Week Follow-Up Activity ....................................... 293
Six-Week Follow-Up Activity .......................................................................... 295
Actividad de Seguimiento a las Seis Semanas
(Spanish version of Six-Week Follow-Up Activity) ................................... 303
References ................................................................................................................ 305
Grow to 5 Module E—Page iv
PREFACE
Background of MITCH and Grow to 5
Grow to 5 is a revised and updated version of Florida’s popular series, the Model of Interdiscipli
nary Training for Children with Handicaps (MITCH). Although three MITCH modules have been
deleted from this series and two new modules have been added, Grow to 5 is not really a new
series; much about it will be familiar to MITCH users.
Grow to 5—like MITCH—was developed to assist Florida school districts in providing interdis
ciplinary training and resources to families, degreed and nondegreed early childhood educa
tors, and health care providers and other related service personnel who work with young
children, including children with disabilities. However, while MITCH emphasized children
ages birth to three years, Grow to 5 addresses the needs of children ages birth to five years.
Development of the MITCH modules was funded beginning in 1988 by a grant to the Florida
Diagnostic and Learning Resources System (FDLRS)/South Associate Center from the Florida
Department of Education, Bureau of Education for Exceptional Students (now the Bureau of
Exceptional Education and Student Services). MITCH included 13 training modules written by
professionals from various disciplines, including early childhood education, exceptional stu
dent education, nursing, psychology, occupational and physical therapy, speech and language
therapy, nutrition, and social work. Topics of the modules and the goals and objectives they
address were identified through a literature search, interviews, and letters of inquiry and needs
assessments sent to more than 600 people throughout Florida.
Moving from MITCH to Grow to 5
The MITCH modules have been used extensively in Florida since 1990. In 1998, with the de
mand for information and training for educators of infants, toddlers, and preschool children
stronger than ever, the bureau, through its funded project the Institute for Small and Rural
Districts, began revising and updating the modules to carry them into the new century. The
fundamental purpose and structure of the series remains, but users should be aware of the
following developments:
• The modules’ content has been expanded to include more developmental information about
children ages three to five. While MITCH focused on children ages birth to three, Grow to 5
targets the whole age range from birth to five years. (The material is also meaningful to
caregivers of children who are chronologically older but who are functioning within the
birth to five year developmental range.) The new name and logo reflect this change.
Grow to 5 Module E—Page v
• The new modules emphasize more strongly the similarities among children and the
characteristics common to effective caregiving for all young children—those who have
disabilities and those who do not. While MITCH focused on serving children with dis
abilities, Grow to 5 emphasizes developmentally appropriate practice and normal devel
opment as the means for working with all young children, including those who have
disabilities or special needs and those who are at risk.
• The new modules include updated technology applications.
• The new modules reflect the findings of recent developmental and medical research.
• The new modules take into account state and federal statutes and rules that have been
implemented during the 1990s, especially the 1997 Amendments to the Individuals with
Disabilities Education Act.
• To avoid confusion with the MITCH modules, Grow to 5’s modules are lettered, rather
than numbered. The order of topics has also been changed; however, the modules may
be presented in any order.
• Grow to 5’s Six-Week Follow-up Activities are for use at the discretion of the trainer
and/or local training agency. However, the Certificate of Completion included in each
module is intended to be awarded only to those participants who attend all three hours
of training and complete the Six-Week Follow-Up Activity.
• Additional, updated references and resources have been added.
• The following MITCH modules have been deleted from the new series, Grow to 5:
– MITCH Module 5—Listening and Sensory Integration
– MITCH Module 12—Visual Impairments: What You Need to Know
– MITCH Module 13—Interventions for Children at Risk Due to Substance Exposure
• MITCH module material—including some from the two deleted MITCH modules—
may appear in a different sequence in Grow to 5, or in a different module.
• Grow to 5 will include two new modules:
– Module H—Social and Emotional Development: Building the Child’s Foundation
– Module M—Transition Points: Helping Children and Families Move to a New Program
• Spanish translations of the handouts are included in each module, as opposed to being
published in separate booklets, as they were with MITCH.
Grow to 5 Module E—Page vi
Acknowledgments
Author Sandra I. Camacho is a N.E.E.D. Special Instruction Consultant for the Early
Learning Coalition of Miami-Dade/Monroe.
Module E—Intellectual Development: What You Can Do to Help was reviewed by the following
content experts:
Cathy Bishop
Program Specialist
Bureau of Exceptional Education and
Student Services
Tallahassee, FL
Joanne Moran, M.Ed.
Head Start Disabilities Specialist
Lee County Head Start
Ft. Myers, FL
Debbie Crowder, M.Ed.
Pre-Kindergarten Coordinator
Martin County Public Schools
Stuart, FL
Tara Lynne Orlowski, M.Ed.
Child Care Training Specialist
Florida Department of Children and
Families
Child Care Services
Tallahassee, FL
Heidi Maier
Program Specialist
Office of Early Learning
Tallahassee, FL
Florence M. Taber-Brown, Ed.D.
Curriculum Specialist
Florida Diagnostic and Learning Resouces
System (FDLRS/South)
Miami, FL
Cari Miller
Reading Specialist, Pre-K–5
Just Read, Florida!
Tallahassee, FL
Dana R. Wilcox, M.Ed.
Child Find Specialist
Palm Beach County Public Schools, FDLRS/
Alpha
West Palm Beach, FL
Amanda Moore
CCR&R Network Inclusion Analyst
Agency for Workforce Innovation
Office of Early Learning
Tallahassee, FL
Maribeth A. Wilson, B.S.N.
Infant Health Nursing Consultant
Florida Department of Health
Infant, Maternal, and Reproductive Health
Tallahassee, FL
Thanks to Anthony Rivas, Miami, Florida, for Spanish translations of material for Grow to 5
Module E.
Grow to 5 Module E—Page vii
USER’S GUIDE
Content of the Series
The Grow to 5 series consists of 12 modules. The training manual for each module includes
a complete script, instructions for activities, a resource list, and the reproducible handouts
(in both English and Spanish) that an instructor will need to present that module. For some
modules, a videotape is available to supplement the written material. Each module can be
used independently, and the modules may be presented in any order, since no module
provides prerequisite material for another. The modules are
• Module A—The Education and Caregiving Environment: Planning an Effective Program
• Module B—Working Together: Communication Skills for Families, Early Childhood Educators,
and Other Professionals
• Module C—Health Care: Infection Control, Medication Administration, and Seizure
Management
• Module D—Nutrition and Feeding Practices: What You Need to Know
• Module E—Intellectual Development: What You Can Do to Help
• Module F—Speech and Language Development: What You Can Do to Help
• Module G—Motor Development: What You Need to Know
• Module H—Social and Emotional Development: Building the Child’s Foundation
• Module I—Teaching Behavior Skills: Calm, Connect, Clarify
• Module J—Inclusion: Serving Children with Special Needs in Early Care and Education
Settings
• Module L—Family Functioning: Understanding Families and Helping Them Cope
• Module M—Transition Points: Helping Children and Families Move to a New Program.
The series also includes two separate booklets.
• Welcome to the World: An Overview of Your Growing Child may be used with Modules A, E,
F, G, H, I, J and is available in English, Spanish, and Creole.
• Nutrition for Children with Special Health Care Needs accompanies Module D and is
available in English and Spanish.
The printed Grow to 5 materials, including the booklets, may be reproduced for training
purposes within the state of Florida. Instructors and training agencies may reproduce the
booklets for participants or obtain copies by contacting the Clearinghouse Information
Center at the address listed on the inside front cover of this document. There is no charge
for these materials. Please allow at least one month for processing before training begins.
Grow to 5 Module E–Page 1
Materials Online
Grow to 5 materials are available in portable document format (PDF) on the Clearinghouse’s
website at www.myfloridaeducation.com/commhome. Trainers who have access to a
projection system, computer, and software that reads portable document format (e.g.,
Adobe Acrobat Reader, which may be downloaded free from www.adobe.com) may use
the files in electronic form by, for example, projecting the color versions of the handout/
transparency masters found in this book.
Instructor Qualifications
Unless otherwise stated, the Grow to 5 modules are designed to be presented by qualified
and credentialed instructors in fields such as early childhood education, early childhood
special education, special education, child development, psychology, home economics, and
nursing. Practitioners of disciplines such as speech/language pathology, physical therapy,
occupational therapy, and nutrition may be asked to present specific modules. A licensed
physician, pharmacist, or nurse must present hour 2 of Module C—Health Care.
Role of the Instructor
Although the modules do contain scripts, instructors are encouraged to enhance them with
their own style, personality, anecdotes, information, handouts, references, and resources.
The best presentations are those specifically designed for the participants by an instructor
who knows their needs. Instructors should plan for adequate time to become familiar with
the material and tailor it to the needs and interests of each specific audience.
Instructors may choose among the provided lecture, discussion, and activity segments to meet
the needs of the group. For example, if all modules are scheduled for presentation within a
relatively short period of time for the same group of participants, it may be most effective to
choose among the activities to offer variety, since several modules share similar activities.
Successful training relies heavily upon the instructor’s approach. Suggestions include
•
•
•
•
allowing for introductions of participants
accepting and acknowledging interaction from all participants
preventing any individual from monopolizing the conversation
paraphrasing questions and responses from the participants loudly enough for all
participants to hear
• creating a comfortable atmosphere (including light, temperature, tables, chairs)
• summarizing the content of each session before closing.
The audience for this training may include persons with a broad range of backgrounds,
including those who work exclusively with children who have special needs, those who
work with children who do not have recognized special needs, and those who work in
settings that include children with and without special needs. Instructors should assist all
caregivers in becoming more comfortable with
•
•
•
•
providing developmentally appropriate programs in a safe and nurturing environment
recognizing signs that indicate a child may be at risk or have special needs
working with children with special needs
securing additional support and assistance in working with children with special needs.
It is important to emphasize to participants that children are more alike than different.
Keeping all children in the most natural environment should be a major goal for caregivers.
Time Schedule for Training
Each module is designed to be presented in three hours. A module may be presented in a
single three-hour session with a 15-minute break, or in three one-hour sessions.
Estimates of presentation time for specific segments or activities within each hour are
provided in the left hand column of the training script. However, instructors may choose to
expand on one or more of these segments while shortening others.
Videotapes
Videotapes supplemented the presentation of several MITCH modules. The tapes provided
valuable information for instructors and participants. These videotapes—along with some
new selections—are included in each module’s list of Resources for Instructors and Partici
pants and are generally still available for loan from local associate centers of the Florida
Diagnostic and Learning Resources System (FDLRS) and the Clearinghouse Information
Center (at the address listed on the inside front cover of this manual). The list of Resources
for Instructors and Participants is part of the Specific Information section of each module.
Additionally, two new videotapes have been identified for possible use with the Grow to 5
series, as determined by the instructor. They are available at local FDLRS associate centers
and from the Clearinghouse Information Center (at the address listed on the inside front
cover of this manual). The two new videotapes are described below:
• I Am Your Child: The First Years Last Forever uses brain research as a basis for providing
information to parents on bonding and attachment, communication, health and nutri
tion, discipline, self-esteem, child care, and self-awareness. (English and Spanish ver
sions are available and are 29 minutes long.)
• Ten Things Every Child Needs describes how early experiences influence brain develop
ment and uses simple everyday language to explain the 10 things every child needs:
interaction, touch, a stable relationship, a safe and healthy environment, self-esteem,
quality child care, communication, play, music, and reading. (60 minutes)
Time for viewing videotapes has not been included in the time allotments suggested in the
scripts. Instructors may wish to substitute all or part of a videotape for material written in
the module, extend the three-hour time period, show a videotape at another session, or
leave a videotape with the participants to watch as a follow-up activity. In some modules, a
videotape is an integral part of the Six-Week Follow-Up Activity and will need to be made
available to participants if they are required to complete the Six-Week Follow-Up Activity.
(See the Specific Information section of each module for more information.)
Videotapes may not be duplicated without the written consent of the producer.
Theme Music
Original theme music was written for use with the MITCH modules. Instructors used this
lively music to begin and end training sessions and to indicate breaks. To borrow an audio
tape of the music, contact the local FDLRS associate center or the Clearinghouse Informa
tion Center at the address listed on this inside front cover of this document.
Content of Each Module
Specific Information on Presenting the Module
Each module begins with a section of specific information on presenting the module. This
includes the following:
•
•
•
•
•
the goals and objectives of the module
a list of equipment and supplies needed for training
a list of other recommended instructors
a list of other resources that may enhance presentation of the training
material needed for any special activities that are part of the module.
This section is followed by a training script divided into three one-hour blocks, appendixes
A through D, and a list of references.
Hour-by-Hour Script
The script that guides presentation of the training is broken into three hour-long segments.
The script for each hour is preceded by a list of the goals and objectives for that hour of
training. The script itself includes Lecture/Discussion elements and Activities. The Lec
ture/Discussion elements include some paragraphs set in italic type that the instructor may
read or paraphrase to present content information. (These elements begin with the words
“Say” or “Ask.”) Interspersed with these spoken portions are indications of other actions
for the instructor to take, such as “Summarize the following points” or “Have the partici
pants do the following activity.” Note that the script has been written using direct ad
dress—all directions and suggestions in the script are addressed to the instructor.
The left column of the script indicates the time allotted to present each segment and con
duct each activity. The instructor should modify these time allotments to meet the needs of
the participants. This column also includes references to particular handouts/overhead
transparencies that may be referred to or displayed at a particular point in the script. (See
below: Appendix B: Reproducible Handouts.)
Appendix A: Reproducible Forms
Appendix A includes the following reproducible materials:
• lists of steps instructors may take to prepare to present the module and administer the
optional Six-Week Follow-Up Activity
• space for instructors to take notes related to their presentation of the module
• an advertising flier
• a participant sign-in sheet to track participants’ attendance and their completion of the
optional Six-Week Follow-Up Activity (Although the MITCH training structure in
cluded formal record-keeping, reporting, and certification components, at this time
there is no plan for such tracking of Grow to 5 participants. Any such activities are vol
untary and the prerogative of the local training agency.)
• a mailer for participants to remind them to complete and return the optional Six-Week
Follow-Up Activity
• a certificate of completion. (Only those participants who attend all three hours of train
ing and successfully complete the Six-Week Follow-Up Activity are eligible to receive a
Grow to 5 Certificate of Completion. However, instructors and training agencies may
develop other forms of recognition for other levels of completion, such as attendance at
all three hours of training without completion of the follow-up activity.)
Appendix B: Reproducible Handouts
The two booklets mentioned above, Welcome to the World: An Overview of Your Growing Child
and Nutrition for Children with Special Health Care Needs may be provided to participants as
handouts.
Additionally, appendix B of each module includes reproducible handouts designed to
accompany presentation of that specific module. Some of these handouts would make
effective overhead transparencies—especially those that include only a few important
words in large type. Each handout is labeled with a three-part code in the lower left corner.
The first part refers to the module; the second part refers to the hour of the module; the
third part is the number of the handout itself. For example, Handout B-2-3 is the third
handout to be used during the second hour of Module B.
Instructors should consider the background and interests of the participants when deciding
which materials to reproduce as handouts, as overhead transparencies, or as both. Of
course, instructors may supplement these with handouts or other materials of their own
design.
Appendix C: Reproducible Handouts in Spanish
Appendix C contains Spanish versions of the handouts found in appendix B.
Appendix D: Optional Six-Week Follow-Up Activity
The Six-Week Follow-Up Activity found in appendix D of each module is designed to help
participants reflect on what they have learned and generalize it to their daily work with
young children. Whether or not to request or require participants to complete the follow-up
activity is the decision of each trainer and/or training agency.
If the instructor and training agency elect to require the follow-up activity, the instructor
should explain the activity at the end of the module presentation and explain the criteria
that will be used to evaluate the participants’ work. It is important that participants know
how to get any clarification they need and how they can return the completed activity to
the instructor.
Three to four weeks after presenting the training module, the instructor should contact all
participants to remind them to submit their Six-Week Follow-Up Activity. Appendix A
includes a sample reminder notice.
The instructor should review and evaluate the quality of each participant’s completed SixWeek Follow-Up Activity and return it to the participant with feedback. The instructor
should prepare and give a certificate of completion (found in appendix A) to each partici
pant whose performance meets the established criteria.
Both English and Spanish versions of the Six-Week Follow-Up Activity are provided.
SPECIFIC INFORMATION FOR PRESENTING MODULE E
Goals and Objectives
Goal for Hour 1: Participants will develop a basic understanding of early childhood
development.
Objective—Participants will be able to describe
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•
the main areas of child development
basic principles of child development
influences on intellectual development
basic facts about brain development.
Goal for Hour 2: Participants will learn how to support the intellectual development of
young children.
• milestones of intellectual development in children ages birth to five
years
• the role of play and other developmentally appropriate activities
• how to adapt toys and activities to facilitate the meaningful
participation of children with disabilities or other special needs.
Goal for Hour 3: Participants will learn how to support the development of pre-literacy
skills in young children.
• the meaning of literacy
• language and pre-literacy development in children ages birth to three
years
• necessary literacy instruction for children ages three to five years
• how to create a classroom library
• adaptations to support the literacy development of children who have
disabilities or other special needs.
Equipment and Supplies
• Overhead projector and screen (or projector and computer loaded with Acrobat Reader
or other portable document format [PDF] software, and screen)
• Chalkboard and chalk and/or easel, chart paper, and markers
• Overhead (transparency) pens
• Extension cord
• Masking tape
• Transparent tape
• Thumb tacks
• Scissors
• Extra pens or pencils for participants
• Copy of Grow to 5 booklet Welcome to the World: An Overview of Your Growing Child for
each participant, or an alternative such as the lists available from the National Network
for Child Care (www.nncc.org) or “Ages and Stages for Caregivers” (published by Ohio
State University Extension)
• A name tag for each participant in one of three colors (e.g., one-third of participants get
red name tags, one-third get green name tags, and one-third get yellow name tags)
(hour 1)
• Chart paper and markers for three small groups (hour 1)
• Samples of toys, such as
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3-piece wooden puzzle
rattle
crayons
safety scissors
board book
pegboard
memory game
musical toy (hour 2)
• Several apples (red, green, pink, yellow; small, large) (hour 2)
• Samples of homemade books, big books, picture books, and other books for young
children (hour 3)
• Copy of The Three Billy Goats Gruff or other story to act out (hour 3)
• Transparencies, slides, or paper copies of other handouts in appendix B or C, as appro
priate, depending on the needs of participants and the plan for training
Videotape
No videotape accompanies this module.
Other Recommended Instructors
Because of the topic of this three-hour module, the agency offering this training may wish
to contact other persons in the local area to assist in training, such as
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•
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•
•
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•
staff of local FDLRS center
early childhood special education teacher or related service provider
special instruction consultant (SIC)
speech/language pathologist
reading specialist
staff of local Early Steps program (formerly Early Intervention Program [EIP])
family member of a child with a disability or a representative of a family advocacy
group
• university or college faculty member.
Resources for Instructors and Participants
Books and Other Materials
Bredekamp, S., & Copple, S. (1997). Developmentally appropriate practice in early childhood
programs. Washington, DC: NAEYC.
Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language. Baltimore, MD:
Paul H. Brookes.
Fox, M. (2001). Reading magic: Why reading aloud to our children will changes their lives forever.
New York: Harvest.
Hart, B., & Risley, T. (1995). Meaningful differences in everyday experience of young American
children. Baltimore, MD: Paul H. Brookes.
Hart, B., & Risley, T. (1999). The social world of children learning to talk. Baltimore, MD: Paul
H. Brookes.
Hirsh-Pasek, K., & Golinkoff, R. M. (2003). Einstein never used flashcards: How our children
really learn—And why they need to play more and memorize less. Emmaus, PA: Rodale.
Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervi
sion and Curriculum Development.
Kourapis, K., Abbott, C. F., & Greenwood, C. (1999). Grow to 5: Welcome to the world: An
overview of your growing child. Tallahassee, FL: Florida Department of Education. Available
in English, Spanish, and Haitian Creole. [www.myfloridaeducation.com/commhome].
Neuman, S., & Dickinson, D. K. (eds). (2003). Handbook of early literacy research. New York:
Guildford Press.
Oesterreich, L., Holt, B., & Karas, S. (1995). Ages and stages. In Iowa family child care hand
book. Ames, IA: Iowa State University Extension.
Perry, B. (1996–2005). Articles and courses on child maltreatment and child development.
[teacher.scholastic.com/professional/bruceperry/index.htm and
www.ChildTraumaAcademy.com].
Raines, S., & Canady, R. (1989). Story stretchers: Activities to expand children’s favorite books.
Beltsville, MD: Gryphon House.
Raines, S., Miller, K., & Curry-Rood, L. (2002). Story stretchers for infants, toddlers and twos.
Beltsville, MD: Gryphon House.
Reschke, K. L., Longo, M. F., & Barber, C. Ages and stages for caregivers. (2002). Columbus,
OH: Ohio State University Extension.
Rice, K. F., Burkes, J., & Kaplan-Sanoff, M. (1998–2001). Early literacy. In BrainWonders.
[www.zerotothree.org/brainwonders/EarlyLiteracy.html].
Schneider, C. C. (2001). Sensory secrets: How to jump-start learning in children. Siloam Springs,
AR: Concerned Communications.
Shore, R. (1997). Rethinking the brain: New insights into early development. New York: Families
and Work Institute.
Trelease, J. (2001). The read aloud handbook (5th ed.). New York: Penguin.
Willis, C. (1997). Your child’s brain: Food for thought. Little Rock, AR: Southern Early Child
hood Association.
Organizations and Sources of Information
• Your local Child Find agency can arrange for a screening/evaluation for young
children who may not be developing typically. This is at no cost to the family.
– The Florida Diagnostic and Learning Resources System (FDLRS) is responsible for Child
Find, including screening and evaluation of children who may have special needs.
Call the Florida Directory of Early Childhood Services (Central Directory) at 800
654-4440 to be connected with the local FDLRS associate center.
[www.centraldirectory.org]
Visit www.fdlrs.com for local contact information for FDLRS centers.
– For children ages birth through two years, you may also contact Early Steps,
formerly the Infant and Toddler Early Intervention Program (EIP). Call the Florida
Department of Health, Children’s Medical Services (850-487-2690), for the number of
the local Early Steps office.
• The Florida Department of Education’s Bureau of Exceptional Education and Student
Services (BEESS) provides information on education for children with disabilities.
Voice: 850-245-0475
Website: www.myfloridaeducation.com/commhome
– The Clearinghouse Information Center is part of the bureau and provides free and
loan materials about the education of children with disabilities.
Voice: 850-245-0477
Fax: 850-245-0987
E-mail: [email protected]
• The Florida Department of Education’s Office of Early Learning provides leadership
in the area of standards, curriculum, and accountability for the Voluntary
Prekindergarten (VPK) Education Program.
Website: myfloridaeducation.com/early learning
• The Agency for Workforce Innovation’s Office of Early Learning provides leadership
for local early learning coalitions in all Florida counties. The office is also responsible for
day-to-day management of the VPK Education Program.
Website: www.floridajobs.org/earlylearning
• Head Start Information & Publications Center
Voice: 886-763-6481
Website: www.headstartinfo.org
• The Children’s Forum provides training and information resources for individuals who
work with young children.
Voice: 850-681-7002; 888-FLCHILD
Website: www.thechildrensforum.com
• The National Association for the Education of Young Children (NAEYC) is a
membership organization. NAEYC publishes the monthly journal Young Children, which
focuses on children ages birth to 8.
1509 16th Street, N.W.
Washington, DC 20036-1426
Voice: 800-424-2460
E-mail: [email protected]
Website: www.naeyc.org
• National Information Center for Children and Youth with Disabilities (NICHCY)
provides many free materials on disability-related issues.
Voice/TTY: 1-800-695-0285
Website: www.nichcy.org
• Council for Exceptional Children (CEC) is an international membership organization
for educators of children who have disabilities. CEC has a Division of Early Childhood
(DEC) focusing on children birth to five years.
Voice: 703-620-3660
TTY: 703-264-9446
Website: www.cec.sped.org
• The U.S. Department of Justice website provides information about the Americans
with Disabilities Act (ADA).
Website: www.usdoj.gov/crt/ada
• National Child Care Information Center
Voice: 800-616-2242
Website: ericps.crc.uiuc.edu/nccic/nccichome.html
• Zero to Three provides information on the early years for parents and educators
Voice: 202-638-1144.
Website: www.zerotothree.org
• National Network for Child Care
Website: www.nncc.org
• Songs for Teaching Phonemic Awareness
Website: songsforteaching.homestead.com/PA.html
• Reading A-Z
Website: www.readinga-z.com
• Assistive Technology
Website: www.ataccess.org
• The Center for Improving the Readiness of Children for Learning and Education
(CIRCLE) literacy components
Website: www.uth.tmc.edu/circle/components.htm
• American Library Association children’s site provides information about library ser
vices, library reading programs, and award-winning books, including lists of Caldecott
Medal and Honor books.
Website: www.ala.org/ala/alsc
• Just Read, Florida! is a website for educators and families that focuses on supporting
children’s success in reading, mostly in the early school grades.
Website: www.justreadflorida.org
• Florida Center for Reading Research provides information for teachers about scientifi
cally based reading instruction strategies.
Website: www.fcrr.org
• ChildTrauma Academy provides information on brain development and abuse, sugges
tions for creative and practical approaches to working with maltreated children, and
online courses.
www.childtrauma.org
• Creative Center for Childhood Research and Training is an institute for individuals
who want to become certified trainers of adults involved in early childhood education.
The training centers on a play-based curriculum, Beyond Centers and Circle Time: Scaffold
ing and Assessing the Play of Young Children.
www.cccrt.org
HOUR 1 SCRIPT
Goal for Hour 1: Participants will develop a basic understanding of early childhood
development.
• the main areas of child development
• basic principles of child development
• influences on intellectual development
• basic facts about brain development.
Hour 1 Session Begins
5 minutes
Greeting, Sign-In, Distribution of Handouts
Greet participants. Have each participant put on a name tag
in one of three colors (e.g., red, yellow, green). About onethird of the participants should receive a name tag in each
color.
8 minutes
Activity: Introduction
Say: In this three-hour module, we are going to talk about
the growth and development of children from birth to
age five. We will emphasize the development of a
child’s ability to learn and think. We call this the child’s
intellectual, or cognitive, ability.
In our first hour, we will discuss basic principles of
child development and the stages of intellectual devel
opment. We will also identify factors that positively or
negatively affect intellectual development.
In hour two, we will review milestones of intellectual
development in young children and talk about how we,
as educators and caregivers, can have a positive
influence on intellectual development.
In the final hour, we will consider ways to support the
pre-literacy skills of young children and get them
ready to become readers and writers in kindergarten
and beyond.
Ask: Are there any questions?
Listen and respond.
Ask participants to form pairs. Give pairs two minutes to
talk to each other and find out all they can about each other.
Then ask each person to introduce his or her partner to the
group, telling what they have learned about that person.
Say: We are all very different and have different interests.
On the other hand, we are alike in that we work with
young children and want to learn more about working
with children who have special needs. The same is
true for children. They are different in some ways, but
they are alike in many more ways. Children who have
disabilities or developmental delays need the same
things other children need—nurturing, stimulation,
education, friends, and fun!
10 minutes
Lecture/Discussion: Areas of Child Development
Ask: What is child development?
Listen to responses.
Say: Yes, child development is the process that occurs over
the first 20 or so years of life, as we gradually develop
from infants to adults. All through life we are growing
and changing. Human development concerns the
entire life span. Child development concerns the
childhood years. The early childhood period is usually
thought of as birth through age eight.
Handout E-1-1
Display Handout E-1-1.
Say: We can think of development as a circle with four
parts. If one part is missing, the child’s development
will be incomplete. All areas are important as the child
develops, and no one area develops on its own. Each
area is related to and affected by the other areas.
Let’s be sure we are all familiar with these four main
areas of development.
Lead a brief discussion to ensure that participants under
stand what each area of development on Handout E-1-1
refers to.
Say: Here are some handouts that go into more depth
about the areas of development. You’ll see that these
handouts divide the areas of development in a differ
ent way. Other books or assessment instruments may
use other names for the areas of development, but the
basic concepts are the same.
Handouts E-1-2
a, b, and c
Distribute copies of Handouts E-1-2a, b, and c. Briefly re
view the sections on intellectual development and language
development on Handout E-1-2a.
Ask participants to read through the rest of the handouts in
the upcoming week(s) and discuss them with co-workers so
they become familiar with all areas of development.
12 minutes
Lecture/Discussion: Principles of Child
Development
Say: Now that we have identified the main areas of devel
opment, let’s review some basic principles of child
development. Feel free to write notes on your outline.
Distribute copies of Handout E-1-3.
Handout E-1-3
Review each principle of development as described below
(based in part on Ruffin, 2001). Solicit examples from the
group to illustrate.
• Development is a continuous and sequential process. A
child will learn to sit unassisted before he or she learns to
walk. As the child grows and develops, he or she will
constantly add new skills to those already mastered. One
stage of development lays the foundation for the next.
• Development follows a directional pattern. It progresses
from head to toe. A baby first gains head control, fol
lowed by the arms, and then the legs. Also, development
moves from the center of the body to the outer body
parts. The baby’s spine develops before the arms and
legs, and the hands before the fingers. Baby’s ability to
use the parts of the body follows this same directional
pattern so, in general, gross-motor skills develop before
fine-motor skills do.
• Development moves from general to specific. For ex
ample, in motor development, large muscles develop
before smaller muscles. An infant’s first motor move
ments are general and nonspecific. A two-month-old
waves an arm in the general direction of a toy. In the
coming months, the child refines his or her movements
and is able to reach out accurately for the toy. Later, the
child will be able to pick up even tiny objects using very
complex movements of the fingers.
• Development moves from simple to complex. A child
will first describe an object in concrete terms, for ex
ample, “the car is red” or “the truck is blue.” Only later
will the child come to understand more complex relation
ships between objects (e.g., the car and the truck are both
vehicles).
• Development is affected by heredity and environment.
Children develop following a typical sequence. However,
congenital or genetic conditions such as Down Syndrome
can delay a child’s development. Environmental factors
also affect development, such as the nurturing and stimu
lation that the child receives at an early age and the
learning experiences the child has as he or she grows.
Environmental factors have a major impact on a child’s
chances to reach his or her full potential, whether or not
the child has special needs. Children who are not given
the physical or emotional care they need may fail to grow
and thrive in any or all developmental areas.
• Development can occur at different rates. Although the
sequence of development is pretty much the same for all
children, the rates at which each child reaches develop
mental milestones differ. There is a wide range of typical
development: one child may walk at 10 months while
another walks at 15 months. Rates of development may
also differ within the individual child. For example, a
child’s social development may progress more slowly
than does his or her cognitive development.
15 minutes
Activity: Risk Factors for Developmental Delays
Say: We have talked about how typical development oc
curs. Now we will look at some factors that negatively
affect development and may cause a developmental
delay.
Some developmental delays are caused by genetic
defects. This includes conditions such as Down Syn
drome, muscular dystrophy, and cystic fibrosis.
Developmental delays can also be caused by some
thing that happens to the baby in the womb, during
delivery, or after the baby is born, such as an injury or
disease. Poverty, lack of nurturing, and limited learn
ing experiences can also lead to developmental de
lays in the early months and years after the child is
born.
We are going to work in groups for a while to learn
more about possible causes of delays in intellectual
development.
• Ask participants to form 3 groups according to the color
of their name tag. Give each group chart paper and
markers.
• Ask each group to identify a recorder and reporter.
• Ask each group to list factors such as events, substances,
or unmet needs that interfere with the development of
the young brain and can negatively affect intellectual
development in the assigned age group:
– red group—before birth (prenatal)
– green group–during birth (perinatal)
– yellow group—after birth (postnatal) (short- and
long-term).
• Ask groups to record their responses on chart paper.
After 5 minutes, call the groups together for large group
reports.
Handouts E-1-4
a, b, and c
• After each group goes over its list, point out any addi
tional factors listed on Handouts E-1-4a, b, and c. Lead a
discussion that touches on a few of the risk factors. Com
mon topics include the following:
Before Birth (Prenatal)
Handout E-1-4a
• Poor health or nutrition of mother during pregnancy—
This may interfere with in utero conditions needed to
foster good growth of brain cells. These factors may
cause placenta insufficiency and may lead to low
birthweight. (See page 23.)
• Lack of prenatal care—Medical personnel can treat
health problems in pregnant women (e.g., high blood
pressure resulting in low oxygen to fetus; low iron or lack
of vitamins resulting in low birthweight). Women who
do not receive good prenatal care have an increased
chance of bearing a child with a disability.
• Inadequate financial resources—Poverty may cause
pregnant women to have poor nutrition, stress, lack of
proper rest, and little prenatal care. This may lead to their
children having low birthweight.
• Drugs and inhalants—These interfere with brain cell
growth by interrupting the flow of oxygen and nutrients
to the brain. They can also interrupt the supply of blood
to the fetus, which can result in stroke in the baby, which
damages baby’s brain.
• Alcohol and tobacco—These slow the overall growth of
the fetus and may result in cognitive delays.
• Genetics—Syndromes such as Down Syndrome and Fragile
X Syndrome result from genetic abnormalities (like an extra
chromosome or other error). These abnormalities may cause
mental retardation. In some syndromes, such as Fragile X,
the genetic error is inherited.
• Illness of mother—Infections such as HIV, herpes, and
measles can be passed from mother to fetus and endan
ger child’s health and/or development. For example,
rubella (German measles) contracted during pregnancy
can lead to low birthweight, cognitive disabilities, and
vision impairment in the fetus. High blood pressure can
lead to low birthweight; type 1 diabetes can lead to birth
defects.
• Injury to mother and fetus—Accident, abuse, or other
trauma can interfere with oxygen or nutrient flow to
fetus, damage the placenta, or injure the fetus directly
and possibly result in a disability.
• Age of mother—Women over age 40 are at increased risk
of having a child with a genetic defect, as with the extra
chromosome that causes Down Syndrome. Very young
teenage mothers bear a greater percentage of low-birth
weight infants and infants with disabilities. Very young
women and older women are also more likely to have
high blood pressure during pregnancy.
Handout E-1-4b
During Birth (Perinatal)
• Prematurity—Premature infants are those born before
about 37 weeks gestation; very premature infants are
those born before about 32 weeks gestation. They typi
cally have low or very low birthweight. (See below.)
Prematurity is associated with developmental disabilities
such as cerebral palsy, global developmental delays, and
multiple disabilities.
• Low birthweight—A baby may have low birthweight
because the baby is born prematurely; however, some
full-term babies have low birthweight. The lower the
birthweight, the greater the risks, which include global
developmental delays and cerebral palsy.
• Lack of oxygen (resulting from umbilical cord around
the neck, other birth process accidents, or any lack of
blood flow to the brain)—This can cause damage to the
brain. Brain damage can manifest itself in many ways,
including physical (as in cerebral palsy), vision, or hear
ing disabilities; retardation; and other cognitive and
learning disabilities.
• Illness of mother—Some infections, such as Group B
streptococcus and sexually transmitted diseases, can be
passed from mother to child during the birthing process.
Infection may lead to serious illness in the child, such as
bacterial meningitis, which may cause cognitive disabili
ties, physical disabilities, and/or blindness.
• Inadequate medical care—Infection, improper use of
forceps or anesthesia, or lack of emergency expertise
could result in brain damage to the child. If the newborn
is not given adequate medical care, such as testing and
treatment for phenylketonuria (PKU), mental retardation
and other disabilities may result.
Handout E-1-4c
After Birth (Postnatal)
• Accidents, abuse, serious illness—Trauma from acci
dents or abuse may result in brain damage and interfere
with development. Near drowning results in lack of
oxygen, leading to possible brain damage. Illnesses such
as bacterial meningitis or encephalitis may result in brain
damage. Even relatively minor illnesses such as chronic
ear infections can interefere with language development,
which is closely tied to intellectual development.
• Physical neglect—Neglect of a child’s basic needs and
safety can lead to other risk factors such as ill health,
poor nutrition, and risk of injury. Physical neglect may
also be tied to emotional neglect.
• Poor childhood nutrition—Diet lacking in vital nutrients
such as protein and vitamins may interfere with cogni
tive development.
• Emotional neglect/lack of love—Every baby needs a
loving, nurturing environment in which to develop, with
a caretaker who is responsive to his or her needs. When a
young child is in a neglectful or abusive environment, the
stress harms the baby’s brain development. Emotional
neglect/lack of love and care can lead to bonding/attach
ment disorders and difficulty learning and relating.
According to child psychiatrist Dr. Bruce Perry, the brains
of children who have been abused or neglected are dam
aged and actually stop growing in some areas. (Griswold,
2005)
Note that the close connection between social/emotional
development and intellectual development is addressed
in Grow to 5 Module H: Social and Emotional Development.
• Lack of stimulation and developmentally appropriate
learning experiences—The synapses, which are path
ways that connect brain cells, develop and multiply
through repeated use. If a child does not have repeated
exposure to stimulating people, activities, and experi
ences, these connections will not be made and the brain
will not develop to its full potential. Brain cell connec
tions shape young children’s future ability to learn,
communicate, relate to people, and handle their own
feelings.
• Parent or guardian who is developmentally disabled,
uneducated, severely emotionally disturbed, drug or
alcohol dependent, or in jail is more likely to be unable to
give the child the care, nurturing, stimulation, nutrition,
health care, and other things the child needs for growth
and development.
Say: Although the factors we have mentioned do not al
ways result in delays, they do increase a child’s risk of
having a developmental delay or disability.
Ask: Can you think of some things that society as a whole
is doing or can do to help prevent developmental
delays in young children?
Listen to responses, which typically include the following:
• informing the public about the importance of prenatal
care and health care for children
• making good prenatal care available to all
• making health care available to children
• medical/scientific/technological advances
• campaigns against smoking and alcohol and drug abuse
• genetics research and counseling for families at-risk
• providing information about the importance of nurtur
ing, good health habits, education, etc.
• safety recommendations/requirements such as those
relating to the use of child car safety seats and bicycle
helmets
• public support for maternal and child health initiatives,
such as Healthy Start
• public support for early childhood education programs
such as Head Start and the Voluntary Prekindergarten
Program.
Point out that Grow to 5 Module J on inclusion addresses
causes and types of developmental delay.
10 minutes
Activity: Myths about Brain Development
Say: We cannot overestimate the importance of the first
three years in a child’s brain development. Let’s spend
a little more time on this topic. A child is born with
about 100 billion nerve cells. However, the parts of the
brain that are in charge of thinking, memory, emo
tions, and socialization are still underdeveloped. This
is where caregivers must step in to ensure that the
child has the early experiences needed to develop
these areas in a positive way.
There are lots of ideas about how a baby’s brain
develops that have been passed down though the
years. Some of these ideas are myths; in other words,
they are not true. Let’s see how many of these ideas
sound familiar.
• Quickly assign participants into 10 pairs or small groups.
Ask each group to choose a name. You may supply a list
of names from which to choose to save time (e.g., “Won
der Kids,” “Ask the Experts,” “We Who Know,” “The
Wise Ones,” and “Cute and Smart”).
Handout E-1-5
Handouts E-1-6
a and b
• Assign to each group one statement from Handout E-1-5.
Give groups one minute to decide whether the statement
is true [Right On!] or false [No Way!} and be ready to
explain their answer.
• Let each group respond, then give the correct answer and
elaborate briefly from Handouts E-1-6a and b.
• Go through the rest of the statements in the same way.
Distribute copies of Handouts E-1-6a and b, if appropriate.
Say: We must make the most of our important role in
developing young minds. The early years are precious
and should not be taken for granted!
Summary
Say: We have covered a lot of ground so far. During the
next two hours, we will discuss how we as educators
and caregivers can support the intellectual develop
ment of young children.
Ask: Are there are any questions?
Listen and respond.
5 minutes
(omit if 3-hour
presentation)
End of Hour 1: Closing
(omit if 3-hour presentation)
HOUR 2 SCRIPT
Goal for Hour 2: Participants will learn how to support the intellectual development of
young children.
• milestones of intellectual development in children ages birth to five years
• the role of play and other developmentally appropriate activities
• how to adapt toys and activities to facilitate the meaningful participation of children
with disabilities or other special needs.
5 minutes
5 minutes
Activity: Apple Warm Up
Say: In hour 2 we will focus on how we can support the
intellectual development of young children through the
use of developmentally appropriate activities.
Ask four volunteers to come up to the front of the room.
Say: Let’s pretend you are three-year-olds. You are going to
learn about an object using two different learning
styles. One of the ways I will introduce this new infor
mation is like this:
Show Handout E-2-1 to the four volunteers.
Handout E-2-1
Say: This is an apple. We eat apples. They taste good.
There are red apples and there are green apples.
Some are big and some are little. We can make apple
sauce, apple juice, and apple pie from apples.
Ask: Now, three-year-olds, tell me what you have just
learned about apples.
Allow volunteers to respond. Their responses will probably
parrot what you just said.
Say: Now I’ll present the information in a different way.
Pass around whole apples (red, green, large, and small ones)
to the volunteers. Ask them to feel the size and weight, how
smooth they are, how hard they are. Pass out apple slices,
apple juice, and apple sauce, letting the volunteers taste
them.
Ask: Now children, tell me what you know about apples.
Allow volunteers to respond. Compare their now richer,
more concrete, detailed, and interesting responses with the
rote learning that resulted from merely showing the picture
of an apple.
Optional: In between the picture of an apple and the real
apple, use a plastic apple. Participants will be able to talk
about size, color, and shape, but not taste, weight, smell,
texture.
Ask: Which activity do you feel is best to use to teach
young children new information, and why?
Lead discussion of group responses. Display Handout E-2-2
and summarize the following points.
Handout E-2-2
• Young children learn best by using their senses. We
tasted, saw, and smelled apples; we heard the apple
crunch. We saw and tasted different ways apples can be
prepared.
• Young children learn best by actively participating in
the learning process by manipulating objects. We held
the apple and felt differences in smoothness, hardness,
size, and color.
• Young children learn best through concrete experi
ences. Before young children can use the correct word as
a symbol for a particular object, they need to see the real
object and hear the word paired with it many times. We
heard the word apple many times and saw it in different
forms. This helps to generalize learning (that is, an apple
can be big, little, red, green, etc., but it is still an apple).
• Direct experience enriches and expands language. We
had lots more to say about “apple” once we had inter
acted with the real apple directly through all our senses.
Say: Keep this experience in mind as you prepare learning
experiences for young children. Knowing, for example,
that children learn through sensory experience and
that development goes from simple to complex can
help you choose developmentally appropriate activi
ties and materials. When we say that an activity is
“developmentally appropriate,” we mean that the child
has the skills needed to participate in the activity and
that the activity helps the child learn skills needed to
move on to the next stage of development.
5 minutes
Handout E-2-3
Lecture/Discussion: Piaget’s Stages of Cognitive
Development
Say: Before we take a detailed look at cognitive develop
ment for each age range, let’s review the work of child
psychologist Jean Piaget. Piaget divided cognitive, or
intellectual, development into four stages, which are
listed on Handout E-2-3.
Display Handout E-2-3 and summarize as follows:
• Sensorimotor (birth–2 years of age): In this first stage, a
child learns about himself and his environment through
his senses. Note that infants and toddlers are driven by
motor and reflex actions. At the end of this stage, a child
will learn object permanence (that is, objects continue to
exist even when they cannot be seen).
• Preoperational (2–7 years of age): In this stage a child
begins to use images and words to represent the world.
The child has difficulty understanding time because the
child is oriented in the present. During this stage, young
children gradually learn about “conservation”—that
certain attributes of objects remain the same regardless of
superficial changes. For example, if you pour the same
amount of water into both a short, wide glass and a tall,
narrow glass, and ask a young child which glass has
more water in it, the child will say the tall, narrow one,
even if the child watched you measure the same amount
of water for each before pouring it into the glasses. Be
cause the water is at a higher level in the narrow glass,
that glass looks fuller.
At the end of this stage, the child becomes less egocentric
and more able to empathize with the feelings of other
people. For example, the child will be able to understand
that another child hurts when he or she gets hit, or that a
kitten runs away because it is afraid of a loud sound.
• Concrete Operational (7–11 years of age): The child
begins to think logically about concrete events and begins
to think abstractly. For example, the child will be able to
understand that 2 x 3 is the same as 3 x 2 and that if 7 + 2
= 9, then 9 – 2 must equal 7. In the earlier example, the
child will know that the amount of water is the same, no
matter how full the glasses look.
• Formal Operational (11–adult): In this stage, people are
capable of hypothetical and deductive reasoning. This
means that the child may wonder how something
works—the gears on a bicycle, for example—and take the
gears apart and put them back together to figure it out.
The child may wonder what causes a model boat to sink
or stay afloat and then conduct a number of “experi
ments” to answer the question.
[Note: The information above is based on Huitt & Hummel
(2003).
Say: For our present purposes, we need to keep in mind
the first two stages.
10 minutes
Welcome to the World
Lecture/Discussion: Typical Intellectual
Development
Give a copy of the Grow to 5 booklet Welcome to the World: An
Overview of Your Growing Child to each participant, or use an
alternative list of developmental skills and activities.
As you go through each age range below, point out a few
examples of skills and activities. Lead a more elaborate
discussion of age ranges of children with whom participants
work.
Say: Let’s review the intellectual development of children
from birth through age five. We’ll begin with a brief
overview of infants and toddlers.
Birth to 12 Months (Birth to 1 Year)
Say: Research shows that the first year of life is one of the
most important in a person’s intellectual, physical, and
emotional development. We also have learned that in
young children, all areas of development are interre
lated and affect each other. In order to ensure optimal
development during this first year, we need to make
sure that the child’s basic needs are met.
Ask: What are the basic needs of all infants?
Record responses on chart paper, chalk board, or transpar
ency. Typical responses include
• being given adequate food and drink
• getting enough sleep
• being held and talked to
• being cuddled, hugged, and loved
• being played with
• being visually and auditorially stimulated
• being given physical comfort
• being nurtured in a safe, loving environment
• being cared for by a stable, consistent adult with whom
trust and identity can be established.
Say: Please take a look at the Welcome to the World book
let. It will give you information on developmental
milestones that are typical of young children in each
age range. Remember that the age ranges are ap
proximate. The actual ages at which children learn
each skill vary widely.
We are going to review the skills most directly related
to intellectual development. This is the section called
“Language and Understanding.” Right next to the list
of developmental skills, you will find suggestions for
activities we can do with a child to stimulate intellec
tual development.
Review pages 6 to 13 of Welcome to the World, which address
development throughout the birth to 12-month range.
12 Months to 36 Months (1 Year to 3 Years)
Say: Toddlers still have many basic needs that must be
met. However, their new found skills encourage them
to become more independent. Their favorite words are
“No,” “Mine,” and “I do it!” Sometimes parents and
other caregivers think this means the toddler is being
naughty. Actually, these are healthy responses show
ing that the child is maturing and striving for indepen
dence. It is important for caregivers to be accepting,
yet firm, as children go through this stage.
development throughout the 12-month to 36-month range.
36 Months to 60 Months (3 Years to 5 Years)
Say: Preschoolers have a hard time separating fantasy
from reality. They think that Mickey Mouse is a real
mouse who can talk. They believe that the nightmare
they had last night actually happened.
Preschoolers believe they are the center of the uni
verse! It is hard for them to understand someone
else’s point of view. They need help to learn this skill.
Preschoolers still have difficulty with concepts of time
and with classification words like “all” and “some.”
development throughout the 36-month to 60-month range.
Note: Some of the information above was based on handouts
developed by the National Network for Childcare.
10 minutes
Activity: Toys and Developmentally Appropriate
Materials
Ask: Do we help toddlers and preschoolers develop by
giving them worksheets to complete, or by lecturing to
them?
Say: Of course not! Young children learn best through play!
Play helps them grow strong and healthy. It helps
them learn about people and their environment.
Through play children learn vocabulary and new skills.
Have participants form six small groups. Assign one of the
following age ranges to each group:
• birth to 5 months old
• 5 to 9 months old
• 9 months to 1 year old
• 1 year old
• 2 to 3 years old
• 4 to 5 years old.
Ask each group to write down examples of toys and materi
als that are especially appropriate for the age group they
have been assigned. [Alternatively, divide participants into
groups based on the ages of the children with whom they
work and ask them to write down examples for their age
group.]
Give them 5 minutes to work. Then have each group report
out to the larger group. Make sure the objects they name are
developmentally appropriate.
Say: You did a good job with that. Here are more examples
for each age range, which you can display in your
work areas if you like.
Handouts E-2-4
a through d
10 minutes
Give participants time to review and discuss Handouts E-2-4
a through d. Focus on age ranges of children with whom the
participants work .
Activity: Centers and Developmental Play
Have participants form 7 groups and assign to each group
one of the following activity areas/centers:
• art center
• block center
• book center
• housekeeping/dramatic play center
• outdoor area/playground
• sand and water area
• toy/manipulatives area.
Ask each group to describe the kinds of interactions children
have in that center and the kinds of skills they are develop
ing as they play in that area. Have small groups report back
to the large group.
Handouts E-2-5
a through g
Then pass out Handouts E-2-5 a through g and give partici
pants a few minutes to look them over.
Alternative: Give the appropriate handout to each group at
the beginning of the activity and ask group members to
discuss it among themselves and then describe the experi
ences for the larger group.
10 minutes
Lecture/Discussion: Accommodations for Children
with Special Needs
Say: Many educators and caregivers have had little experi
ence with children who have disabilities or other
special needs. Some feel afraid or uncomfortable
about including these children in their classrooms.
The truth is that children with special needs are chil
dren first. They learn best in the same way that all
children do—in a caring, interactive environment that
is filled with stimulating, developmentally appropriate
toys and activities—and lots of play and fun.
Ask: Do you have any children who have disabilities or
other special needs in your classrooms?
Ask: What types of changes have you made so that these
children can participate in a meaningful way in the
activities of your education and caregiving setting?
Record responses on chart paper, chalk board, or transpar
ency.
Say: These changes and adaptations you have made are
called “accommodations.” Each child has unique
needs, but there are some common accommodations
that will help all children in an inclusive setting.
Handout E-2-6
Handout E-2-7
Handout E-2-8
Review the suggestions for accommodations on Handout E
2-6 and the examples of picture cards and individual schedules on Handouts E-2-7 and E-2-8, respectively. These hand
outs were produced using the software “Boardmaker”;
however, participants who do not have access to similar
software could draw picture cards themselves, use photo
graphs, cut pictures from magazines, etc.
Say: We can also adapt materials and equipment. Some
adaptations are fairly simple, while others require
special devices. You can contact your local FDLRS
center for help in making adaptations. If the child has
a speech, physical, or occupational therapist, that
person may be able to help as well.
Inform participants that Grow to 5 Module J on inclusion
provides information about adapting materials and activities
for children with special needs. Grow to 5 Module G on motor
development provides information on adaptive equipment
for children who have gross- or fine-motor difficulties.
10 minutes
Activity: Interaction with Toys
• Write on chalkboard, chart paper, or overhead transpar
ency the following three age ranges:
– infants: birth to 12 months (birth to 1 year)
– toddlers: 12 months to 30 months (1 to 2 1/2 years)
– preschoolers: 31 months to 60 months (2 1/2 to 5
years).
• Place a variety of toys and other materials/objects for
young children on a table. (See examples of toys, below.)
Do not group the toys according to age range; mix them
up.
• Ask participants to form groups according to the color of
the name tag they received when they signed in, or by
counting off by 3s.
• Instruct each group to look over the toys/objects/materi
als and choose two. Then ask them to follow the steps
below for each of the two toys/objects:
– Identify an age range for which this toy/object would
be appropriate.
– Discuss how the toy/object could be used in a learn
ing activity for children in that age range.
– Discuss how the object and/or activity could be
adapted for a child with particular special need (e.g.,
cognitive, sensory, or physical disability).
– Prepare to describe to the large group your small
group’s strategy for using and adapting the toy/
object.
After 5 minutes, give each small group time to report to the
large group.
Examples of Toys
• three-piece wooden puzzle (18-months to 2 years) [adap
tation: glue a peg to each piece to make it easier to grip]
• Rattle (infant) [adaptation: attach it to baby’s wrist or foot]
• crayons (2 years to 5 years) [adaptation: wrap tape around
middle of crayon for better grip]
• safety scissors (3 years to 5 years) [adaptation: use pur
chased adaptive scissors or wrap tape around handle for better
grip]
• board book (2 years to 5 years) [adaptation: use hot-glue to
attach dots, pieces of sponge, or popsicle sticks to pages to make
them easier to grab and turn; make audiotape of book being
read]
• pegboard (3 years to 5 years) [adaptation: use velcro to
attach bottom of board to table to keep board from slipping]
• memory game (3 years to 5 years) [adaptation: use only a
few of the pairs of cards]
• musical toy (infant) [adaptation: use a toy that has lights that
correspond to the sounds it makes].
Point out that all children, whether or not they have special
needs, benefit from well-constructed materials that are safe
and that provide sensory input and an opportunity for
manipulation/interaction.
Summary
Say: In this hour, we have discussed the typical sequence
of intellectual development in young children. We have
discovered how to stimulate intellectual development
through children’s natural play and interactions with
the environment. I hope that you have also learned
about ways to adapt activities and materials to include
all children.
In the last hour we will focus on literacy development
in young children.
Ask: Are there any questions?
Listen and respond.
5 minutes
(omit if 3-hour
presentation)
HOUR 3 SCRIPT
Goal for Hour 3: Participants will learn how to support the development of pre-literacy
skills in young children.
• the meaning of literacy
• language and pre-literacy development in children ages birth to three years
• necessary literacy instruction for children ages three to five years
• how to create a classroom library
• adaptations to support the literacy development of children who have disabilities or
other special needs.
5 minutes
5 minutes
Lecture/Discussion: Introduction
Say: In this hour, we will focus on development of preliteracy skills in young children. We will also learn how
to set up an early literacy program.
Write the word “literacy” in the middle of the chalkboard or
a piece of chart paper and circle the word.
Ask: What is “literacy”? What do we mean when we say
that a person is “literate”?
Record responses on chalkboard or chart paper. Use the
simplest terms possible. Create a web of the responses, with
strands leading out from the word “literacy” to each re
sponse.
Summarize to include that a literate person is able to
• read and write
• recognize words
• sound out words
• identify letters
• understand what he or she reads
• express himself/herself well both orally and in writing
• listen carefully.
Ask: These are all good literacy behaviors in older children
and adults. But what about infants, toddlers, and
preschoolers? What literacy behaviors apply to them?
10 minutes
Lecture/Discussion: Early Literacy Readiness in
Children Ages Birth to Three Years
Say: When we talk about early literacy, we cannot leave out
language development because the two are intercon
nected. A major building block of literacy in the infant
and toddler years is exposure to language. Infants
learn language by hearing it used in context, which
means in relationship to the real world and what’s
happening right now.
As educators and caregivers, you already have the
basic skill that is necessary to boost a child’s literacy
development—talking! Describe what you and the
child are doing, seeing, hearing, or feeling. Talking,
singing, and reading throughout the day increases
children’s exposure to words and helps their language
and literacy development soar!
Like intellectual development, language development
follows a sequence. The rate at which each child
reaches language milestones varies depending on his
or her intellectual development and exposure to lan
guage. It is important to remember, though, that
children understand the meaning of many words
before they are able to say the words themselves.
Ask: You have probably observed infants as they begin to
make sounds and eventually talk. What steps have
you observed in the general sequence of language
development?
Listen to responses and lead discussion to establish and
record the following sequence. Expand it as appropriate.
• crying and random sounds (first form of expressive
language)
• emerging listening skills
• babbling
• understanding gestures and words
• saying sounds, syllables, and single words
• putting 2 or 3 words together
• using grammar to structure language
Ask: As they refine their language skills, children experi
ment with new words and ways of putting words
together. When a young child makes a grammatical
error or mispronounces a word, what should we do?
Listen to responses. Confirm that the most effective strategy
is not to correct the child directly (e.g., “no, the right word is
‘yellow,’ not ‘lello’”), but instead to repeat the word or
phrase correctly as part of the continuing conversation so the
child can hear the correct form (e.g., “yes, yellow flower”).
Say: Let’s take a look at some literacy milestones for each
age range.
Distribute Handouts E-3-1a and b.
Handouts E-3-1a
and E-3-1b
Point out a few examples from each age. Lead discussion,
focusing on the age ranges of children that participants work
with.
Note that Grow to 5 Module F focuses on speech and lan
guage development, which is intimately connected with
overall intellectual development and literacy.
10 minutes
Lecture/Discussion: Activities for Language
Development in Infants and Toddlers
Say: Infants and toddlers need to be surrounded by sounds
of language. Adults working with these age groups
need to know nursery rhymes, songs, and finger
plays. Infants should also be exposed to the sounds of
soft music and “book language,” which differ from
normal conversation.
It is important to remember that providing early lit
eracy experiences for infants and toddlers does not
mean early reading. Trying to push infants and tod
dlers to read through formal instruction is not develop
mentally appropriate. It can even be harmful to the
child’s overall literacy development.
However, language, reading, and writing do evolve
from earlier skills. Let’s look at some examples of
typical early literacy behaviors in infants and toddlers.
Discuss the behaviors below, which are adapted from
Schickedanz, 1995. Encourage participants to suggest ex
amples or elaborate on these behaviors.
• Book-handling behaviors: a child’s physical manipula
tion of books (e.g., page turning, holding the book up
right)
• Looking and recognizing: how children attend to and
interact with picture books, as well as how they recog
nize pictures in books (e.g., gazing, pointing, naming,
laughing)
• Picture and story comprehension: how children under
stand pictures and events in a book (e.g., imitating an
action or talking about events)
• Story-reading behaviors: how children verbally interact
with books and understand print in books (e.g., babbling
as if they were reading or running their fingers along the
text).
Handout E-3-2
Say: This handout will help you understand what infants
and toddlers like in books. It also gives you ideas for
sharing books with this age group.
Discuss as time and interest allow.
Say: One way to increase oral language is to use pictures
as you sing children’s’ songs. This also allows children
with limited language abilities to actively participate.
For example, when singing Old MacDonald, distribute
pictures of the animals in the song to individual chil
dren. Each child can attempt to name or just show the
animals as they come up in the song.
Distribute Handout E-3-3.
Handout E-3-3
15 minutes
Run through one or two verses to demonstrate.
Lecture/Discussion: Early Literacy Instruction for
Children Ages 3 to 5 Years
Say: In many elementary schools, there is a strong push
for children to learn to read by the end of kindergar
ten. It is important that we help our preschoolers get
ready for that kindergarten reading instruction. We
can do that through developmentally appropriate preliteracy activities.
Early literacy instruction should be geared toward
teaching children these things:
• what reading and writing can do
• to detect rhymes
• to detect the separate syllables in words
• to identify the beginning sounds of words
• to learn new words through books, play, and con
versations with adults and other children
• to listen to stories for meaning
• to name and write alphabet letters
• to recognize and write their own names, and
• to spell simple words.
Let’s talk about the what an early literacy program
needs to include in order to help children develop
these pre-literacy skills.
Handout E-3-4
Display Handout E-3-4. Read the list of strategies aloud,
then go through them one-by-one using the information
provided below and examples supplied by participants.
(This section is based on Roskos, Christie, & Richgels, 2003.)
1. “Rich” teacher talk in large-group, small-group, and
one-to-one settings:
• Use out-of-the-ordinary words that the children are
unlikely to hear in everyday conversations, such as
“superfluous” instead of “too much,” and “rapidly”
instead of “fast.”
• Extend children’s comments by restating them using
more descriptive and grammatically correct language.
For example, the child says: “Give car to I,” and the
teacher gives the child the toy and says: “Please give
the big blue truck to me.”
• Discuss topics that stimulate intellectual develop
ment: topics that involve knowledge about the world
(e.g., animals, weather, vehicles).
• Genuinely listen and respond to what children say.
2. Read-aloud time
• Read aloud at least twice a day, sharing a variety of
literature that is developmentally appropriate.
• Repeat readings of favorite books.
• Follow age-appropriate read-aloud strategies.
Handout E-3-5
Refer participants to Handout E-3-5. Note that some preliteracy programs use different techniques for introducing
books and literacy to children and that if the participants’
early care and education setting offers another researchbased program, they should follow that program.
3. Phonological awareness activities—Phonological aware
ness is the ability to notice and manipulate the individual
sounds in words. It has a direct relationship to children’s
later reading skills. Encourage phonological awareness
through games and stories, poems, and songs that in
volve
• rhyme—identifying words that end with the same
sound (e.g., Jack and Jill went up the hill)
• alliteration—identifying words that have the same
beginning sound (e.g., Peter Piper picked a peck of
pickled peppers) (Note that alliteration refers to the
same sound, not the same letter. So “cookie city” is not
alliterative because, although both words begin with
the letter “c,” their beginning sounds are different.)
• sound matching—identifying which of several words
begin with a specific sound (e.g., show a picture of a
cat, a bird, and a dog and ask which one starts with
the /b/ sound. Be sure to make the sound the letter
represents, not say the letter’s name).
Handout E-3-6
Review Handout E-3-6. Demonstrate several techniques and
ask the participants to provide other examples. Spend as
much time as needed on this so participants understand
each concept well and are able to use these activities in their
classrooms.
4. Alphabet activities
Ask participants to describe any methods they use to teach
the alphabet in their classrooms. Expand with examples:
• ABC books
• Magnetic/tactile letters
• Alphabet blocks and puzzles
• Alphabet charts
• Direct instruction that teaches letter names in a per
sonal, meaningful way (e.g., the letters in the
children’s names, which classmates’ names begin
with the same letter, etc.)
Handout E-3-7
Refer participants to Handout E-3-7.
5. Support for emergent reading
• Creating a classroom library
• Repeating readings of favorite books
• Include functional print in play activities (e.g., daily
news, toy shelf labels)
• Using environmental print around the room and in
play areas—print found in the environment (e.g.,
cereal box labels, logos of favorite restaurants, street
signs)
6. Support for emergent writing:
• Have a writing center filled with crayons, markers,
paper, pens, pencils, stickers, stamps, and other book
making materials.
Handout E-3-8
Ask participants to talk about book making in their
facilities. What materials do they use? How are
books made? What happens to them once they are
completed? Refer participants to Handout E-3-8 on
bookmaking and provide samples of homemade
books.
• Engage in shared writing, where the adult writes
down text dictated by the children.
• Provide functional writing opportunities (e.g., sign-in
sheets, library book checkout slips).
• Incorporate writing into play (e.g., taking an order at
the restaurant play center, making a shopping list in
the housekeeping area, writing down “doctor’s or
ders”). Make paper, markers, and crayons available in
the dramatic play and block centers for these activi
ties.
7. “Big books” or other enlarged texts that make it easier
to teach basic print concepts:
• Reading occurs from left-to-right, top-to-bottom
• Parts of a book (e.g., cover, title)
• The distinction between pictures and print
Demonstrate by beginning to read a big book.
8. Content-focused activities that encourage children to
use oral language, reading, and writing to investigate
topics of interest
Once they identify a topic, children can do the following:
• listen to the teacher read books about the real world
and later look through the books on their own
• gather data using observation, experiments, and
interviews and use emergent writing skills to record
information
• express what they have learned through dramatic
play.
10 minutes
Lecture/Discussion: Creating a Classroom Library
Say: We cannot talk about creating a literacy-rich environ
ment without talking about books! Your classroom
library should contain books that appeal to lots of
different interests.
Ask: What kinds of books do you think should be in a
classroom library?
Show examples of each category and point out which would
be appropriate for infants, toddlers, and/or preschoolers:
• picture concept books (ages 0-3): usually thematic, with
out sentences (e.g., ABC books, 123, animals)
• traditional literature (ages 2+): nursery rhymes, fairy
tales, familiar stories like “The Three Little Pigs”
• picture story books (ages 2+): text closely follows illustra
tion.
• informational books (ages 3+): nonfiction books about
holidays, plants, animals, etc.
• wordless books (ages 3+): The child creates a story by
reading the picture cues [or adult can do this for a
younger child]
• poetry (ages 2+)
• big books (ages 2+): oversized versions to be read at an
easel. Their purpose is for children to see the print being
read, to make the association between oral and written
language, and to see how print is read from left to right.
• Let the children be the guide. If they seem interested in a
specific book or type of book, and they pay attention
when you read it, then it is probably developmentally
appropriate.
Distribute Handouts E-3-9 through E-3-11.
Handout E-3-9
Handout E-3-10
Say: Books with rhyming text help prepare a child for future
reading. Learning to identify words that rhyme to
gether is an essential building block of phonological
awareness. Those phonological awareness skills help
children learn to sound out words as they begin to
read.
Books with repetitive text are great for very young
children and children with language and speech
delays. The child will become familiar with the re
peated line and can contribute to the reading by
saying the line, holding up an object each time the line
is read, or holding up a picture card. This also tells the
teacher whether or not the child has understood the
story.
Handout E-3-11
Books with predictable patterns are also appropriate
for young children and for older children with cognitive
delays. These books allow the children to actively
participate because they figure out what to expect in
the story. It also helps them to understand the events
of the story.
I’m going to pass out some more lists of popular
books. Please look them over when you get back to
your classrooms and note whether you have any of
these titles on your bookshelves.
The first two handouts suggest books that are favor
ites with very young children.
Handouts E-3-12
and E-3-13
Handouts E-3-14
a through h
Distribute Handouts E-3-12 and E-3-13, which list books for
infants.
Say: This longer list will help you choose books for your
library that have a good track record with toddlers and
preschoolers.
Distribute Handouts E-3-14a through E-3-14h, which list 100
classic picture books.
Note that many organizations, including public libraries,
publish book lists. The American Library Association’s
website lists all the picture books that have won the presti
gious Caldecott Medal since 1938 [www.ala.org/ala/alsc]. A
replica of the round gold medal is displayed on the cover of
medal winners and “honor” books to help adults identify
them.
Remind participants that facilities do not have to purchase
all these books. The books listed in the handouts are gener
ally available from public libraries. The library is a good
source of books for teachers and caregivers to read to chil
dren. Books for young children to handle can often be pur
chased inexpensively at used book stores, charity thrift
stores, and garage sales. Some preschools suggest to families
that they buy a book for the school on their child’s birthday.
Centers may also want to make available books in a second
language, such as Spanish. Some children’s books contain
both English and Spanish text, for example, to accompany
each illustration. Lists of children’s books in various lan
guages and lists of bilingual books can be found via the
internet.
5 minutes
Activity: Dramatization of Three Billy Goats Gruff
Say: We need to make a variety of books available to
children, but most importantly we need to turn chil
dren on to reading. How do we do that? By demon
strating excitement and enthusiasm when we read to
them. Be dramatic!
We’ve learned that one of the best ways for children
to learn something new is to engage all of their
senses. We can help children really understand a
story by letting them act it out. Let’s try it ourselves!
Read the story to the participants . When finished, ask for
five volunteers: a narrator, three Billy goats, and a troll. Ask
the narrator to read the story as the other participants act it
out.
Say: I hope you enjoyed that activity and are inspired to try
it with your children!
10 minutes
Handouts E-3-15
through E-3-16
Lecture/Discussion: Accommodations for Children
with Special Needs
Say: As we mentioned before, we need to think about the
individual needs of each child in order to determine
whether we should make adaptations to help the child
participate in an activity. Handouts E-3-15 and E-3
16 provide some ideas for adapting books and en
couraging interaction during story time.
Distribute and review Handouts E-3-15 through E-3-16.
Handout E-3-17
Say: It is important that we help children who lack the
words to express themselves.
Say: We can use a choice board to give children with
communication problems a “voice” in making a choice.
By using picture cards that show favorite books, we
can provide choices and ask the child, “Which story
do you want to hear?” The child simply selects one of
the cards and the teacher reads that story. Through
experience, the child learns that the book that he or
she chooses will be read aloud, so it is worth the
effort to communicate his or her choice.
The child also learns that a symbol for something
stands for the real thing. This is a first step in learning
that symbols have meaning, and later leads to an
understanding that letters are symbols for sounds and
words are symbols for objects and ideas.
Another effective method of communication is to use
picture cards interactively while reading.
Refer participants to Handout E-3-18.
Handout E-3-18
Say: For example, picture cards for Brown Bear, Brown
Bear by Eric Carle can be laminated and distributed to
the class. As the teacher reads the book and comes
to each animal, she can ask the children, “Who has
the red bird?” or “What animal is this?” and the chil
dren can hold up their card, give it to the teacher, or
otherwise use it to communicate.
Later, the chlidren could use the cards for retelling the
story themselves with a friend.
Summary
Say: In this hour, we have learned about the stages of
language and literacy development, how we can
stimulate literacy development in young children, what
kinds of books we want to have in our classrooms,
and how we can make adaptations for children with
special needs.
Ask: Are there any questions or comments?
Acknowledge questions and comments.
Ask: What kinds of books or reading materials do you
enjoy?
Listen to responses, which might include genres such as
current events, biography, romance, mystery, magazines
articles, short stories, history, youth fiction, etc.
Say: Share your love of reading with children. If they see
you reading and enjoying it, they will be more likely to
enjoy reading themselves because they will see it as
something that is valued.
Thanks again for coming. Enjoy your reading!
5 minutes
Explanation of Six-Week Follow-up Activity
Give participants the phone number at which you can be
reached should there be any questions regarding the followup activity.
APPENDIX A: REPRODUCIBLE FORMS
Instructor’s Preparation and Follow-Through
Preparation for Presenting Module
Review Module
Arrange for guest speaker
Set date
Arrange for room
Advertise
Arrange for audiovisual equipment
Photocopy handouts
Prepare overheads/slides
Collect additional materials
Six-Week Follow-Up Activity (Optional)
Copy letters
Send letters
Collect activity
Review activity and provide written or oral feedback to participants
Copy certificate
Prepare certificates
Deliver certificates
Record trainees who have completed module
Instructor’s Notes for Training
Hour 1:
Hour 2:
Hour 3:
Training for Caregivers
of Young Children!
Module E
Intellectual Development:
What You Can Do to Help
(This training was formerly called MITCH)
Day and Date _____________________________
Time ____________________________________
Location _________________________________
_______________________________________
Training Agency/Instructor __________________
_______________________________________
To register call: ___________________________
Training Location ______________________________________________________
Trainer __________________________________ Dates ______________________
Address _______________________________________________________________ City/State/Zip ______________________________________________________
Name _________________________________________ Social Security # _________________________ Phone ______________________ Fax __________________
Name ________________________________________ Social Security # _________________________ Phone ______________________ Fax __________________
Please print.
Participant Sign-In Sheet
Grow to 5 Module E
Dear:
This is to remind you that the Six-Week Follow-Up Activity for Grow to 5 Module E:
Intellectual Development is due on
____/____/____.
Please submit your follow-up activity to
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
If you have any questions, please call:
____________________________________________________
Telephone: ___________________________________________
Sincerely,
Date
Training Agency
Instructor
This training module was developed by the Florida Department of Education, Bureau of Exceptional Education and Student Services
Intellectual Development: What You Can Do to Help
Grow to 5 Module E
has attended three hours of training and completed the Six-Week Follow-Up Activity for
This certifies that
Certificate of Completion
APPENDIX B: REPRODUCIBLE HANDOUTS IN ENGLISH
Note: Each handout is labeled with a three-part code in the lower left corner. The first part
refers to the module; the second part refers to the hour of the module; the third part is the
number of the handout itself. For example, Handout E-2-3 is the third handout to be used
during the second hour of Module E.
The Total Child
Intellectual
Development
(Cognition,
Understanding,
Language)
Self-Help
Development
Social and
Emotional
Development
Motor
Development
E-1-1
Areas of Development Typically
Assessed in Preschool Children
Intellectual (Cognitive) Development
Intellectual or cognitive development refers to the child’s ability to gather and use information.
Learning involves active interplay between what the child perceives (sees, hears, tastes,
touches, smells) and what the child already knows (memory). This interplay is affected by the
child’s language ability, the child’s emotional state, and the child’s environment.
Evaluation of learning involves looking at the mental processes that make possible such intel
lectual, or school-type skills, as sorting, grouping, and classifying. Traditionally, it has been less
concerned with nonintellectual or everyday skills such as finding the way to a friend’s house,
taking a bath, or painting a picture. Children are often evaluated by a psychologist who uses
“intelligence tests” such as the Preschool Performance Scale (PPS); Leiter International Perfor
mance Scale-Revised; Stanford Binet Intelligence Scale: Edition V; Kaufman Assessment Battery
for Children-II; Weschler Preschool and Primary Scale of Intelligence-III; or Merrill PalmerRevised. Cognitive development is sometimes assessed by teachers or other diagnosticians
using developmental tests such as the Bayley Scales of Infant and Toddler Development-3rd
Edition; Early Learning Accomplishment Profile (Early LAP); Learning Accomplishment Pro
file-Diagnostic, Revised (LAP, D-R); Hawaii Early Learning Profile (HELP); or Developmental
Programming for Infants and Young Children (DPIYC).
Language Development
Language development refers to the child’s ability to receive (understand) and deliver (express)
information. In addition to speech, it involves gestures, signs, facial expression, and other
elements of body language.
Language is the major method of communication. It is the manner in which a child expresses
what the child wants us to know. It is also the manner in which a child understands what we
want the child to learn or do. So language is a process by which a child gains information or
knowledge. The child uses language to order and name the world. Language is used to elabo
rate concepts and ideas. Language is heavily tied to learning and cognitive development.
Speech refers to the oral production of sound. Speech is a tool of the language process.
Evaluation of speech and language is usually done by a speech/language pathologist, al
though language development is also evaluated by a psychologist. Common tests are the
Peabody Picture Vocabulary Test; Expressive One Word Picture Vocabulary Test; Receptive One
Word Picture Vocabulary Test; Preschool Language Scale-IV; and Sequenced Inventory of
Communication Development.
By Carole Fox Abbott
E-1-2a
(continued)
Gross-Motor Development
Gross-motor development refers to a child’s ability to coordinate and use large muscles in
the arms and legs.
A child needs good skills in this area in order to run, walk, sit, and find the correct position
in space. Correct positioning, or posture, directly affects a child’s fine-motor ability. There
fore, it directly impacts the child’s degree of success with toys and materials.
Gross-motor skills can be evaluated by a psychologist or teacher using developmental tests.
(See above.) In-depth evaluations are done by physical therapists.
Fine-Motor Development
Fine-motor development refers to the child’s ability to use and coordinate small muscles for
fine, precise movements, mostly involving the eyes and hands, but also the feet and jaws.
A child needs good skills in this area in order to interact appropriately with materials such
as paper and pencil, blocks, puzzles, buttons, snaps, zippers, and shoelaces. Good finemotor skills help a child learn more from the environment. They also allow a child to per
form self-help tasks at an age-appropriate level.
Fine motor skills may be evaluated by psychologists or teachers using certain sections of
developmental tests such as the Early LAP or LAP, D-R; or the Battelle Developmental
Inventory. There are also special tests to evaluate eye-hand coordination, such as the Devel
opmental Test of Visual Motor Integration, 5th Edition. More in-depth evaluations are done
by occupational therapists.
E-1-2b
(continued)
Social and Emotional Development
Social and emotional development refers to a child’s ability to relate to and interact with
other people.
This area includes the child’s feelings of self-worth, how the child approaches a problem,
what the child expects from and feels for others, the level of understanding the child has of
self, and the awareness the child has of the thoughts and feelings of others. It can be ob
served through the child’s demonstration of attachment behavior, the child’s ability to
handle aggressive or negative feelings, how the child relates to others, and how the child
handles stress.
Social and emotional development may be evaluated by teachers, social workers, psycholo
gists, and sometimes psychiatrists. They may use one or more checklists or scales, such as
the Scales of Independent Behavior-Revised (SIB-R); Vineland II; Conner’s Parent Rating
Scale; Behavior Assessment System for Children-II (BASC-II); or Devereaux Early Child
hood Assessment Clinical Form (DECA-3). Sometimes social workers, psychologists, or
psychiatrists will look at a child’s drawings or assess a child by using clinical or play inter
view (talking with the child and/or watching the child play).
Self-Help Development
Self-help development refers to a child’s ability to take care of personal needs such as
feeding and dressing, as well as the child’s ability to get along in the home and the commu
nity at large. These are learned behaviors that are influenced by such factors as the child’s
mental ability, the home and other caregiving environments, experience, and physical
abilities.
These skills can be evaluated by teachers, social workers, or psychologists. They use check
lists and scales such as the Vineland Adaptive Behavior Scales; SIB-R; and special sections
of developmental tests.
E-1-2c
Principles of Development
√
Development is a continuous and sequential process.
√
Development follows a directional pattern.
√
Development flows from general to specific.
√
Development flows from simple to complex.
√
Development is affected by heredity and environment.
√
Development can occur at different rates.
Based in part on Human Growth and Development: A Matter of Principles (2001) by N. J. Ruffin.
E-1-3
Risk Factors for Delays in
Intellectual Development
Before Birth (prenatal)
• Poor health or nutrition of mother
• Lack of prenatal care
• Inadequate financial resources
• Drug use by mother
• Alcohol use by mother
• Tobacco use by mother
• Genetic defects
• Illness of mother (e.g., HIV, herpes,
measles)
• Injury to mother and/or fetus
• Mother who is very young or over 40
E-1-4a
During Birth (perinatal)
• Prematurity
• Low birthweight
• Lack of oxygen
• Illness of mother
• Inadequate
medical care
E-1-4b
After Birth (postnatal)
• Accidents
• Abuse
• Serious illness
• Physical neglect
• Poor nutrition
• Emotional neglect/
lack of love
• Lack of stimulation
and learning experiences
• Parent who is developmentally
disabled, uneducated, severely
emotionally disturbed, severely
depressed, drug or alcohol
dependent, or in jail
E-1-4c
Brain Brawl
1. What happens before birth does not affect learning.
• Right On! • No Way!
2. The brain is not completely developed at birth.
3. Brain development is completely genetic.
4. A bigger head is better.
5. Children’s brains are more active than adults’ brains.
6. The brain does not grow steadily throughout childhood.
7. We can’t learn certain skills after childhood.
8. Learning begins when a child enters school.
9. Enrichment activities are good for all children, not just gifted
and talented children.
10. Children need lots of special help and expensive toys to
develop their brain power.
E-1-5
Brain Brawl—Answers
1. What happens before birth does not affect learning.—False. Poor nutrition and expo
sure to drugs and alcohol can lead to serious problems in brain development, even
before birth. A fetus needs adequate nutrition to develop properly. A fetus exposed to
alcohol or other drugs before birth may not develop normally. If the mother drinks
alcohol during pregnancy, the baby is at risk for developing Fetal Alcohol Syndrome
(FAS). Babies with FAS tend to have heart problems and be hyperactive. And most FAS
babies have below-normal intelligence.
2. The brain is not completely developed at birth. —True. Most of the brain’s cells are
formed before birth. But the cells actually make most of their connections with other
cells during the first 3 years of life. Even after age 3, the brain’s structure continues to
change as connections are refined based on experience.
3. Brain development is completely genetic.—False. Early experience is very important in
brain development. Baby’s day-to-day experiences help determine how his or her brain
cells will connect to each other. If baby does not have certain kinds of experiences, some
areas of the brain will not make the necessary connections. For example, babies born
with severe cataracts may never see clearly, even once the cataracts are surgically re
moved—especially if the cataracts remain for many months.
4. A bigger head is better.—False. A bigger head doesn’t necessarily mean a bigger brain,
and just having a bigger brain doesn’t make someone smarter. Dolphins actually have
larger brains than humans, and rat brains have more cells per cubic inch. Humans are
more intelligent because our brains have been fine-tuned to be more efficient.
5. Children’s brains are more active than adults’ brains.—True. A 3-year-old’s brain is
twice as active as an adult’s. However, the adult brain is more efficient. It has gotten rid
of connections that it doesn’t need. By about age 3, the brain’s cells have made most of
their connections to other cells. Over the next several years, connections are refined
based on experience. The connections that are used most become stronger. Those that
are used least eventually wither.
6. The brain does not grow steadily throughout childhood. —True. The human brain
develops not steadily, but in spurts. There are “prime times” when the brain is best
equipped to learn certain skills. Babies and young children learn languages more easily
than adults do because their brains are still developing language connections.
Note: Bales, D. (1998). Building Baby’s Brain: Ten Myths. Athens, GA: University of Georgia, College of Family
and Consumer Sciences. Adapted with permission from the University of Georgia. [www.fcs.uga.edu/pubs/
current/FACS01-2.html]
E-1-6a
Brain Brawl—More Answers
7. We can’t learn certain skills after childhood.—False. There are certain prime times in
development when learning is easier. The brain is especially efficient at learning during
those prime times. However, brain development and learning continue throughout life.
Learning may be more difficult once the prime times are over, but it can still happen.
Adults are able to learn foreign languages, even if their learning is not as quick or easy
as a young child’s.
8. Learning begins when a child enters school.—False. Prekindergarten or kindergarten is
the start of most American children’s formal education. However, the foundation for
learning develops well before a child starts school. The brain connections needed for
learning begin developing even before birth.
Early care makes a difference in children’s ability to learn. Warm, sensitive, consistent
care helps babies develop a secure attachment with their caregivers. Children with this
secure bond are more ready to learn. Early traumas such as chaos or abuse can slow
brain development. This makes learning more difficult.
9. Enrichment experiences are good for all children, not only for gifted and talented chil
dren. —True. All babies and children need experience to develop a rich network of brain
connections. Children learn by doing. Give baby a chance to explore the world. Expose
baby to a variety of challenging experiences. Support baby when he or she tries new
things. Encourage baby to be creative.
10. Children need special help and expensive toys to develop their brain power.—False.
What children need most are loving care and new experiences. But these experiences
don’t need to be expensive. Talk and sing to baby. Go on a daily walk and point out
some of the things you see. Visit the library and pick out a book on a new topic. Sharing
time with a child and exposing the child to new things helps the child’s brain develop.
However, beware of overstimulating the child. Some adults are so concerned with brain
development that they buy expensive educational toys, videos, and flash cards. There’s
no evidence that these toys, by themselves, will make a child smarter. Too many new
experiences all at once won’t help brain development. The child needs time to process
what he or she has learned before moving on to something new.
Note: Bales, D. (1998). Building Baby’s Brain: Ten Myths. Athens, GA: University of Georgia, College of Family
and Consumer Sciences. Adapted with permission from the University of Georgia. [www.fcs.uga.edu/pubs/
E-1-6b
apple
E-2-1
• Young children learn best by
using their senses.
• Young children learn best by
actively participating in the
learning process by
manipulating objects.
• Young children learn best
through concrete
experiences.
• Direct experience enriches
and expands language.
E-2-2
Piaget’s Stages of
Cognitive Development
Sensorimotor—birth to 2
Preoperational—2 to 7
Concrete Operational—7 to 11
Formal Operational—11 �
E-2-3
Toys for Babies
Birth to 5 Months
5 to 9 Months
•
•
•
•
•
•
•
• Small, soft dolls
• Texture ball
• Toys that make noise when batted,
squeezed, or mouthed
• Measuring spoons
• Teething toy
• Cloth
• Soft vinyl books with simple,
bright pictures
• Pictures of faces covered in plastic
and hung where baby can see them
• Unbreakable mirror
• Fingerplays
• Simple songs
• Peek-a-boo
• Socks with bright designs or faces
•
•
•
•
Rattle
Large rings
Squeeze or sucking toys
Lullabies
Nursery rhymes
Poems
Bright pictures of faces, hung where
baby can see them
Bells attached to baby’s wrist, ankle,
booties
Cardboard or vinyl books with highcontrast illustrations
Brightly patterned crib sheets
Mobile visible from baby’s position
(if you use a mobile over a crib, re
move it before the child learns to sit
up)
9 Months to 1 Year
•
•
•
•
•
•
•
•
•
•
Rag and baby dolls
Stuffed animal puppets
Large beads, blocks, or balls and containers to put them in and out of
Nesting toy or plastic containers
Board books
Wooden blocks
Large soft blocks
Water toys that float
Rubber or large plastic balls
Games like peek-a-boo
Adapted from Developmentally Appropriate Practices for Infants and Toddlers, by International Culture & Technology Transfer, Inc.,
published by the Florida Department of Children and Families, Child Caregiver Training Program, 1999.
E-2-4a
Toys for 1’s
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Rings, cups, or other stacking toys
Board books
Poems about familiar things
Music (e.g., classical, folk, children’s)
Paper, crayons, and/or washable markers
Push toys with wheels
Pull toys with wheels
Sand and water table with cups, shovels, etc.
Tambourine
Plastic 8-note “piano”
Medium-sized plastic ball suitable for rolling
Riding toy without pedals
Washable dolls and stuffed animals
Hand puppets
Large beads, blocks, or balls and containers to put them in and
out of
Nesting toy or plastic containers
Magazines to tear
Wooden blocks
Large soft blocks
Water toys that float
Medium-sized rubber or plastic balls to roll
Light, small balls and bean bags to toss
Soft plastic vehicles
Games like peek-a-boo
2- or 3-piece insert puzzles with knobs on the pieces
Adapted from Developmentally Appropriate Practices for Infants and Toddlers, by International Culture & Technology Transfer, Inc., published
by the Florida Department of Children and Families, Child Caregiver Training Program, 1999.
E-2-4b
Toys for 2’s and 3’s
•
•
•
•
•
•
•
Insert puzzles with 4 to 12 pieces
Pegboard
Sewing cards
Stacking toys
Picture lotto
Dominoes
Picture books
•
•
•
•
•
•
•
•
•
Poems about familiar things
Music (e.g., classical, folk, children’s)
Easel with finger or tempera paint
1/2 inch paint brushes
Blunt scissors
White glue
Unit blocks and accessories
Construction set with pieces that go together easily and stay
together well
Colorful scarves to dance and play with
Wooden train set with large pieces
Sand and water table with cups, shovels, boats, ducks, etc.
Triangle, wood block, maracas, tambourine
Texture- and sound-matching games
Wagon or wheelbarrow
Large rubber or plastic ball
Riding toys with and without pedals
Washable doll with a few clothes, doll bed
Dress-up clothes: hats, shoes, shirts, purses, backpacks
Hand puppets
Nontoxic modeling clay with rollers and shapers
Paint brushes and water or shaving cream
•
•
•
•
•
•
•
•
•
•
•
•
•
Adapted from Developmentally Appropriate Practices for Young Children (3–5 Years), by International Culture & Technology Transfer, Inc.,
E-2-4c
Toys for 4’s and 5’s
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Puzzles with 8 to 24 pieces
Simple card or board games
Smaller beads
Parquetry blocks
Small objects to sort
Flannel board with pictures, numbers, and letters
Sturdy numbers and letters
More detailed books; simple science books
Sturdy cassette or CD player and book and tape/CD sets
Potter’s clay
Easel, paints, and narrower brushes
Thick crayons
Chalk
White glue (bottle or glue stick)
Tape and dispenser
Collage materials
More unit block shapes and accessories
Realistic model vehicles
Construction set with smaller pieces
Sand and water play: egg beater, muffin tin, boats, vehicles,
small plastic animals and insects
Xylophone, maracas, tambourine, bongo drum
Roller skates
Plastic bat and balls
Low balance beam
Plastic games like bowling, ring toss, bean bag toss
Dolls, carriage, cradle, accessories
Child-sized stove or sink, play food and dishes
Cardboard cartons
More dress-up clothes
Airport
Doll-house, police station, and/or other miniature settings
Finger or stick puppets
Low clothesline, clothespins, and dishtowels to hang up
Adapted from Developmentally Appropriate Practices for Young Children (3–5 Years), by International Culture & Technology Transfer, Inc.,
E-2-4d
When children work in the
ART AREA, they
…are more concerned with the process
than with the finished product.
…learn about colors and how to use
them.
…learn to use their imagination and
transfer their ideas to paper.
…get emotional satisfaction from
being able to express themselves.
…learn to make choices and decisions.
…increase their language ability by
talking about their creations.
…learn how to use materials like
scissors, paste, and tape.
…learn about shapes, sizes, colors, and
textures.
Adapted from unknown source. Believed to be based on an early edition of the Creative Curriculum for Preschool by Diane
Trister Dodge. The 2002 edition of the Creative Curriculum is published by Teaching Strategies Press.
E-2-5a
BLOCK AREA, they
…learn to use imagination to create
something from their own thinking.
…have the satisfaction that comes
from being able to make something.
…learn about sizes and shapes,
weights and balances, height and
depth, smoothness and roughness,
and volume.
…are exercising their bodies.
…may be learning to play with
others.
…learn to communicate ideas through language, as when
discussing similarities and differences.
…learn to solve problems and make decisions.
…create patterns and symmetry when building.
…represent personal experiences through role play and
pretending.
E-2-5b
When children work in the BOOK AREA, they …learn to listen.
…increase their vocabulary by hearing and learning new words.
…learn about people, places, and ideas.
…learn to enjoy books and reading.
…use their imagination to visualize the things they are hearing about.
…begin telling stories from pictures and books in an orderly sequence.
…begin hearing likenesses and differences in words.
…recall information that is seen and heard.
…see adults reading and enjoying stories.
…learn to recognize the names of common objects, places, and actions.
…develop book awareness concepts such as following pictures and print from left to right and top to bottom.
E-2-5c
DRAMATIC PLAY AREA, they
…learn about the roles of adults and
children.
…enjoy the freedom of playing at
being someone else.
…use their imagination.
…learn to cooperate with other
children.
…increase their ability to
communicate with others about
personally meaningful experiences.
…imitate and describe sounds from
the environment.
…pantomime actions such as cooking
and vacuuming.
…practice reading and writing as they
work on their shopping lists, school
papers, doctor’s notes, etc.
…practice dressing themselves and
becoming more independent.
E-2-5d
When children work in the OUTDOOR
AREA, they
…learn to use their bodies effectively.
…experience joy in achieving a skill.
…have fun and feel the relaxation that comes from bodily movement.
…learn about safety, caution, and the limitations of their bodies.
…learn to take turns and to share a piece of equipment.
…develop vocabulary words such as “over” and “under.”
…gain experience using large muscles.
…represent experiences through dramatic play.
…experience the direction of movement of things and people.
…observe and describe weather changes.
E-2-5e
When children work in the SAND and
WATER AREA, they
…find it soothing to bury their hands in sand or pour water in and out of cups.
…are able to relax with this media and focus their attention on a task.
…have an opportunity to play alone and not have to compete with other children. …learn about size and measurement by experimenting with measuring spoons, cups, and containers of different sizes.
…learn what kinds of things float in water.
…do not need to be concerned with a final product, so they don’t find the activity frustrating.
…develop vocabulary words such as “empty” and “full.”
…explore actively the attributes and functions of materials with all of their senses.
…transform and combine materials.
E-2-5f
When children work in the TOY and
MANIPULATIVES AREA, they
…have an opportunity to work alone or together with other children.
…gain satisfaction in completing a puzzle or game and build self-confidence.
…improve eye-hand coordination.
…distinguish and describe shapes.
…fit things together and take them apart.
…develop an awareness of symmetry and how to make their constructions symmetrical.
…compare and sort objects into groups.
…use and describe something in many different ways.
…recognize and create patterns.
…compare numbers and amounts.
E-2-5g
Teaching Accommodations for
Children with Special Needs
• Teacher proximity: Stay within arms length of the child who needs more assistance.
This will help the child stay on task and complete activities.
• Oral, gestural, or physical prompt: Use verbal cues, hand or body gestures, or
physical guidance to help the child perform a task.
• Physical assistance: Help the child perform the activity by physically guiding,
moving, or positioning the child.
• Hand-over-hand assistance: help the child perform the activity by guiding his or
her hands with your own hands.
• Demonstration: Model the task or behavior for the child.
• Breaking tasks down into small steps: For example, if the task is washing hands,
teach the following steps: turn on the faucet, get soap, lather, rub hands together,
rinse hands, dry hands with paper towel, use paper towel to turn off faucet, throw
paper towel in the trash can.
• Picture cards (see Handout E-2-7): Use pictures to aid communication. The teacher
can use pictures to provide a visual for the child and the child can use the pictures
as a means to communicate his or her wants and needs.
• Individual schedule (see Handout E-2-8): For children who need lots of advance
warning and predictability to stay on task or make easier transitions, provide an
individual schedule. The activity cards are placed in order according to when the
activities occur in the day and the child is taught and reminded to check his or her
schedule throughout the day.
• Physical boundary: Learning areas should be well-defined through the use of
furniture, tape, or other visual or physical barriers. This encourages organization
and discourages off-task behavior.
E-2-6
Picture Cards for Block Area
Note: This chart was created using BoardMaker software, a product of Mayer-Johnson Company, Solana Beach, CA.
E-2-7
Individual Schedule
E-2-8
Literacy Milestones
Birth to 3
• Make sounds that imitate the tones and rhythms that adults use when talking.
• Respond to gestures and facial expressions.
• Begin to associate words they hear often with what the words mean.
• Make cooing, babbling sounds in the crib, which gives way to enjoying rhyming
and nonsense word games with a parent or caregiver.
• Play along in games such as “peek-a-boo” and “pat-a-cake.”
• Handle objects such as board books and alphabet blocks in their play.
• Recognize certain books by their covers.
• Pretend to read books.
• Understand how books should be handled.
• Enjoy sharing books with an adult on a regular basis.
• Name some objects in a book.
• Talk about characters in books.
• Look at pictures in books and realize they are symbols of real things.
• Listen to stories.
• Ask or demand that adults read or write with them.
• Begin to pay attention to specific print, such as the first letters of their names.
• Scribble with a purpose (trying to write or draw something).
• Produce some letter-like forms and scribbles that resemble, in some way, writing.
Excerpted from Helping Your Child Become a Reader, 2002, by the U.S. Department of Education, Office of
Intergovernmental and Interagency Affairs. 2002.
E-3-1a
Literacy Milestones Ages 3–4
• Enjoy listening to and talking about storybooks.
• Understand that print carries a message.
• Make attempts to read and write.
• Identify familiar signs and labels.
• Participate in rhyming games.
• Identify some letters and make some letter-sound matches.
• Use known letters (or their best attempt to write the letters) to represent written
language, especially for meaningful words like their names or phrases such as “I
love you.”
Literacy Milestones By Age 5
• Sound like they are reading when pretending to read.
• Enjoy being read to.
• Retell simple stories.
• Use descriptive language to explain or to ask questions.
• Recognize letters and letter-sound matches.
• Show familiarity with rhyming and beginning sounds.
• Understand that print is read left-to-right and top-to-bottom.
• Begin to match spoken words with written ones.
• Begin to write letters of the alphabet and some words they use and hear often.
• Begin to write stories with some readable parts.
Excerpted from Helping Your Child Become a Reader, 2002, by the U.S. Department of Education, Office of
Intergovernmental and Interagency Affairs. 2002.
E-3-1b
What Young Children Like in Books
Infants 0-6 months
x Books with simple, large pictures or designs
with bright colors.
x Stiff cardboard, "chunky" books, or fold out
books that can be propped up in the crib.
x Cloth and soft vinyl books with simple pictures
of people or familiar objects that can go in the
bath or get washed.
Infants 6-12 months
x Board books with photos of other babies.
x Brightly colored "chunky" board books to touch
and taste!
x Books with photos of familiar objects like balls
and bottles.
x Books with sturdy pages that can be propped
up or spread out in the crib or on a blanket.
x Plastic/vinyl books for bath time.
x Washable cloth books to cuddle and mouth.
x Small plastic photo albums of family and
friends.
Young Toddlers 12-24 months
x Sturdy board books that they can carry.
x Books with photos of children doing familiar
things like sleeping or playing.
x Goodnight books for bed time.
x Books about saying hello and good-bye.
x Books with only a few words on each page.
x Books with simple rhymes or predictable text.
x Animal books of all sizes and shapes.
Toddlers 2-3 years
x Books that tell simple stories.
x Simple rhyming books that they can memorize.
x Bed time books.
x Books about counting, the alphabet, shapes, or
sizes.
x Animal books, vehicle books, books about play
time.
x Books with their favorite TV characters inside.
x Books about saying hello and good-bye.
Ways to Share Books with Babies & Toddlers
Make Sharing Books Part Of Every Day
Read or share stories at bedtime or on the bus.
Have Fun
Children can learn from you that books are fun, which is
an important ingredient in learning to read.
A Few Minutes is OK—Don't Worry if You Don't Fin
ish the Story
Young children can only sit for a few minutes for a
story, but as they grow, they will be able to sit longer.
Talk or Sing About the Pictures
You do not have to read the words to tell a story.
Let Children Turn the Pages
Babies need board books and help turning pages, but a
three-year-old can do it alone. Remember, it's OK to
skip pages!
Show Children the Cover Page
Explain what the story is about.
Show Children the Words
Run your finger along the words as you read them, from
left to right.
Make the Story Come Alive
Create voices for the story characters and use your
body to tell the story.
Make It Personal
Talk about your own family, pets, or community when
you are reading about others in a story.
Ask Questions About the Story, and Let Children
Ask Questions Too!
Use the story to engage in conversation and to talk
about familiar activities and objects.
Let Children Tell the Story
Children as young as three years old can memorize a
story, and many children love to be creative through
storytelling.
Visit www.zerotothree.org/BrainWonders for more information. BrainWonders is a joint project by
BOSTON UNIVERSITY MEDICAL CENTER, ERIKSON INSTITUTE, and ZERO TO THREE. Copyright 2003. ZERO TO THREE Source: BrainWonders & Sharing Books with Babies
www.zerotothree.org/BrainWonders
This may be freely reproduced without permission for nonprofit,
educational purposes. Reproduction for other uses requires express permis
sion of ZERO TO THREE.
E-3-2
Picture Cards for “Old MacDonald Had a Farm”
E-3-3
Essential Components of an
Early Literacy Program
•
“Rich” Teacher Talk
•
Read-Aloud Time
•
Phonological Awareness Activities
•
Alphabet Activities
•
Emergent Reading
•
Emergent Writing
•
Big Books
•
Content-Focused Activities
Based on “The Essentials of Early Literacy Instruction” (2003) by K. Roskos, J. Christie, & D. Richgels in Young Children, 58 (2), 52-60.
E-3-4
Tips for Reading
Aloud to
Young Children
• Previewthebook.Tellthetitleofthebook,showthe
cover,andaskthechildrenwhattheythinkthebookwill
beabout.
• Sharetheauthorandillustratorinformation.
• Readwithexpressionandenthusiasm.
• Donotteachoranswerquestionsduringthefirstreading.
Childrenneedtohearfluent,expressivereading.
• Sharethepictureswithallthechildren,includingthose
whoaren’tsittingrightupfront.
• Readthestoryasecondtime,pointingoutpicturesor
rhymingwords,answeringchildren’squestions,etc.
• Checkchildren’scomprehensionafterthestoryby
askingquestions,includingopen-endedonessuchas
“Whywasthepuppysad?”and“Wherewouldyoulike
togoonatrainride?”
E-3-5
Activities for Word Awareness
• Clap for each word or vary with other body movements, such as
jumping, stomping, or bouncing a ball.
• Push a block for each word heard in a sentence.
• Have children stand or sit for each word they hear.
***
Activities for Rhyme Awareness
• Sing a song and draw a rhyming word web, using words from the
song and brainstorming others (draw the object the word represents,
rather than writing the word—or do both)
• Play “I Spy” game, using rhyming objects placed at children’s eye
level around the room.
• Say pairs of rhyming words and have children indicate with a
“thumbs up” or “thumbs down” whether they rhyme or not .
* * *
Activities for Alliteration Awareness
• Group objects by same beginning sound (not letter).
• Listen to selected story and respond to words with same initial sound
by some body movement.
• Make a picture web using target beginning sound.
• Sort picture by same initial sounds.
E-3-6
Suggestions for Teaching the Alphabet
• Make sure children are familiar with shapes and directionalities (e.g.,
straight line, circle, curve; up, down).
• Begin with letters that occur in the children’s names.
• Begin with letters that occur frequently in children’s books.
• Begin with letters that are easier for children to say.
• Avoid visual confusion by separating letters that appear similar.
• Avoid auditory confusion by separating letters that sound similar.
• Introduce vowels gradually, recognizing both long and short vowel
sounds.
• Have children sort plastic or magnetic letters.
• Have children stand up and show large letter cards as they sing the
alphabet song.
• Point out to children matches between letters on alphabet chart and
letters in environmental print labels.
• Have children imitate you in “writing” letters in the air, using large
muscle movements.
• Have children write letters in shaving cream or in sand or rice trays
E-3-7
I Can Make
My Own Book!
Materials for making books
Materials for making illustrations
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Scissors
Hole puncher
Glue
Yarn
Ribbon
Paper
Rubber stamps
Stamp pads
Stencils
Markers
Colored pencils
Crayons
Suggestions
• Environmental print books: Collect labels from favorite cereals, candy bars, cans,
store signs from flyers, etc., and put them together in a book as children learn to
“read.”
• “All About Me”: Focus on the child, his or her family, and favorite activites.
• Social stories: Use pictures from a magazine or clip art, or photos of your own stu
dents to create and illustrate a story that teaches social skills, such as how to play
with friends, ask for help, etc. This is particularly useful for children with autism.
You can make a book about an upcoming field trip or a typical day at school that
will take the child through a sequence of events. If read daily, this will ease the anxi
ety that is often brought on by unexpected changes in routine.
• Any early childhood theme: pets, vehicles, school, careers, gardens, ocean life, etc.
Resource
How to make a pop-up book: www.vickiblackwell.com/makingbooks.html
E-3-8
Books with Rhyming Text
Barn Dance by Bill Martin, Jr.
Chicka Chicka Boom Boom by Bill Martin, Jr.
Down by the Bay by Raffi
Five Ugly Monsters by Tedd Arnold
Fox in Socks by Dr. Seuss
Hickory, Dickory, Dock by Robin Muller
I Can’t Said the Ant by P. Cameron
If I Ran the Zoo by Dr. Seuss
In the Tall, Tall Grass by Denise Fleming
Is Your Mama a Llama? by Deborah Guarino
Mice Squeak, We Speak by Tomie De Paola
Never Take a Pig to Lunch by Nadine Bernard Westedt
Scary, Scary Halloween by Eve Bunting
Silly Sally by Audrey Wood
The Itsy Bitsy Spider by Iza Trapani
The Lady with the Alligator Purse by Nadine Bernard Westcott
The Napping House by Audrey Wood
There Was an Old Lady Who Swallowed a Fly by Simms Taback The Wheels on the Bus by Maryann Kovalski
To Market, To Market by Anne Miranda
Adapted with permission from booklists of the Monroe County Public Library, Monroe County, Indiana, compiled by Virginia Richey,
1996. [www.monroe.lib.in.us/childrens/predict.html]
E-3-9
Books with Repetitive Text
Goodnight Moon by Margaret Wise Brown
Have You Seen My Cat? by Eric Carle
Ten Out of Bed by Dale Penny
Is Your Mama a Llama? by Deborah Guarino
A House Is a House for Me by Mary Ann Hoberman
Where Are You Going, Little Mouse? by Robert Kraus
There’s a COW in the Road! by Reeve Lindbergh
Brown Bear, Brown Bear by Bill Martin, Jr.
If the Dinosaurs Came Back by Bernard Most
It’s a Perfect Day by Abigail Pizer
Good Night, Gorilla by Peggy Rathmann
Have You Seen My Duckling? by Nancy Tafuri
A Mouse in My House by Nancy Van Laan
Possum Come A-Knockin by Nancy Van Laan
Sailor Bear by Martin Waddell
How Do I Put It On? by Shigeo Watanbe
Have You Seen the Crocodile? by Colin West
“Not Me,” Said the Monkey by Colin West
Hippity Hop, Frog on Top by Natasha Wing
Step by Step by Diane Wolkstein
From My Window by O. Wong
Moo, Moo, Brown Cow by Jakki Wood
E-3-10
Books with a Predictable Pattern
Spider, Spider by Kate Banks
A Most Unusual Lunch by Robert Bender
The Runaway Bunny by Margaret Wise Brown
Going for a Walk by Beatrice Schenk De Regniers
Little Red Hen by Janina Domanska
Four Fierce Kittens by Joyce Dunbar
Seven Sillies by Joyce Dunbar
Millions of Cats by Wanda Gag
The Gingerbread Boy by Paul Galdone
Little Red Hen by Paul Galdone
The Three Bears by Paul Galdone
The Three Billy Goats Gruff by Paul Galdone
Little Pink Pig by Pat Hutchins
Jeremiah and Mrs. Ming by Sharon Jennings
Stop, Thief! by Robert Kalan
The Carrot Seed by Ruth Krauss
Are You There Bear? by Ron Maris
Suddenly! by C. McNaughton
Who Took the Farmer’s Hat? by Joan L. Nodset
Dark Cloud Strong Breeze by Susan Patron
Hippity Hop, Frog on Top by Natasha Wing
E-3-11
Great Books for Babies: Newborn to 6 Months
Classic Board Books
Dr. Seuss Board Books by Dr. Seuss—everyone’s favorite titles from Dr. Seuss’s ABC to
Green Eggs and Ham available as board books with simple, rhyming text. Babies will
love to hear the musical rhythm of Dr. Seuss’s words.
Goodnight Moon by Margaret Wise Brown—a familiar and beloved bedtime classic.
Wee Pudgy Board Books by Putnam Publishing—a series of small, chunky photo board
books for the littlest hands.
Snapshot Series and Touch and Feel Series board books by Dorling Kindersley (DK) Pub
lishing—amazingly colorful and inviting board books full of bright photos, soft tex
tures, and exciting pictures.
Baby Faces Series by Scholastic—wonderful, ethnically diverse photos of babies engaged
in familiar games like peek-a-boo.
Red Blue Yellow Shoe by Tana Hoban—brightly colored familiar objects on white back
ground; very tempting for little eyes.
Baby Animals and Zoom Zoom by K. Warube—exciting pictures of animals and objects.
Cloth and Soft Vinyl Books
Flower in the Garden and other titles by Lucy Cousins—cloth and soft vinyl books with
simple pictures of familiar objects, great for this age because they hold up well to
mouthing and can be washed.
Spot Series by Putnum Publishing—Spot the Dog books available in soft-to-touch vinyl
perfect for the bath or anytime.
General Books
Hippety-Hop Hippety Hey: Growing Rhymes from Birth to Age Three by Opal Dunn and
Sally Anne Lambert—lovely collection of rhymes with directions for how and or when
to use the rhyme. Rhymes are illustrated and grouped by age level.
Reprinted with permission from “Early Literacy” (1998–2001) by Kathleen Fitzgerald Rice, Jeanne Burkes, and Margot Kaplan-Sanoff.
It is part of BrainWonders [www.zerotothree.org/brainwonders/EarlyLiteracy.html].
E-3-12
Great Books for Babies: 6 to 12 Months
Board Books for Little Hands
My First Board Books by Dorling Kindersley—Brightly colored, beautifully photo
graphed, and sturdy enough for busy babies, these books are full of pictures of familiar
objects, people, and places. Babies love to practice turning these exciting pages.
Peekaboo, Baby by Denise Patrick—six colorful “peekaboo” photos of mom and baby.
Jamberry by Bruce Degan—A playful poem with simple rhymes about bears and ber
ries. Babies love to listen to the musical words.
The Going to Bed Book by Sandra Boyton—A soothing, rhyming story of animals on
their way to bed. Sandra Boyton’s books are full of humor and surprise.
Look Baby Books by Margaret Miller—A series of beautifully photographed multi-ethnic
babies doing all kinds of silly things. “What’s a Head” is one title in this fun series.
Super Chubby Board Books by Neil Ricklin—Great for little hands, these bright and
cheerful photo board books will entice babies to explore the world of books.
Read Aloud Series by Rosemary Wells—Introduce your child to classic songs like “The
Itsy Bitsy Spider” with this fun board book series. Simple text and familiar words are
perfect for older infants and young toddlers.
General Books
Acja Backa Boo! Playground Games from Around the World by Opal Dunn and Susan
Winter—Each game has a rhyme or song to accompany it, and most are illustrated.
Covers a variety of countries.
Bunny Cakes by Rosemary Wells—A nice demonstration of a toddler bunny using
drawing to communicate.
Reprinted with permission from “Early Literacy” (1998–2001) by Kathleen Fitzgerald Rice, Jeanne Burkes, and Margot Kaplan-Sanoff.
It is part of BrainWonders [www.zerotothree.org/brainwonders/EarlyLiteracy.html].
E-3-13
100 Picture Books Everyone Should Know
ABUELA. Dorros, Arthur. While riding on a bus with her grandmother, a little girl imagines
that they are carried up into the sky and fly over the sights of New York City.
ALEXANDER AND THE TERRIBLE, HORRIBLE, NO GOOD, VERY BAD DAY. Viorst,
Judith. Recounts the events of a day when everything goes wrong for Alexander.
ANANSI AND THE MOSS-COVERED ROCK. Kimmel, Eric A. Anansi the Spider uses a
strange moss-covered rock in the forest to trick all the other animals, until Little Bush Deer
decides he needs to learn a lesson.
ANDY AND THE LION. Daugherty, James. The lion remembers Andy’s kindness to him.
BARK, GEORGE. Feiffer, Jules. A mother dog worries about the strange noises her puppy
is making.
THE BOSSY GALLITO: A TRADITIONAL CUBAN FOLK TALE. Gonzalez, Lucia M.;
Delacre, Lulu. In this cumulative Cuban folktale, a bossy rooster dirties his beak when he
eats a kernel of corn and must find a way to clean it before his parrot uncle’s wedding.
BREAD AND JAM FOR FRANCES. Hoban, Russell. Frances decides she likes to eat only
bread and jam at every meal until—to her surprise—her parents grant her wish.
BROWN BEAR, BROWN BEAR, WHAT DO YOU SEE? Martin, Bill, Jr.; Eric Carle.
Children see a variety of animals, each one a different color, looking at them.
BRUNO MUNARI’S ABC. Munari, Bruno. Beginning with “Ant on an Apple,” illustrations,
simple text, and a pesky fly who will not stay on his page introduce the letters of the
alphabet.
BUZ. Egielski, Richard. When a little boy swallows a bug along with his cereal,
pandemonium breaks out as the bug searches for an escape, the boy searches for an
antidote, and Keystone Cops-like pills search for the bug.
CAPS FOR SALE: A TALE OF A PEDDLER, SOME MONKEYS AND THEIR MONKEY
BUSINESS. Slobodkina, Esphyr. A band of mischievous monkeys steals every one of a
peddler’s caps while he takes a nap under a tree.
THE CARROT SEED. Krauss, Ruth. A young boy plants a carrot seed and, although the
adults tell him that nothing will happen, he just knows it will come up.
Reprinted from ON-LION, the children’s website of the New York Public Library [kids.nypl.org/reading/recommended2.cfm?ListID=61]
E-3-14a
A CHAIR FOR MY MOTHER. Williams, Vera B. A child, her waitress mother, and her
grandmother save dimes to buy a comfortable armchair after their furniture is lost in a fire.
CHICKA CHICKA BOOM BOOM. Martin, Bill, Jr.; Archambault, John. An alphabet rhyme
that relates what happens when the whole alphabet tries to climb a coconut tree.
CLICK, CLACK, MOO: COWS THAT TYPE. Cronin, Doreen. When Farmer Brown’s cows
find a typewriter in the barn, they start making demands and go on strike when the farmer
refuses to give them what they want.
COME ALONG, DAISY! Simmons, Jane. Daisy the duckling becomes so engrossed in
playing with dragonflies and lily pads that she temporarily loses her mother.
CORDUROY. Freeman, Don. A teddy bear in a department store wants a number of things
but, when a little girl finally buys him, he finds what he has always wanted most of all.
CURIOUS GEORGE. Rey, H. A. The adventures of a curious monkey.
DINOSAUR ROAR! Stickland, Paul and Henrietta. Illustrations and rhyming text present all
kinds of dinosaurs, including ones that are sweet, grumpy, spiky, or lumpy.
DON’T LET THE PIGEON DRIVE THE BUS! Willems, Mo. When the bus driver leaves the
bus for a while, the pigeon wants to drive the bus so badly that he starts to dream himself
behind the steering wheel, vroom-vroom-vroom.
DUCK ON A BIKE. Shannon, David. A duck decides to ride a bike and soon influences all
the other animals on the farm to ride bikes too.
FIRE TRUCK. Sís, Peter. Matt, who loves fire trucks, wakes up one morning to find that he
has become a fire truck, with one driver, two ladders, three hoses, and ten boots. Features
a gate-fold illustration that opens into a three-page spread.
FREIGHT TRAIN. Crews, Donald. Brief text and illustrations trace the journey of a colorful
train as it goes through tunnels, by cities, and over trestles.
FROGGY GETS DRESSED. London, Jonathan. Froggy hops out into the snow for a winter
frolic, but is called back by his mother to put on some necessary articles of clothing.
THE GARDENER. Stewart, Sarah. A series of letters relating what happens when, after her
father loses his job, Lydia Grace goes to live with her Uncle Jim in the city but takes her
love for gardening with her.
E-3-14b
GEORGE AND MARTHA. Marshall, James. Relates several episodes in the friendship of
two hippoppotamuses.
GO AWAY, BIG GREEN MONSTER! Emberley, Ed. Die-cut pages through which bits of a
monster are revealed are designed to help a child control nighttime fears of monsters.
GOIN’ SOMEPLACE SPECIAL. McKissack, Patricia. In segregated 1950s’ Nashville, a
young African-American girl braves a series of indignities and obstacles to get to one of the
few integrated places in town: the public library.
GOOD NIGHT, GORILLA. Rathmann, Peggy. An unobservant zookeeper is followed home
by all the animals he thinks he has left behind in the zoo.
GOODNIGHT MOON. Brown, Margaret Wise. A little bunny says goodnight to all the
familiar things in his little room.
GOSSIE. Olivier, Dunrea. Gossie is a gosling who likes to wear bright red boots every day,
no matter what she is doing. She is heartbroken the day the boots are missing and she
can’t find them anywhere.
GRANDFATHER’S JOURNEY. Say, Allen. A Japanese-American man recounts his
grandfather’s journey to America, which he later also undertakes, and the feelings of being
torn by a love for two different countries.
HAROLD AND THE PURPLE CRAYON. Johnson, Crockett. Harold goes for a walk in the
moonlight with his purple crayon and creates many fantastic adventures.
HARRY THE DIRTY DOG. Zion, Gene. A little dog who hates baths hides his scrubbing
brush, then becomes so dirty that his family does not recognize him.
HENRY HIKES TO FITCHBURG. Johnson, Donald B. While his friend works hard to earn
the train fare to Fitchburg, young Henry Thoreau walks the 30 miles through woods and
fields, enjoying nature and the time to think great thoughts. Includes biographical
information about Thoreau.
HORTON HATCHES THE EGG. Dr. Seuss. When a lazy bird hatching an egg wants a
vacation, she asks Horton the elephant to sit on her egg—which he does through all sorts
of hazards.
HOW DO DINOSAURS SAY GOOD NIGHT? Yolen, Jane; Teague, Mark. Ponder the
different ways a dinosaur can say goodnight, from slamming his tail and pouting to giving a
big hug and kiss.
E-3-14c
I KISSED THE BABY! Murphy, Mary. Various animals tell how they saw, fed, sang to,
tickled, and kissed the new duckling.
IF YOU GIVE A MOUSE A COOKIE. Numeroff, Laura J. Relating the cycle of requests a
mouse is likely to make after you give him a cookie takes the reader through a young
child’s day.
IT COULD ALWAYS BE WORSE: A YIDDISH FOLKTALE. Zemach, Margot. Unable to
stand his overcrowded and noisy home any longer, a poor man goes to the Rabbi for
advice.
JOHN HENRY. Lester, Julius. Retells the life of the legendary African-American hero who
raced against a steam drill to cut through a mountain.
JULIUS. Johnson, Angela. Maya’s grandfather brings her a pig from Alaska and the two of
them learn about fun and sharing together.
KITTEN’S FIRST FULL MOON. Henkes, Kevin. When Kitten mistakes the full moon for a
bowl of milk, she ends up tired, wet, and hungry trying to reach it.
LILLY’S PURPLE PLASTIC PURSE. Kevin, Henkes. Even Lily the mouse has some bad
days, but when you have movie star sunglasses and a purple plastic purse, how bad can it
be?
THE LINE-UP BOOK. Marisabina, Russo. Sam lines up blocks, books, boots, cars, and
other objects, all the way from his room to his mother in the kitchen.
THE LITTLE RED HEN: AN OLD STORY. Zemach. Margot. A retelling of the traditional tale
about the little red hen whose lazy friends are unwilling to help her plant, harvest, or grind
the wheat into flour, but all want to help her eat the bread that she makes from it.
LON PO PO: A RED RIDING HOOD STORY FROM CHINA. Young, Ed. Three sisters
staying home alone are endangered by a hungry wolf who is disguised as their
grandmother.
LYLE, LYLE, CROCODILE. Waber, Bernard. The helpful, happy crocodile living on East
88th St. causes a neighborhood feud.
MABELA THE CLEVER. MacDonald, Margaret Read. An African folktale about a mouse
who pays close attention to her surroundings and avoids being tricked by the cat.
MACHINES AT WORK. Barton, Byron. During a busy day at the construction site, the
workers use a variety of machines to knock down a building and begin building a new one.
E-3-14d
MADELINE. Bemelmans, Ludwig. The story of a spunky school girl in Paris.
MAISY GOES SWIMMING. Cousins, Lucy. The reader helps Maisy the mouse undress and
put on her bathing suit for a dip in the pool.
MAKE WAY FOR DUCKLINGS. McCloskey, Robert. Mr. and Mrs. Mallard look for a quiet
place to raise their babies in the Boston area.
MAMA CAT HAS THREE KITTENS. Fleming, Denise. While two kittens copy everything
their mother does, their brother naps.
THE MAN WHO WALKED BETWEEN THE TOWERS. Gerstein, Mordicai. A lyrical
evocation of Philippe Petit’s 1974 tightrope walk between the World Trade Center towers.
MARTHA SPEAKS. Meddaugh, Susan. Problems arise when Martha, the family dog,
learns to speak after eating alphabet soup.
MIKE MULLIGAN AND HIS STEAM SHOVEL. Burton, Virginia L. The story of an Irish
steam-shovel artist and his old-fashioned steam-shovel, Mary Anne.
MILLIONS OF CATS. Gag, Wanda. The story of a peasant who goes off in search of one
kitten and returns with trillions of cats.
MISS NELSON IS MISSING! Allard, Harry; Marshall, James. The kids in Room 207 take
advantage of their teacher’s good nature until she disappears and they are faced with a vile
substitute.
MR. GUMPY’S OUTING. Birmingham, John. Mr. Gumpy accepts more and more animals
on his boat until the inevitable occurs.
MUFARO’S BEAUTIFUL DAUGHTERS: AN AFRICAN TALE. Steptoe, John. Mufaro’s two
beautiful daughters, one bad-tempered, one kind and sweet, go before the king, who is
choosing a wife.
MUNCHA! MUNCHA! MUNCHA! Fleming, Candace. After planting the garden he has
dreamed of for years, Mr. McGreely tries to find a way to keep some persistent bunnies
from eating all his vegetables.
MY FRIEND RABBIT. Rohmann, Eric. Something always seems to go wrong when Rabbit
is around, but Mouse lets him play with his toy plane anyway because he is his good friend.
THE NAPPING HOUSE. Wood, Audrey and Don. In this cumulative tale, a wakeful flea
atop a number of sleeping creatures causes a commotion with just one bite.
E-3-14e
NO, DAVID! Shannon, David. A young boy is depicted doing a variety of naughty things for
which he is repeatedly admonished, but finally he gets a hug.
OFF TO SCHOOL, BABY DUCK! Hest, Amy. Baby Duck experiences the fear of the first
day of school, but with a little help from Grampa, everything turns out okay in the end.
OLD BLACK FLY. Aylesworth, Jim; Gammell, Stephen. Follow a mischievous old black fly
through the alphabet as he has a very busy bad day landing where he should not be.
OLIVIA. Falconer, Ian. Whether at home getting ready for the day, enjoying the beach, or at
bedtime, Olivia is a feisty pig who has too much energy for her own good.
OWEN. Henkes, Kevin. Owen’s parents try to get him to give up his favorite blanket before
he starts school, but when their efforts fail, they come up with a solution that makes
everyone happy.
PAPA, PLEASE GET THE MOON FOR ME. Carle, Eric. Monica’s father fulfills her request
for the moon by taking it down after it is small enough to carry, but it continues to change in
size. Some pages fold out to display particularly large pictures.
PIERRE: A CAUTIONARY TALE. Sendak, Maurice. The story of a boy who learned to
care.
THE POLAR EXPRESS. Van Allsburg, Chris. A magical train ride on Christmas Eve takes a
boy to the North Pole to receive a special gift from Santa Claus.
PUSS IN BOOTS. Perrault, Charles; Marcellino, Fred. Classic tale of cat who helps his
master.
THE RANDOM HOUSE BOOK OF MOTHER GOOSE: A TREASURY OF 386 TIMELESS
NURSERY RHYMES. Lobel, Arnold. An illustrated collection of Mother Goose nursery
rhymes, including “Bah, Bah, Black Sheep,” “Little Boy Blue,” “Doctor Foster Went to
Gloucester,” and “When Clouds Appear Like Rocks and Towers.”
ROUND TRIP. Jonas, Ann. Black and white illustrations and text record the sights on a day
trip to the city and back home again to the country.
RUMPELSTILTSKIN. Zelinsky, Paul O. A strange little man helps the miller’s daughter spin
straw into gold for the king on the condition that she will give him her first-born child.
THE SNOWY DAY. Keats, Ezra Jack. A young boy explores the magic world of snow—
snowball fight, snowman making, sliding down the snow way, etc.
E-3-14f
SPOTS, FEATHERS AND CURLY TAILS. Tafuri, Nancy. Questions and answers highlight
some outstanding characteristics of farm animals, such as a chicken’s feathers and a
horse’s mane.
THE STORY OF FERDINAND. Leaf, Munro; Lawson, Robert. The story of a bull that would
rather sit quietly under a tree than fight.
THE STRAY DOG. Marc, Simont; Sassa, Reiko. A family befriends a stray dog, names him
Willy, and decides to keep him.
STREGA NONA. De Paola, Tomie. A retelling of an old Italian tale about what happens
when Strega Nona leaves her apprentice alone with her magic pasta pot, and he is
determined to show the townspeople how it works.
SWIMMY. Lionni, Leo. Swimmy, the only black fish of the entire school, devises for himself
and his adopted brothers and sisters a safer way to live in the sea.
SYLVESTER AND THE MAGIC PEBBLE. Steig, William. In a moment of fright Sylvester
the donkey asks his magic pebble to turn him into a rock, but then cannot hold the pebble
to wish himself back to normal again.
THE TALE OF PETER RABBIT. Potter, Beatrix. Peter disobeys his mother by going into
Mr. McGregor’s garden and almost gets caught.
TAR BEACH. Ringgold, Faith. A young girl dreams of flying above her Harlem home,
claiming all she sees for herself and her family.
TEN, NINE, EIGHT. Bang, Molly. A daddy and a little girl turn bedtime into playtime with a
rhyming game.
THERE WAS AN OLD LADY WHO SWALLOWED A FLY. Taback, Simms. Presents the
traditional version of a famous American folk poem first heard in the U.S. in the 1940s.
THE THREE BEARS. Galdone, Paul. Three bears return from a walk and find a little girl
asleep in baby bear’s bed.
TRASHY TOWN. Zimmerman, Andrea Griffing. Little by little, can by can, Mr. Gillie, the
trash man, cleans up his town.
THE TRUE STORY OF THE THREE LITTLE PIGS BY A. WOLF. Scieszka, John; Smith,
Lane. The wolf gives his own outlandish version of what really happened when he tangled
with the three little pigs.
E-3-14g
TUESDAY. Wiesner, David. Frogs rise on their lily pads, float through the air, and explore
the nearby houses while their inhabitants sleep.
UPTOWN. Bryan, Collier. A tour of the sights of Harlem, including the Metro-North Train,
brownstones, shopping on 125th Street, a barber shop, summer basketball, the Boy’s
Choir, and sunset over the Harlem River.
THE VERY HUNGRY CATERPILLAR. Carle, Eric. Follows the progress of a little caterpillar
as he eats his way through a varied quantity of food until, full at last, he forms a cocoon
around himself and goes to sleep.
THE WHEELS ON THE BUS. Zelinsky, Paul O. Through the use of movable illustrations,
the wheels on the bus go round, the wipers swish, the doors open and close, and the
people go in and out in this adaptation of the traditional song.
WHERE THE WILD THINGS ARE. Sendak, Maurice. After Max is sent to bed for
misbehaving, he escapes by imagining that he sails away to a wild land full of monsters.
WHERE’S SPOT? Hill, Eric. It’s time for supper, so Spot’s mother searches for him.
WHISTLE FOR WILLIE. Keats, Ezra Jack. A young African-American boy tries very hard to
learn how to whistle for his dog.
THE WOLF’S CHICKEN STEW. Kasza, Keiko. A hungry wolf’s attempts to fatten a chicken
for his stewpot have unexpected results.
YOKO. Wells, Rosemary. When Yoko brings sushi to school for lunch, her classmates
make fun of what she eats—until one of them tries it for himself.
ZOMO THE RABBIT: A TRICKSTER TALE FROM WEST AFRICA. McDermott, Gerald.
Zomo the Rabbit, an African trickster, sets out to gain wisdom.
E-3-14h
Adapting Books
Page Fluffers (from P. J. McWilliam): Use hot glue to attach pieces of sponge to the
upper right hand corners of book pages to add a little extra space between pages. This
extra space allows children who have small hands or tight fingers, who hold dowels in
their hands, or who wear head sticks to more easily turn pages.
Page Tabs: Some children may be better able to turn pages if tabs are added to them.
You can hot glue Popsicle sticks to pages or just add large paper clips to pages. Placing a
magnet in a glove or on a sweat band or head stick can help child to turn pages that
have metal paper clips attached to them.
Books in Photo Albums/Ring Binders/Protective Sheets: Turn any book into an
adapted book by copying it or buying two copies of the book and taking one of the
books apart. The loose pages can be placed in a photo album or in plastic sheet protec
tors reinforced with cardboard. These pages can then be placed in a 3-ring binder.
Velcro on Covers: Place “male” Velcro (rough, sticking out surface) on the back cover of
children’s books. The Velcro strips will adhere to carpet so that the book won’t slip and
slide while the child is turning pages.
Book Stands: Placing books at an angle and lifting them up closer to the child can help
the child turn and see pages. Book stands are available in most book and office supply
stores. Attach books to stands with Velcro so they don’t fall off. The book stand itself
should also be secured in front of the child.
Books on Tape or CD (using a variety of readers’ voices): Purchase or record favorite
stories on cassette tapes so children can listen to stories during “down time” at home
and at school.
Books on Disk: Many books are available on computer disks. Books on disk are easily
accessible because pages can be turned by touching one key or hitting one adaptive
switch. These stories also often highlight words as they are read to children, which
helps to develop concepts about print. These stories are often interactive and are very
enjoyable for children because they get involved in the stories.
E-Books: Electronic books are available on the internet; an e-book reading device is
needed to run the book.
Big Books: Large books help maintain a child’s interest and are easier to see.
Adapted from the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton,
Massachusetts. http://www2.edc.org/NCIP/library/ecPower_8.html
E-3-15
Adaptations for Shared Reading
1. Offer a way for child to ask for stories (e.g., use a choice board).
2. Repeated readings: Read stories more than once!
3. Read stories that have predictable story lines (e.g., Brown Bear, Brown Bear, What
Did You See? by Bill Martin, Jr.).
4. Read books that repeat the same line over and over. Some examples include Are
You My Mommy? (A baby chick asks animals, “Are you my mommy?”); The Little
Engine that Could (“I think I can, I think I can.”); and The Three Little Pigs (“I’ll huff
and I’ll puff”).
5. Read stories based on child’s experiences and interests. You can make remnant
books—stories you write with the child about special activities. The remnants are
souvenirs like movie tickets and napkins from restaurants.
6. Use picture cards or communication boards that present symbols for commands
such as Read It Again, Act It Out, Questions, Comments, and Target Words from
Each Page. The child with special needs can access and display the commands
while another child or the teacher is reading aloud.
7. Look for evidence of favorite stories and read those!
8. Do related play activities: Act out stories, do art and writing activities related to
stories.
9. Choose stories that are on the child’s developmental level, paraphrasing and us
ing other words as necessary. It’s okay to make sentences shorter.
10. Relate stories to child’s experiences.
11. Find a way for the child to contribute in some way to the reading of the story.
12. Choose books with only a couple of lines of print per page.
Adapted from the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton,
Massachusetts. http://www2.edc.org/NCIP/library/ecPower_8.html
E-3-16
Story Choices
E-3-17
Picture Cards for Brown Bear, Brown Bear
E-3-18
APPENDIX C: REPRODUCIBLE HANDOUTS IN SPANISH
Note: Each handout is labeled with a three-part code in the lower left corner. The first part
refers to the module; the second part refers to the hour of the module; the third part is the
number of the handout itself. For example, Handout E-2-3 is the third handout to be used
during the second hour of Module E.
The English handouts have been directly translated into Spanish. Therefore, the information on
Spanish Handout E-2-3 is the same as the information on English Handout E-2-3.
El Niño Completo
Desarrollo
Intelectual
(Cognición,
entendimiento,
lenguaje)
Desarrollo
de la
Autoayuda
Desarrollo
Social y
Emocional
Desarrollo
Motor
E-1-1
Campos del Desarrollo Evaluados
Típicamente en los Niños de Edad Pre-escolar
El desarrollo intelectual (cognoscitivo)
El desarrollo intelectual o cognoscitivo se refiere a la capacidad del niño de recopilar y aprovechar
información para aprender. El aprendizaje implica la interacción activa entre lo que percibe el niño (lo que ve,
oye, saborea, toca y huele) y lo que ya sabe el niño (la memoria). La capacidad lingüística del niño, el estado
emocional del niño y el entorno del niño también afectan dicha interacción.
La evaluación del aprendizaje implica examinar los procesos mentales que posibilitan dichas habilidades
intelectuales o escolares, como la organización, el agrupamiento y la clasificación. Tradicionalmente, ha tenido
menos que ver con las habilidades no intelectuales o cotidianas, como orientarse para ir a la casa de un amigo,
darse un baño o pintar un cuadro. A menudo, al niño lo evalúa el psicólogo que emplea «pruebas de
inteligencia» como la Preschool Performance Scale (PPS) [Escala de Desempeño Pre-escolar], Leiter Interna
tional Performance Scale-Revised [Escala de Desempeño de Leiter-Revisada], Stanford Binet Intelligence
Scale: Edition V (Escala Binet de Inteligencia de Stanford: Quinta Edición], Kaufman Assessment Battery for
Children-II (Serie Kaufman II de Pruebas de Evaluación de Niños) Weschler Preschool and Primary Scale of
Intelligence-III (Escala III de Inteligencia Pre-escolar y Primaria Weschler) o Merrill Palmer Revised (Merrill
Palmer Revisada). El desarrollo cognoscitivo a veces lo evalúan maestros y otros en capacidad de diagnosticar
empleando pruebas del desarrollo como la Bayley Scales of Infant and Toddler Development-3rd Edition
(Escalas Bayley de Desarrollo del Lactante y Pre-escolar-3ra Edición), Early Learning Accomplishment Profile
(llamada también en inglés «Early LAP») [Perfil de Aprovechamiento del Aprendizaje Temprano], Learning
Accomplishment Profile-Diagnostic, Revised (llamada también en inglés «LAP, D-R») [Diagnóstico del Perfil
del Aprovechamiento del Aprendizaje-Revisado], Hawaii Early Learning Profile (llamada también en inglés
«HELP») [Perfil Hawaii de Aprendizaje Temprano] o Developmental Programming for Young Children
(Programación del Desarrollo de Niños de Corta Edad).
El desarrollo del lenguaje
El desarrollo del lenguaje se refiere a la capacidad del niño de recibir (entender o comprender) y diseminar
(manifestar o difundir) información. Además del habla, implica los gestos, señales, expresiones del rostro y
demás elementos del lenguaje corporal.
El lenguaje es el método principal de la comunicación. Es la forma en que el niño expresa lo que el niño
quiere que sepamos. También es la forma en que el niño entiende lo que queremos que el niño aprenda o
haga. Por tanto, el lenguaje es un proceso mediante el cual el niño adquiere información o conocimientos. El
niño emplea el lenguaje para poner el mundo en orden y llamarlo por distintos nombres. El lenguaje se
emplea para elaborar conceptos e ideas. El lenguaje está muy vinculado con el aprendizaje y con el desarrollo
cognoscitivo.
El habla se refiere a la producción oral de sonidos. El habla es herramienta del proceso lingüístico.
La evaluación del habla y lenguaje la suele realizar el logopeda, aunque el psicólogo también evalúa el
desarrollo del lenguaje. Las pruebas comunes son el Peabody Picture Vocabulary Test (Prueba Peabody de
Vocabulario Pictórico), Expressive One Word Picture Vocabulary Test (Prueba de Vocabulario PictóricoExpresivo de Una Palabra), Receptive One Word Picture Vocabulary Test (Prueba de Vocabulario PictóricoReceptivo de Una Palabra), Preschool Language Scale -IV (Escala IV de Lenguaje Pre-escolar) y Sequenced
Inventory of Communication Development (Inventario Secuencial del Desarrollo de la Comunicación).
E-1-2a
(sigue)
El desarrollo motor grueso
El desarrollo motor grueso se refiere a la capacidad del niño de coordinar y emplear los músculos grandes de
los brazos y piernas.
El niño necesita disponer de buenas habilidades en este campo para correr, andar, sentarse y encontrar la
posición correcta en el espacio. La posición correcta o postura afecta directamente la capacidad motriz fina del
niño. Por tanto, repercute directamente en el grado de éxito del niño con los distintos juguetes y materiales.
Las habilidades motrices gruesas las puede evaluar el psicólogo o maestro empleando pruebas del desarrollo
(ver más arriba). Las evaluaciones a fondo las llevan a cabo los fisioterapeutas.
El desarrollo motriz fino
El desarrollo motriz fino se refiere a la capacidad del niño de emplear y coordinar los músculos pequeños
para realizar movimientos finos y precisos, mayormente con las manos, aunque también con los pies y
mandíbula.
El niño necesita disponer de buenas habilidades en este campo para interactuar debidamente con materiales
tales como el papel y lápiz, los bloques, los rompecabezas, los broches, los botones de presión, las cremalleras
(o zíper) y los cordones de los zapatos. Las buenas habilidades motrices ayudan al niño a aprender más del
medio ambiente. También afectan la capacidad del niño de realizar tareas de autoayuda al nivel adecuado de
su edad.
El psicólogo o maestro puede evaluar las habilidades motrices finas empleando ciertas secciones de las
pruebas del desarrollo como la Early LAP o LAP, la D-R o la Battelle Developmental Inventory (Inventario del
Desarrollo de Battelle). También existen pruebas especiales para evaluar la coordinación entre los ojos y las
manos, como la Developmental Test of Visual Motor Integration, 5th Edition (Prueba del Desarrollo de la
Integración Visomotriz - Quinta Edición). Los terapeutas ocupacionales realizan más evaluaciones a fondo.
Por Carole Fox Abbott
E-1-2b
(sigue)
El desarrollo social y emocional
El desarrollo social y emocional se refiere a la capacidad del niño de relacionarse e interactuar con los demás.
Este campo contempla los sentimientos de autoestima del niño, la forma en que el niño aborda problemas, lo
que el niño espera de los demás y siente por ellos, el nivel de comprensión que el niño tiene de sí mismo y el
conocimiento de los pensamientos y sensaciones de los demás que tiene el niño. Ello se puede observar
mediante la conducta de apego del niño, su capacidad de manejar la agresión, la forma en que el niño se
relaciona con los demás y la forma en que el niño maneja el estrés.
La evaluación del desarrollo social y emocional la pueden realizar el maestro, el trabajador social, el psicólogo
y –a veces—el psiquiatra. Pueden valerse de una lista de verificación o escala o de más de una de éstas, como
las Scales of Independent Behavior-Revised (conocidas en inglés por «SIB-R») [Escalas de Conductas
Independientes-Revisadas], Vineland II, Conner’s Parent Rating Scale (Escala Conner de Evaluación de
Padres de Familia), Behavior Assessment System for Children-II (conocida en inglés por «BASC-II») [Sistema
de Evaluación de Conductas de Niños – II] o Devereaux Early Childhood Assessment Clinical Form (conocida
en inglés por «DECA-3») [Evaluación Devereaux de la Niñez Temprana]. De vez en cuando, el trabajador
social, el psicólogo o el psiquiatra examina el dibujo del niño o evalúa al niño empleando la entrevista clínica
o la entrevista de juego (conversando con el niño y/u observando el niño jugar).
El desarrollo de la autoayuda
El desarrollo de la autoayuda se refiere a la capacidad del niño de atender necesidades personales, tales como
las de alimentarse y vestirse, al igual que a la capacidad del niño de desenvolverse en la casa y en la
comunidad en general. En estas conductas aprendidas influyen factores tales como la capacidad mental del
niño, la casa y demás entornos en que se le da cuidado, la experiencia y las aptitudes físicas.
El maestro, el trabajador social o el psicólogo pueden evaluar estas habilidades empleando listas de
verificación y escalas como las Vineland Adaptive Behavior Scales (Escalas Vineland de Comportamientos
Adaptativos), Scales of Independent Behavior, Revised (SIB-R) [Escalas de Conductas Independientes,
Revisadas] y secciones especiales de pruebas del desarrollo.
Por Carole Fox Abbott
E-1-2c
Principios del Desarrollo
• El desarrollo es un proceso continuo y secuencial.
• El desarrollo sigue una pauta direccional.
• El desarrollo fluye desde lo general a lo específico.
• El desarrollo fluye desde lo sencillo a lo complejo.
• La herencia y el medio ambiente afectan el desarrollo.
• El desarrollo se puede dar a diversos ritmos.
Basado, en parte, en Human Growth and Development: A Matter of Principles (2001) [El Crecimiento y Desarrollo Humanos: Cuestión de
Principios], por N.J. Ruffin.
E-1-3
Factores de Riesgo para el Retraso del
Desarrollo Intelectual
Antes del nacimiento (prenatal)
• El mal estado de salud o mala alimentación
de la madre
• La falta de cuidado prenatal
• La insuficiencia de recursos económicos
• El consumo de drogas por parte de la
madre
• El consumo de bebidas
alcohólicas por parte de la
madre
• El consumo de productos de
tabaco por parte de la madre
• Los defectos genéticos
• Las enfermedades de la madre (por ejemplo,
el VIH, los herpes, el sarampión)
• La lesión de la madre y feto
• La madre demasiado joven o mayor de 40
años de edad
E-1-4a
Durante el nacimiento (perinatal)
• El ser prematuro
• El poco peso al
nacer
• La falta de
oxígeno
• La enfermedad
de la madre
• La mala atención
médica
E-1-4b
Después del nacimiento (posnatal)
• Los accidentes
• El maltrato
• Las enfermedades
graves
• El abandono físico
• La mala alimentación
• El abandono emocional/la falta de amor
• La falta de estímulos y experiencias para
aprender
• El padre o madre con discapacidad del
desarrollo, sin preparación escolar, muy
perturbado(a) emocionalmente, muy
deprimido(a), con dependencia de las
drogas o bebidas alcohólicas o preso(a)
E-1-4c
Cuestionario sobre el Cerebro
1. Lo que sucede antes del nacimiento no afecta el aprendizaje.
¡Claro que sí! ¡De eso nada!
2. El cerebro no está desarrollado por completo cuando la criatura nace.
3. El desarrollo del cerebro es completamente genético.
4. Mientras la cabeza sea más grande, mejor.
5. Los cerebros de los niños están más activos que los cerebros de los
adultos.
6. El cerebro no se desarrolla constantemente a lo largo de la niñez.
7. Somos incapaces de aprender ciertas habilidades después de la niñez.
8. El aprendizaje comienza cuando el niño ingresa en la escuela.
9. Las actividades enriquecedoras son buenas para todos los niños, y no sólo
para los niños superdotados o de talento extraordinario.
10. A los niños les hacen falta mucha ayuda especial y juguetes caros para
desarrollar su poder intelectual.
E-1-5
Respuestas al Cuestionario sobre el Cerebro
1. Lo que sucede antes del nacimiento no afecta el aprendizaje. — Falso. La mala alimentación y el
contacto con las drogas y bebidas alcohólicas pueden conducir a problemas graves del desarrollo
intelectual aun antes del nacimiento. Al feto le hace falta una alimentación adecuada para
desarrollarse debidamente. Cabe la posibilidad de que el feto que tiene contacto con bebidas
alcohólicas o demás drogas antes del nacimiento no llegue a desarrollarse normalmente. Si la madre
ingiere bebidas alcohólicas mientras está embarazada, el bebé corre el riesgo de desarrollar el
Síndrome Alcohólico Fetal (conocido por «SAF»). Los bebés que tienen SAF tienden a presentar
problemas del corazón y ser hiperactivos, y la mayoría de los bebés con SAF tiene una inteligencia
por debajo del nivel normal.
2. El cerebro no está desarrollado por completo cuando la criatura nace. — Verdadero. La mayoría de
las células cerebrales se forma antes que la criatura nace. Sin embargo, las células establecen la
mayoría de sus relaciones con las demás células durante los primeros tres años de vida. La
estructura del cerebro sigue cambiando hasta después de los 3 años de edad, a medida que las
relaciones se refinan con fundamento en las experiencias.
3. El desarrollo del cerebro es completamente genético. — Falso. La experiencia temprana es muy
importante para el desarrollo del cerebro. Las experiencias cotidianas del bebé ayudan a determinar
cómo sus células cerebrales se relacionarán entre sí. Si el bebé no experimenta ciertas cosas, habrá
partes del cerebro que no establecerán las relaciones necesarias. Por ejemplo, puede que el bebé que
nace con muchas cataratas jamás llegue a ver claramente porque no podía ver con claridad cuando
era lactante, sobre todo, si las cataratas permanecen intactas durante muchos meses.
4. Mientras la cabeza sea más grande, mejor. — Falso. La cabeza grande no significa necesariamente
que el cerebro sea más grande, y tener el cerebro grande no significa que la persona es más
inteligente. El cerebro de los delfines es, en realidad, mayor que el del ser humano, y el cerebro de la
rata tiene más células por pulgada cuadrada que el del ser humano. El ser humano es más
inteligente porque nuestro cerebro ha sido adaptado para que sea más eficiente.
5. Los cerebros de los niños están más activos que los cerebros de los adultos. — Verdadero. El cerebro
del niño de 3 años es dos veces más activo que el del adulto. ¿Por qué? Porque el cerebro del adulto
es más eficiente y se ha desecho de las relaciones que no necesita. Cuando la persona llega como a
los 3 años de edad, las células cerebrales ya han establecido la mayoría de sus relaciones con las
demás células. Las relaciones se refinan, con fundamento en las experiencias, durante los próximos
años. Las relaciones que se aprovechan más son las que se fortalecen más. Las que se aprovechan
menos desaparecen con el transcurso del tiempo.
6. El cerebro no se desarrolla constantemente a lo largo de la niñez. — Verdadero. El cerebro del ser
humano no se desarrolla constantemente, sino que en rachas. Hay «momentos óptimos» en que el
cerebro se encuentra mejor preparado para aprender ciertas habilidades. Los bebés y los niños de
corta edad aprenden los idiomas más fácilmente que el adulto porque sus cerebros aún están en vías
de desarrollar las relaciones lingüísticas.
Nota: Bales, D. (1998). Building Baby’s Brain: Ten Myths (Creación del Cerebro del Bebé: Diez Mitos). Athens, GA: Facultad de Ciencias de
la Familia y Consumidor, Universidad de Georgia. Adaptado con permiso de la Universidad de Georgia [www.fcs.uga.edu/pubs/
E-1-6a
Respuestas al Cuestionario sobre el Cerebro
7. Somos incapaces de aprender ciertas habilidades después de la niñez. — Falso. Hay ciertos
momentos óptimos del desarrollo cuando se aprende con más facilidad. El cerebro es muy eficiente
en aprender durante estos momentos óptimos. Sin embargo, el desarrollo del cerebro y el
aprendizaje continúan a lo largo de toda la vida. Una vez que transcurren los momentos óptimos, el
aprendizaje puede resultar más difícil, aunque aún puede ocurrir. El adulto es capaz de aprender
idiomas extranjeros, aunque no los aprenda con la rapidez y facilidad de un niño de corta edad.
8. El aprendizaje comienza cuando el niño ingresa en la escuela. — Falso. En el prekindergarten o en el
kindergarten (el jardín de la infancia) es donde se inicia la educación formal de la mayoría de los
niños estadounidenses. Sin embargo, la base del aprendizaje se desarrolla mucho antes que el niño
empieza a ir a la escuela. Las relaciones cerebrales necesarias para aprender comienzan a
desarrollarse hasta antes de nacer.
El cuidado temprano afecta la capacidad de aprender del niño. El cuidado ofrecido con calor
humano, delicadeza y uniformidad ayuda a que el bebé establezca un apego más firme con sus
cuidadores. Los niños que tienen este vínculo firme están más dispuestos a aprender. Los traumas
tempranos, como el caos o el maltrato, pueden aminorar el desarrollo del cerebro, causando que el
aprendizaje sea más difícil.
9. Las actividades enriquecedoras son buenas para todos los niños, y no sólo para los niños
superdotados o de talento extraordinario. — Verdadero. A todo bebé y niño le hacen falta
experiencia para establecer una red rica de relaciones cerebrales. Los niños aprenden haciendo las
cosas. Ofrézcale al bebé la oportunidad de explorar el mundo. Haga que el bebé entre en contacto
con diversas experiencias estimulantes. Apoye al bebé cuando trate de hacer cosas nuevas. Aliente al
bebé a ser creativo.
10. A los niños les hace falta mucha ayuda especial y juguetes caros para desarrollar su poder
intelectual. — Falso. Lo que más necesitan los niños es amoroso cuidado y experiencias nuevas. Sin
embargo, estas experiencias no tienen que ser caras. Hable con el bebé y cántele. Dé una caminata
todos los días y señálele algunas de las cosas que se ven. Visite la biblioteca y escoja un libro sobre
un tema nuevo. Pasar tiempo con el niño y hacer que el niño entre en contacto con lo nuevo sirven
de mucho en contribuir al desarrollo del cerebro del niño.
No obstante, ¡cuidado con estimular demasiado al niño! Hay adultos que están tan preocupados por
el desarrollo del cerebro que compran juguetes pedagógicos, videos pedagógicos y tarjetas de ayuda
pedagógica que cuestan demasiado. No hay indicios de que estos juguetes —de por sí—logren que
el niño sea más inteligente. Demasiadas experiencias nuevas, todas a la vez, no contribuyen al
desarrollo del cerebro. El niño necesita tiempo para asimilar lo que ha aprendido antes de pasar a
algo nuevo.
Nota: Bales, D. (1998). Building Baby’s Brain: Ten Myths (Creación del Cerebro del Bebé: Diez Mitos). Athens, GA: Facultad de Ciencias de
la Familia y Consumidor, Universidad de Georgia. Adaptado con permiso de la Universidad de Georgia [www.fcs.uga.edu/pubs/
E-1-6b
Manzana
E-2-1
• Los niños de corta edad
aprenden mejor empleando
los sentidos.
aprenden mejor participando
activamente en el proceso de
aprendizaje, manipulando
objetos.
aprenden mejor mediante
experiencias concretas.
• Las experiencias directas
enriquecen y amplían el
lenguaje.
E-2-2
Las Etapas del Desarrollo
Cognoscitivo de Piaget
La sensorimotora—desde el
nacimiento hasta los 2 años de edad
La preoperacional—desde los 2 a los
7 años de edad
La operacional concreta—desde los
7 a los 11 años de edad
La operacional formal—de los 11
años en adelante
E-2-3
Juguetes para Bebés
Desde el nacimiento
hasta los 5 meses
•
•
•
•
•
•
•
•
•
•
•
De 5 a 9 meses
El sonajero o maruga
Los aros grandes
Los juguetes de apretar o chupar
Las canciones de cuna
Las canciones infantiles
Los poemas
Las imágenes alegres de rostros,
colgadas desde un lugar en que el
bebé las pueda ver
Las campanas aseguradas de la
muñeca, tobillo o botín del bebé
Los cartones o libros de vinilo en que
aparecen ilustraciones de mucho
contraste
Las cobijas de cuna con estampados
en colores vivos
Móvil visible desde el lugar en que
está el bebé (si usa el móvil sobre la
cuna, quítelo antes que el niño
aprenda a sentarse)
• Los muñecos o muñecas pequeños y
suaves
• La pelota de textura suave
• Los juguetes que hacen ruido cuando
se les golpea, aprieta o coloca en la
boca
• Las cucharas de medir
• Los juguetes de dentición
• El paño
• Los libros de vinilo suave con
ilustraciones sencillas y alegres
• Las imágenes de rostros recubiertas de
plástico y colgadas desde un lugar en
que el bebé pueda verlas
• El espejo irrompible
• Los juegos con los dedos
• Las canciones sencillas
• El juego a los escondidos
• Las medias con dibujos o rostros
alegres
De 9 meses a 1 años de edad
•
•
•
•
•
•
•
•
•
Las muñecas de trapo y los camisoncitos («baby-dolls»)
Las marionetas de muñecos de peluche
Las cuentas grandes, bloques, pelotas y recipiente para meterlos y sacarlos
El juguete de anidamiento o recipientes plásticos
Los libros de aprendizaje con ilustraciones
Los bloques de madera, bloques grandes y suaves
Los juguetes de agua que flotan
Las pelotas de goma o las pelotas grandes plásticas
Los juegos, como el juego a los escondidos
Adaptado de Developmentally Appropriate Practices for Infants and Toddlers (Prácticas Apropiadas para el Desarrollo de Lactantes y Niños de
Corta Edad), por International Culture & Technology Transfer, Inc.; publicado por el Departamento de Niños y Familias de la Florida,
Programa de Capacitación de Cuidadores de Niños, 1999
E-2-4a
Juguetes para
Niños de Un Año
• Aros, vasos u otros juguetes de apilar
• Libros de aprendizaje con ilustraciones
• Poemas sobre cuestiones conocidas
• Música (por ejemplo, clásica, folclórica, infantil)
• Papel, creyones y/o marcadores lavables
• Juguetes de empujar, con ruedas
• Juguetes de halar o tirar, con ruedas
• Mesa de agua y arena con cubos, palas, etc.
• Pandereta, «piano» plástico de 8 notas
• Pelota plástica mediana para echarla a rodar
• Juguete de montar, sin pedales
• Muñecos y muñecos de peluche lavables
• Marionetas de mano
• Cuentas grandes, bloques, pelotas y recipiente para meterlos y sacarlos
• Juguete de anidamiento o recipientes plásticos
• Revistas para arrancar
• Bloques de madera, bloques suaves y grandes
• Juguetes de agua que flotan
• Pelotas medianas de goma o plástico para echarlas a rodar
• Pelotas pequeñas y livianas y pequeños saquitos rellenos de frijoles («bean
bags») para lanzarlos
• Vehículos de plástico suave
• Juegos, como el juego a los escondidos
• Rompecabezas de inserción, de 2 ó 3 piezas, con perillas en las piezas
Adaptado de Developmentally Appropriate Practices for Infants and Toddlers (Prácticas Apropiadas para el Desarrollo de Lactantes y Niños de
Corta Edad), por International Culture & Technology Transfer, Inc.; publicado por el Departamento de Niños y Familias de la Florida,
Programa de Capacitación de Cuidadores de Niños, 1999
E-2-4b
Juguetes para Niños
de Dos y Tres Años
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Rompecabezas de inserción, de 4 a 12 piezas
Tablero de clavijas
Tarjetas de bordado
Juguetes de apilar
Lotería ilustrada con imágenes («picture lotto»)
Domino
Libros con ilustraciones
Poemas sobre cuestiones conocidas
Música (por ejemplo, la clásica, la folclórica, la infantil)
Caballete con pintura para pintar con los dedos o témpera
Pinceles de media pulgada
Tijeras romas
Goma blanca
Papel, creyones y/o marcadores lavables
Bloques unitarios y accesorios
Juego de construcción con piezas que encajan fácilmente y permanecen bien firmes
Bufandas de colores vivos para bailar y jugar
Juego de tren de madera con piezas grandes
Mesa de agua y arena con cubos, palas, etc.
Triángulo, bloque de madera, maracas, pandereta
Juegos de texturas y de combinación de sonidos
Carro o carretilla
Pelota grande de goma o plástico
Juguetes de montar, con pedales o sin ellos
Muñeca lavable con poca ropa, cama de muñeca
Ropa de juguete: Sombreros, zapatos, camisas, carteras, mochilas
Marionetas de mano
Arcilla no tóxica para modelar con rodillos y conformadores
Brochas de pintar y agua o crema de afeitar
Adaptado de Developmentally Appropriate Practices for Young Children (Ages 3–5 Years) (Prácticas Apropiadas para el Desarrollo de
Lactantes y Niños de Corta Edad), por International Culture & Technology Transfer, Inc.; publicado por el Departamento de Niños y
Familias de la Florida, Programa de Capacitación de Cuidadores de Niños, 1999
E-2-4c
Juguetes para Niños
de Cuatro y Cinco Años
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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Rompecabezas de 8 a 24 piezas
Tarjeta o juegos de tablero
Cuentas pequeñas
Bloques de entarimado
Objetos pequeños para clasificarlos
Tablero de franela con ilustraciones, números y letras
Carteles de números y letras («sturdy numbers and letters»)
Libros más detallados; libros sencillos de ciencias
Reproductor sólido de casetes o CD y libro y juegos de casetes o CD
Arcilla de alfarería
Caballete, pinturas y cinceles más estrechos
Creyones gruesos
Tiza
Goma blanca (en botella o en barra de goma)
Cinta adhesiva y dosificador
Papel, creyones y/o marcadores lavables
Materiales de colage
Más bloques unitarios y más accesorios
Vehículos en miniatura realistas
Juego de construcción con piezas pequeñas
Juegos de arena y agua: batidor, molde de panecillos, vehículos
Xilófono, maracas, pandereta, bongó
Patines
Bate y pelotas de plástico
Barra fija baja
Juegos de artículos de plástico, como bolos, aros de lanzar, saquitos pequeños
rellenos de frijoles para lanzarlos («bean bags»)
Muñecas, coche, cuna, accesorios
Estufa o fregadero infantil, alimentos de mentira
Cartones de cartulina
Más ropa de juguete
Aeropuerto
Casa de muñecas u otros artículos en miniatura
Marionetas de dedo o de palo
Cuerda a poca altura para tender la ropa, pinza de sujetar la ropa y trapos de
cocina para colgarlos
Adaptado de Developmentally Appropriate Practices for Young Children (Ages 3–5 Years) (Prácticas Apropiadas para el Desarrollo de
Lactantes y Niños de Corta Edad), por International Culture & Technology Transfer, Inc.; publicado por el Departamento de Niños y
Familias de la Florida, Programa de Capacitación de Cuidadores de Niños, 1999
E-2-4d
Cuando los niños se desenvuelven en
el entorno de las artes manuales…
…están más preocupados del proceso que del
producto acabado.
…aprenden lo que son los colores y cómo
aprovecharlos.
…aprenden a emplear la imaginación y
trasladan las ideas al papel.
…reciben la satisfacción emocional de poder
expresarse.
…aprenden a elegir y tomar decisiones.
…mejoran su capacidad lingüística hablando de
lo que han creado.
…aprenden a usar materiales como las tijeras,
la cola, la cinta y las grapadoras.
…aprenden a aprovechar la imaginación para
crear lo que conciben. De nuevo, el proceso y
no el producto acabado es lo importante para
el niño de corta edad.
…aprenden lo que son las formas, tamaños,
colores y texturas.
Adaptado de fuente desconocida. Se considera que se basa en una edición anterior del Creative Curriculum for Preschool (Currículo
Creativo para el Preescolar) de Diane Trister Dodge. Teaching Strategies Press publica la edición de 2002 de Creative Curriculum.
E-2-5a
Cuando los niños se
desenvuelven en el entorno
de los bloques…
…aprenden a aprovechar la imaginación
para crear algo que se les ha ocurrido.
…sienten la satisfacción originada en
poder confeccionar algo.
…aprenden lo que son los tamaños y
formas, los pesos y las balanzas, la
altura y la profundidad, lo liso y lo
áspero y el volumen.
…ejercitan el cuerpo.
…tal vez aprendan a jugar con los
demás.
…aprenden a comunicar ideas mediante las palabras cuando
hablan de las semejanzas y diferencias.
…aprenden a resolver problemas y tomar decisiones.
…aprenden a crear formas cuando construyen.
…representan vivencias por medio de la escenificación e
imitación.
E-2-5b
Cuando los niños se desenvuelven
en el entorno de los libros…
…aprenden a prestar atención.
…mejoran su léxico aprendiendo las palabras nuevas que leen.
…conocen personas, lugares e ideas.
…aprenden a disfrutar los libros y la lectura.
…usan la imaginación para visualizar lo que escuchan.
…comienzan a hacer cuentos, en secuencia metódica, procedentes de imágenes y libros
…comienzan a escuchar las semejanzas y diferencias de las palabras.
…evocan la información que se ha visto y escuchado.
…ven a los adultos leer y disfrutar cuentos.
…aprenden a reconocer los nombres de objetos, lugares y actos comunes.
…adquieren conceptos de conciencia de lectura, tales como seguir las ilustraciones y las letras de izquierda a derecha y de arriba abajo.
…aprenden a manipular los libros con cuidado.
E-2-5c
Cuando los niños se desenvuelven
en el entorno de la casa…
…aprenden los papeles de los adultos y niños.
…entienden lo que se siente cuando se juega a hacerse pasar por otra persona.
…usan la imaginación.
…aprenden a cooperar con los demás niños.
…mejoran su capacidad de comunicarse con los demás acerca de vivencias personales importantes.
…imitan y describen sonidos procedentes del medio ambiente.
…imitan gestos, tales como aquéllos que se
hacen al cocinar y pasar la aspiradora.
E-2-5d
Cuando los niños se desenvuelven al aire libre…
…aprenden a usar el cuerpo eficazmente.
…sienten alegría cuando dominan una habilidad.
…se divierten y sienten la relajación originada en mover el cuerpo.
…aprenden las limitaciones del cuerpo al igual que lo que son prudencia y precaución.
…aprenden a turnarse y a compartir un aparato.
…llegan a conocer palabras tales como «encima» y «debajo»
…adquieren experiencia empleando los músculos grandes.
…representan vivencias mediante la escenificación.
…experimentan el sentido del movimiento de las cosas y personas.
…observan y describen los cambios del estado del tiempo.
…exploran el entorno natural.
E-2-5e
Cuando los niños se desenvuelven en el entorno
de la arena y agua…
…sienten sosiego cuando sumergen las manos en la arena, echan
agua en los cubos o vierten el agua que está dentro de los cubos.
…son capaces de relajarse con estos medios y fijar la atención en
una tarea.
…tienen la oportunidad de jugar solitos sin verse obligados a
competir con los demás niños, lo que es sumamente importante
para el niño que le resulta difícil llevarse con los amiguitos.
…aprenden lo que es el tamaño y lo que son las medidas al
experimentar con cucharas de medir, tazas y recipientes de
diversos tamaños.
…aprenden qué cosas son capaces de flotar en el agua.
…no se preocupan del resultado definitivo, así que no piensan que
la actividad les resulta frustrante.
…llegan a conocer palabras, tales como «vacío» y «lleno».
…exploran activamente –empleando todos sus sentidos—
las cualidades y funciones de los distintos materiales.
…transforman y combinan los materiales.
E-2-5f
Cuando los niños se desenvuelven en el entorno
de los juguetes y elementos manejables…
…tienen la oportunidad de desenvolverse solos o junto con los
demás niños.
…reciben la satisfacción de armar el rompecabezas o terminar el
juego y adquieren confianza en sí mismos.
…mejoran la coordinación entre los ojos y las manos.
…distinguen y describen las formas.
…arman y desarman cosas.
…adquieren conciencia de lo que es la simetría y de cómo construir simétricamente.
…comparan los objetos y los clasifican en grupos.
…emplean y describen algo de muchas formas distintas.
…reconocen y crean diseños.
…comparan cifras y cantidades.
E-2-5g
Acomodos Docentes para Niños con
Necesidades Especiales
• Proximidad del maestro. Manténgase del niño que necesita más ayuda a una
distancia del largo del brazo; así lo ayudará a seguir concentrado y terminar las
actividades.
• Mensaje mediante la palabra, algún gesto o acto físico. Emplee palabras clave,
gestos con la mano o cuerpo u orientación física para ayudar al niño a realizar la
tarea correspondiente.
• Ayuda física. Ayude al niño a realizar la actividad correspondiente orientando,
moviendo o posicionando físicamente al niño.
• Ayuda colocando su mano sobre la del niño o niña. Ayude al niño a realizar la
actividad correspondiente tomándole la mano y orientándola con la suya.
• Demostración. Ejemplifique la tarea o conducta ante el niño.
• División de tareas en pasos cortos. Si la tarea implica lavarse las manos, divida los
pasos de la tarea así: abrir la llave, tomar el jabón, hacer espuma, frotar las manos,
enjuagar las manos, secar las manos con una toalla de papel, usar la toalla de papel
para cerrar la llave, tirar la toalla de papel en el cesto de basura.
• Figuras o cartulinas ilustradas (ver la página E-2-7). Emplee imágenes o
ilustraciones para facilitar la comunicación. El maestro puede valerse de las
imágenes para mostrarle algo visualmente al niño, y el niño también puede valerse
de las imágenes para comunicar sus deseos y necesidades.
• Horario individual (ver la página E-2-8). Es para aquellos niños que necesitan
muchas advertencias por adelantado y orientación para mantenerse concentrados o
hacer transiciones más fácilmente. Las tarjetas de actividades se ordenan según los
momentos en que ocurren las actividades en la jornada, y al niño se le enseña a
consultar su horario a lo largo de la jornada y se le recuerda al respecto.
• Límites físicos. Los entornos docentes deben quedar bien definidos empleando
muebles, cinta u otra barrera visual o física, lo que fomenta la organización y
desalienta la conducta encaminada a la pérdida de la concentración en la tarea
correspondiente.
E-2-6
Figuras o Cartulinas Ilustradas para el
Entorno de Bloques
Déjame
Armar
Tumbar
¡Ay, no!
Nota: Esta gráfica se creó empleando el programa informático Boardmaker, que es producto de Mayer-Johnson Company, Solana Beach, CA
E-2-7
Horario Individual
Llegada
Desayuno
Círculo de saludos
Grupo pequeño
Grupo grande
Baño
Hora de pensar
Hora de trabajar
Evocar
Hora de recoger
Almuerzo
Baño
Hora al aire libre
Hora de descansar
Hora del cuento
Hora de la merienda
Mochila
Bus
Auto
Computadora
E-2-8
Acontecimientos Importantes en el Proceso de
Aprender a Leer y Escribir
Desde el Nacimiento hasta los 3 Años de Edad
• Emite sonidos que imitan los tonos y cadencias que emplean los adultos al
hablar.
• Reacciona ante gestos y expresiones del rostro.
• Comienza a relacionar palabras que escucha frecuentemente con lo que
significan las palabras.
• Hace gorgoritos y murmura en la cuna, lo que da pie a que disfrute rimas
infantiles y juegos de disparates con uno de los padres o con el cuidador.
• Participa en juegos tales como los juegos a los escondidos y a las palmitas o
tortitas de manteca («pat-a-cake»).
• Maneja objetos como libros de ilustraciones y bloques de letras del alfabeto
cuando juega.
• Reconoce algunos libros al ver la tapa.
• Finge leer libros.
• Entiende cómo hay que manejar los libros.
• Disfruta compartir libros habitualmente con un adulto.
• Nombra algunos de los objetos que aparecen en el libro.
• Habla de los personajes de los libros.
• Mira las ilustraciones de los libros y se da cuenta de que son símbolos de
cosas que existen.
• Escucha los cuentos.
• Pide o exige que los adultos lean o escriban junto con él.
• Empieza a prestarle atención a ciertas letras, tales como las letras iniciales
de su nombre.
• Hace garabatos con cierto fin (intentando escribir o dibujar algo).
• Hace figuras semejantes a las letras y garabatos que, en cierto sentido, se
parecen a la escritura.
Tomado de Helping Your Child Become a Reader (Cómo ayudar a su hijo a convertirse en lector), 2002, por la Oficina de Asuntos
Intergubernamentales e Interinstitucionales de la Secretaría de Educación de Estados Unidos. 2002.
E-3-1a
Acontecimientos Importantes en el Proceso de
Aprender a Leer y Escribir De 3 a 4 Años de Edad
• Disfruta escuchar y hablar de los cuentos de los libros.
• Entiende que la letra lleva un mensaje.
• Hace intentos por leer y escribir.
• Identifica los letreros y etiquetas conocidos.
• Participa en juegos de rimas.
• Identifica algunas letras y establece la correspondencia entre algunas letras y
sonidos.
• Usa las letras conocidas (o las letras que ha tratado de escribir) para
representar el lenguaje escrito, sobre todo, las palabras importantes, como su
nombre o frases tales como «te amo».
Acontecimientos Importantes en el Proceso de Aprender
a Leer y Escribir Al Llegar a los 5 Años de Edad
• Parece que lee cuando finge leer.
• Disfruta que se le lea.
• Vuelve a contar los cuentos sencillos.
• Emplea palabras descriptivas para explicar o hacer preguntas.
• Reconoce las letras y los sonidos que corresponden a las letras.
• Demuestra conocer las rimas y sonidos iniciales.
• Entiende que las letras se leen de izquierda a derecha y de arriba abajo.
• Comienza a establecer la correspondencia entre las palabras habladas y las
escritas.
• Comienza a escribir letras del alfabeto y algunas palabras que emplea o
escucha con frecuencia.
• Comienza a escribir cuentos que tienen algunas partes que se pueden leer.
Tomado de Helping Your Child Become a Reader (Cómo ayudar a su hijo a convertirse en lector), 2002, por la Oficina de Asuntos
Intergubernamentales e Interinstitucionales de la Secretaría de Educación de Estados Unidos. 2002.
E-3-1b
Lo que les agrada de los libros a los niños de corta edad
Lactantes de 0 a 6 meses de edad
• Libros con ilustraciones sencillas y grandes o diseños
con colores vivos.
• Libros gruesos de cartón rígido o libros desplegables
que se pueden apoyar en la cuna.
• Libros de tela y de vinilo suave con ilustraciones
sencillas de personas u objetos conocidos que pueden
entrar al baño o lavarse.
Lactantes de 6 a 12 meses de edad
• Libros de cartón con fotos de otros bebés.
• ¡Libros de cartón gruesos, con colores vivos, para
tocarlos y saborearlos!
• Libros con fotos de objetos familiares, tales como
pelotas y botellas.
• Libros con páginas resistentes que se pueden apoyar
o esparcir en la cuna o sobre una cobija.
• Libros de plástico o vinilo para la hora del baño.
• Libros de tela lavable para abrazar y meterse en la
boca.
• Pequeños álbumes plásticos de fotos de familiares y
amigos.
Niños pequeños de 12 a 24 meses de edad
• Libros resistentes de cartón que pueden llevar.
• Libros con fotos de niños que hacen cosas conocidas
como dormir o jugar.
• Libros con cuentos antes de acostarse por la noche.
• Libros sobre decir hola y adiós.
• Libros con tan solo unas palabras en cada página.
• Libros con rimas sencillas o texto predecible.
• Libros de animales de todos los tamaños y formas.
Niños pequeños de 2 a 3 años de edad
• Libros con cuentos sencillos.
• Libros con rimas sencillas que se pueden aprender de
memoria.
• Libros para leer antes de dormir.
• Libros sobre cómo contar, sobre el alfabeto, sobre las
formas o sobre los tamaños.
• Libros sobre animales, libros sobre vehículos, libros
sobre momentos de jugar.
• Libros que contienen sus personajes favoritos de
televisión
• Libros sobre decir hola y adiós.
Formas de compartir los libros con los bebés y niños pequeños
Haga que compartir libros sea parte de sus actividades
cotidianas
Lea o relate cuentos a la hora de dormir o en el autobús.
Diviértase
Los niños pueden aprender de usted que los libros son
divertidos, lo que es un ingrediente importante de
aprender a leer.
Unos minutitos está bien—No se preocupe si no termina
el cuento
Los niños de corta edad pueden sentarse sólo unos
minutos a escuchar un cuento, pero a medida que crezcan,
podrán sentarse más tiempo.
Hable o cante sobre las ilustraciones
No tiene que leer las palabras para relatar el cuento.
Permita que los niños pasen la página
A los bebés les hacen falta libros de cartón y ayuda al
pasar la página, aunque un niño de tres años puede
hacerlo solo. ¡Acuérdese de que se pueden saltar páginas!
Muéstreles a los niños la portada
Explique de qué se trata el cuento.
Muéstreles a los niños las palabras
Pase el dedo por las palabras, de izquierda a derecha, a
medida que las lea.
Infúndale ánimo al cuento
Conciba las voces de los personales del cuento y emplee el
cuerpo para hacer el cuento.
Déle carácter personal
Hable de su propia familia, mascotas o comunidad
cuando lea acerca de los que figuran en el cuento.
Haga preguntas sobre el cuento ¡y permita que los niños
hagan preguntas también!
Emplee el cuento para entablar una conversación y hablar
de actividades y objetos conocidos.
Deje que los niños hagan el cuento
Los niños de tan poca edad como tres años pueden
aprenderse de memoria un cuento, y a muchos niños les
encanta ser ingeniosos cuando hacen cuentos.
Visite www.zerotothree.org/BrainWonders para más información.
BrainWonders es un proyecto mancomunado entre el Centro Médico de Boston University, Erikson Institute y Zero to Three.
«Copyright» 2003. Zero to Three
Fuente: BrainWonders y Sharing Books with Babies
www.zerotothree.org/BrainWonders
Se puede reproducir libremente, sin permiso, para fines docentes, sin ánimo de lucro.
Antes de reproducirse para otros usos, hace falta el permiso expreso de Zero To Three.
E-3-2
Figuras o Cartulinas Ilustradas de
«Old MacDonald Had a Farm»
cerdo
vaca
gallina
gato
perro
caballo
Nota: Esta gráfica se creó empleando el programa informático Boardmaker, que es producto de Mayer-Johnson Company, Solana Beach,
E-3-3
Elementos Esenciales del
Plan Inicial de Lectoescritura
• Palabras «enriquecedoras» del maestro
• Hora de leer en voz alta
• Actividades de conocimiento fonológico
• Actividades del alfabeto
• Lecturas incipientes
• Escritura incipiente
• Libros grandes
• Actividades enfocadas en el contenido
Basado en The Essentials of Early Literacy Instruction [Fundamentos de la instrucción inicial de la lectoescritura] (2003) por K. Roskos, J.
Christie y D. Richgels en Young Children (Niños de corta edad), 58 (2), 52-69.
E-3-4
Consejos sobre Leerles
en Voz Alta a los Niños
de Corta Edad
• Hagaunareseñadellibro.Digaeltítulodellibro,muestrela
tapaypregúntelesalosniñosdequé,segúnellos,trataráel
libro.
• Divulguelainformaciónsobreelautorysobreelilustrador
• Leaconexpresiónyentusiasmo.
• Noenseñeniresponsaaningunapreguntadurantelaprimera
lectura. A los niños les hace falta escuchar una lectura fluida y
expresiva.
• Muéstreleslasilustracionesatodoslosniños,inclusivea
aquéllosquenoestánsentadosdelante.
• Leaelcuentoporsegundavez,apuntandoalasilustraciones
ohaciendorimarlaspalabras,respondiendoalaspreguntas
delosniños,etc.
• Compruebelacomprensióndelosniñosdespuésdelcuento
haciendopreguntas,inclusivepreguntasabiertascomo¿Por
quéestabatristeelcachorrito?y¿Adóndetegustaríairal
pasearentren?
E-3-5
Actividades de Conocimiento de Palabras
• Dé una palmada ante cada palabra o varíe esta actividad haciendo
otros movimientos con el cuerpo, como saltando, dando pisotones o
rebotando una pelota.
• Empuje un bloque por cada palabra escuchada en la oración.
• Pídales a los niños que se pongan de pie o se sienten cada vez que
escuchen una palabra.
***
Actividades de Conocimiento de Rimas
• Cante una canción y dibuje una telaraña de palabras que riman
empleando palabras de la canción e intercambiando ideas con los
demás (dibuje el objeto que representa la palabra en lugar de
escribir la palabra o haga ambas cosas)
• Juegue a los espías empleando objetos que riman colocados a la
altura de los ojos de los niños alrededor de la sala.
• Diga pares de palabras que riman y pídales a los niños que indiquen
si riman o no colocando el pulgar hacia arriba o hacia abajo.
***
Actividades de Conocimiento de la Aliteración
Agrupe objetos según el mismo sonido (y no la letra) inicial.
• Escuche un cuento escogido y reaccione a las palabras con el
mismo sonido inicial haciendo algún movimiento con el cuerpo.
• Haga una telaraña de imágenes empleando el sonido inicial
seleccionado.
• Clasifique imágenes según los mismos sonidos iniciales.
E-3-6
Sugerencias para Enseñar el Alfabeto
• Asegúrese de que los niños conozcan las formas y direccionalidades
(por ejemplo, la línea recta, el círculo, la curva; el sentido ascendente,
el sentido descendente).
• Comience con letras que figuran en los nombres de los niños.
• Comience con letras que figuran frecuentemente en los libros infantiles.
• Comience con letras que los niños pronuncian con más facilidad.
• Evite la confusión visual separando las letras que parecen ser
semejantes.
• Evite la confusión auditiva separando las letras cuyo sonido es
semejante.
• Introduzca las vocales gradualmente reconociendo los sonidos de las
vocales largas y cortas.
• Pídales a los niños que clasifiquen letras plásticas o magnéticas.
• Pídales a los niños que se pongan de pie y muestren cartulinas
grandes de letras a medida que cantan la canción del alfabeto.
• Señáleles a los niños las mismas letras que aparecen en la tabla del
alfabeto y en las etiquetas que nos rodean.
• Pídales a los niños que lo imiten a usted «escribiendo» letras en el aire
a medida que mueven los músculos grandes.
• Pídales a los niños que escriban letras en crema de afeitar, arena o
bandejas de arroz.
E-3-7
¡Puedo Confeccionar
Mi Propio Libro!
Materiales para confeccionar libros
✓
✓
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Tijeras
Perforadora
Goma
Hilo
Cinta
Papel
Materiales para hacer ilustraciones
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Sellos
Almohadillas de sellos
Varios esténciles
Marcadores
Lápices de colores
Creyones
Sugerencias
• Libros de etiquetas que nos rodean. Coleccione etiquetas de cuestiones favoritas,
tales como cereales, golosinas en barra, latas, letreros de tiendas que aparecen en
volantes, etc. y reúnalas en un libro a medida que los niños aprenden a «leer».
• «Todo Tiene que Ver Conmigo». Concéntrese en el niño, en su familia y en las actividades favoritas.
• Cuentos sociales. Válgase de ilustraciones de revistas, recorte dibujos o emplee los
de sus propios alumnos a fin de crear e ilustrar un cuento que enseñe aptitudes
sociales, tales como de qué forma se juega con los amiguitos, de qué forma se pide
ayuda, etc., lo que es muy útil a los niños con autismo. Puede confeccionar un libro
sobre una próxima excursión o sobre la jornada escolar usual a fin de llevar al niño
a lo largo de una serie de acontecimientos. Si se lee a diario, se aliviará la ansiedad
que causan a menudo los cambios inesperados en la rutina.
• Cualquier tema apropiado para la primera infancia: las mascotas, los vehículos, la
escuela, las carreras
Recurso
Cómo confeccionar un libro desplegable: www.vickiblackwell.com/makingbooks.html
E-3-8
Libros en Rimas
Barn Dance(Elbailedelestablo)porBillMartin,Jr.
Chicka Chicka Boom BoomporBillMartin.Jr.
Down by the Bay (Allá por la bahía) por Raffi
Five Ugly Monsters(Cincomonstruosfeos)porTeddArnold
Fox in Socks(Lazorraencalcetines)porDr.Seuss
Hickory, Dickory, DockporRobinMuller
I Can’t, Said the Ant(«Nopuedo»,dijolahormiga)porP.Cameron
If I Ran the Zoo(Simandaraenelzoológico)porDr.Seuss
In the Tall, Tall Grass(Enlayerbaalta,alta)porDeniseFleming
Is Your Mama a Llama?(¿Estumamáunallama?)porDeborahGuarino
Mice Squeak, We Speak(Losratoneschillan,nosotroshablamos)porTomieDePaola
Never Take a Pig to Lunch(Nuncalleveselcerditoaalmorzar)porNadineBernard
Westcott
Scary, Scary Halloween(Muchomiedoeneldíadelasbrujas)porEveBunting
Silly Sally(Sallylaboba)porAudreyWood
The Itsy Bitsy Spider(Laarañitapequeñita)porIzaTrapani
The Lady with the Alligator Purse(Laseñoraconcarteradecaimán)porNadine
BernardWestcott
The Napping House(Casaadormecida)porAudreyWood
There Was an Old Lady Who Swallowed a Fly(Laviejaquesetragolamosca)por
SimmsTaback
The Wheels on the Bus(Lasruedasdelbus)porMaryannKovalski
To Market, To Market(Almercado,almercado)porAnneMiranda
Adaptado, con el permiso correspondiente, de las listas de libros de la Biblioteca Pública del Condado de Monroe, Condado de
Monroe, Indiana, compilado por Virginia Richey, 1996. [www.monroe.lib.in.us/children/predict.htm]
E-3-9
Libros Repetitivos
Goodnight Moon(Buenasnoches,luna)porMargaretWiseBrown
Have You Seen My Cat?(¿Hasvistoamigatito?)porEricCarle
Ten Out of Bed(Diezsedespiertan)porDalePenny
Is Your Mama a Llama?(¿Estumamáunallama?)porDeborahGuarino
A House Is a House for Me(Unacasaesunacasaparamí)porMaryAnnHoberman
Where Are You Going, Little Mouse?(¿Adóndevas,ratoncito?)porRobertKraus
There’s a COW in the Road!(¡HayunaVACAenlacarretera!)porReeveLindbergh
Brown Bear, Brown Bear(Osopardo,osopardo)porBillMartin
If the Dinosaurs Came Back(Silosdinosauriosvolvieran)porBernardMost
It’s a Perfect Day(Esundíaperfecto)porAbigailPizer
Good Night, Gorilla(Buenasnoches,gorilita)porPeggyRathmann
Have You Seen My Duckling?(¿Acasohasvistoamipatito?)porNancyTafuri
A Mouse in My House(Unratoncitoenmicasa)porNancyVanLaan
Possum Come A-Knockin(Lacomadrejatellamaalapuerta)porNancyVanLaan
Sailor Bear(Elositomarinero)porMartinWaddell
How Do I Put It On?(¿Cómomelopongo?)porShigeoWatanbee
Have You Seen the Crocodile?(¿Hasvistoalcocodrilo?)porColinWest
Hippity Hop, Frog on Top(Saltito,saltón,ranitaarribita)porNatachaWing
Step by Step(Pasoporpaso)porDianeWolkstein
From My Window(Desdemiventana)porO.Wong
Moo, Moo, Brown Cow(Mu,mu,vaquitamorena)porJakkiWood
E-3-10
Cuentos con Estructuras Predecibles
Spider, Spider(Arañita,arañita)porKateBanks
A Most Unusual Lunch(Unalmuerzomuyinusual)porRobertBender
The Runaway Bunny(Elconejitoescapado)porMargaretWiseBrown
Going for a Walk(Irseacaminar)porBeatriceSchenkDeRegniers
Little Red Hen (Lagallinitarojita)porJaninaDomanska
Four Fierce Kittens(Cuatrogatitosferoces)porJoyceDunbar
Seven Sillies(Sietebobitos)porJoyceDunbar
Millions of Cats(Millonesdegatitos)porWandaGag
The Gingerbread Boy(Elniñodepandegengibre)porPaulGaldone
Little Red Hen(Lagallinitarojita)porPaulGaldone
The Three Bears(Lostresositos)porPaulGaldone
The Three Billy Goats(Lostreschivitos)porPaulGaldone
Little Pink Pig (Elcerditorosadito)porKateBanks,porPatHutchins
Jeremiah and Mrs. Ming(JeremíasylaSra.Ming)porSharonJennings
Stop, Thief!(¡Alto,ladrón!)porRobertKalan
The Carrot Seed(Lasemilladezanahoria)porRuthKrauss
Are You the Bear?(¿Ereselosito?)porRonMaris
Suddenly!(¡Derepente!)porC.MacNaughton
Who Took the Farmer’s Hat?(¿Quiénsellevóelsombrerodelgranjero?)porJoanL.
Nodset
Dark Cloud, Strong Breeze(Nubeoscura,fuertebrisa)porSusanPatron
Hippity Hop, Frog on Top(Saltito,saltón,ranitaarribita)porNatashaWing
E-3-11
Libros Estupendos para Bebés: Desde Recién Nacidos hasta los 6 Meses de Edad
Libros de cartón clásicos
Dr. Seuss Board Books (Los libros de cartón del Dr. Seuss)—Los títulos favoritos de todos,
desde Dr. Seuss’s ABC (El abecedario del Dr. Seuss) hasta Green Eggs and Ham (Huevos
verdes con jamón), están disponibles en libros de cartón con un texto sencillo en rimas.
Al bebé le encantará escuchar el ritmo musical de las palabras del Dr. Seuss.
Goodnight Moon (Buenas noches, luna) por Margaret Wise Brown—El conocido y
bienamado clásico que se cuenta antes de irse a dormir.
Libros de cartón «Wee Pudgy», de Putnam Publishing—Serie de libros de cartón-foto
pequeños y gruesos para manitos diminutas.
Libros de cartón «Snapshot Series» y «Touch and Feel Series», de Dorling Kindersley (DK)
Publishing—Libros de cartón asombrosamente llenos de colores vivos y atractivos llenos
de fotos en colores vivos, texturas suaves e ilustraciones emocionantes.
Baby Faces Series, de Scholastic—Fotos maravillosas de bebés de diversas minorías
étnicas mientras participan en juegos conocidos como el juego a los escondidos.
Red Blue Yellow Shoe por Tana Hoban—Objetos familiares en colores vivos con trasfondo
blanco, algo muy tentador para los ojitos de los pequeños.
Baby Animals and Zoom Zoom por K. Warube—Ilustraciones emocionantes de animales y
objetos.
Libros de tela y de vinilo suave
Flower in the Garden (La flor en el jardín) y otros títulos por Lucy Cousins—Libros de tela
y de vinilo suave con ilustraciones sencillas de objetos conocidos, siendo estupendos
para los niños de esta edad porque son resistentes cuando los niños se los ponen en la
boca y se pueden lavar.
Spot Series de Putnum Publishing—Libros de «encontrar al perro», disponibles en vinilo
suave al tacto, perfecto para el baño o a cualquier hora.
Libros de Temas Generales
Hippety-Hop Hippety Hey: Growing Rhymes from Birth to Age Three (Hippety-Hop Hippety
Hey: Rimas para el niño que crece, desde el nacimiento hasta los tres años de edad) por
Opal Dunn y Sally Anne Lambert—Linda colección de rimas con indicaciones sobre
cómo o cuándo emplear la rima correspondiente. Las rimas vienen con ilustraciones y se
encuentran agrupadas por niveles de edades.
Vuelto a imprimir con el permiso correspondiente de Early Literacy [Lectoescritura inicial] (1998-2001) por Kathleen Fitzgerald Rice,
Jeanne Burkes y Margot Kaplan-Sanoff. Forma parte de Brain Wonders [www.zerotothree.org/brainwonders/ EarlyLiteracy.html].
E-3-12
Libros Estupendos para Bebés: De 6 a 12 Meses de Edad
Libros de Cartón para Manitos Diminutas
My First Board Books (Mis primeros libros de cartón) por Dorling Kindersley—Con
colores vivos, bellas fotografías y lo suficientemente resistentes para niños ocupados;
estos libros están repletos de ilustraciones de objetos, personas y lugares conocidos. Al
bebé le encanta practicar a medida que pasa estas páginas emocionantes.
Peekaboo, Baby por Denise Patrick—Seis fotos en colores vivos de mamá y bebé mientras
juegan a los escondidos.
Jamberry por Bruce Degan—Poema juguetón con rimas sencillas sobre ositos y frutillas.
Al bebé le encanta escuchar la musicalidad de las palabras.
The Going to Bed Book por Sandra Boyton—Cuento sosegante en rimas sobre animales
que ya se van a dormir. Los libros de Sandra Boyton están llenos de humor y sorpresas.
Look Baby Books por Margaret Miller—Serie de bebés de diversas minorías étnicas en
bellas fotografías mientras hacen cosas graciosas de todo tipo. «What’s a Head» es uno
de los títulos de esta divertida serie.
Libros de cartón «Super Chubby» por Neil Ricklin—Estupendos para manitos diminutas,
estos alegres libros de cartón-foto en colores vivos tentarán al bebé a explorar el mundo
de los libros.
Read Aloud Series por Rosemary Wells—Exponga a su hijo a canciones clásicas como
«The Itsy Bitsy Spider» con esta serie de divertidos libros de cartón. El texto sencillo y
las palabras conocidas son lo perfecto para el lactante de más edad y los niños pequeños
de corta edad.
Libros de Temas Generales
Acja Backa Boo! Playground Games from Around the World por Opal Dunn y Susan Winter
—Cada juego viene con su rima o canción correspondiente, y la mayoría tiene
ilustraciones. Abarca diversos países.
Bunny Cakes por Rosemary Wells—Demostración agradable de un conejito que emplea
dibujos para comunicarse.
Vuelto a imprimir con el permiso correspondiente de Early Literacy [Lectoescritura inicial] (1998-2001) por Kathleen Fitzgerald Rice,
Jeanne Burkes y Margot Kaplan-Sanoff. Forma parte de Brain Wonders [www.zerotothree.org/brainwonders/ EarlyLiteracy.html].
E-3-13
100 Libros con Ilustraciones que Todos Deben Conocer
Abuela. Dorros, Arthur. Mientras va en un autobús con su abuelita, una niñita se imagina que
alguien los lleva al cielo y vuelan sobre los puntos de interés de la ciudad de Nueva York.
Alexander and the Terrible, Horrible, No Good, Very Bad Day. Virost, Judith. Relato de
los acontecimientos de un día en que todo le salió mal a Alexander.
Anansi and the Moss-Covered Rock. Kimmel, Eric A. Anansi la Araña usa una roca rara
cubierta de musgo, que está en el bosque, para engañar a los demás animales hasta que
Little Bush Deer decide que Anansi tiene que aprender una lección.
Andy and the Lion. Daugherty, James. El león se acuerda de lo amable que Andy fue con él.
Bark, George. Feiffer, Jules. Una perra que es mamá se preocupa de los sonidos raros que
emite su cachorrito.
The Bossy Gallito: A Traditional Cuban Folk Tale. González, Lucía M.; Delacre, Lulu. En
este cuento folclórico cubano acumulativo, un gallito mandón se ensucie el pico cuando se
come un grano de maíz y tiene que encontrar la forma de limpiárselo antes de la boda de
su tío loro.
Bread and Jam for Frances. Hoban, Russell. Frances decide que quiere comer pan y mermelada
en todas las comidas hasta que se sorprende cuando sus padres le conceden su deseo.
Brown Bear, Brown Bear, What Do You See? Martin, Bill, Jr.; Eric Carle. Los niños ven
varios animales de colores diferentes que los observan a ellos.
Bruno Munari’s ABC. Munari, Bruno. Se introducen las letras de alfabeto comenzando con
«Ant on an Apple», un texto sencillo y una mosca latosa que no se queda en la página
correspondiente.
Buz. Egielski, Richard. Cuando un niñito se traga un insecto mientras se come su cereal, se
desencadena el caos cuando el insecto busca cómo escaparse; el niñito busca un antídoto, y
píldoras con aspecto de policías de la Keystone buscan el insecto.
Caps for Sale: A Tale of a Peddler, Some Monkeys and Their Monkey Business.
Slobodkina, Esphyr. Una banda de monos traviesos le roba a un vendedor ambulante todas
sus gorras mientras éste toma la siesta bajo un árbol.
Vuelto a imprimir de ON-LION, sitio WEB infantil de la Biblioteca Pública de Nueva York [kids.nypl.org/reading/
recommended2.cfm?ListID=61]
E-3-14a
The Carrot Seed. Krauss, Ruth. Un niño de corta edad siembra una semilla de zanahoria, y
a pesar de que los adultos le dicen que nada pasará, él sencillamente sabe que se dará lo
que sembró.
A Chair for My Mother. Williams, Vera B. Un niño, su madre –que trabaja de mesera—y su
abuela ahorran monedas de a diez centavos para comprar una butaca cómoda después que
pierden sus muebles en un incendio.
Chicka Chicka Boom Boom. Martin, Bill, Jr.; Archambault, John. Rima con las letras de
alfabeto que cuenta lo que sucede cuando todo el alfabeto trata de treparse en un cocotero.
Click, Clack, Moo: Cows That Type. Cronin, Doreen. Cuando las vacas de Farmer Brown
hallan una máquina de escribir en el establo, comienzan a hacer reivindicaciones y se van a
la huelga cuando el agricultor se niega a darles lo que quieren.
Come Along, Daisy! Simmons, Jane. La patita Daisy está tan absorta en jugar con caballitos
del diablo y hojas de nenúfar que pierde a su mamá momentáneamente.
Corduroy. Freeman, Don. Un osito de peluche de una tienda por departamentos quiere
varias cosas, pero cuando una niñita al fin lo compra llega a encontrar lo que siempre ha
deseado más que todo.
Curious George. Rey, H.A. Las aventuras de un mono curioso.
Dinosaur Roar! Stickland, Paul y Henrietta. Ilustraciones y rimas presentan todas clases de
dinosaurios, inclusive algunos que son encantadores, malhumorados, susceptibles o
gorditos.
Don’t Let the Pigeon Drive the Bus! Willems, Mo. Cuando el chofer del bus deja el
vehículo un rato, la paloma desea tanto conducir el bus que tiene ensueños de estar detrás
del timón, vroom-vroom-vroom.
Duck on a Bike. Shannon, David. Un patito decide montar en bicicleta y pronto influye en
los demás animales de la finca para que también monten en bicicleta.
Fire Truck. Sís, Peter. Matt, que el encantan los carritos de bombas, se despierta una
mañana y encuentra que se ha convertido en carrito de bomba con un chofer, dos escaleras,
tres mangueras y diez botas. Viene con una ilustración plegable en forma de puerta que se
despliega en tres páginas.
Freight Train. Crews, Donald. En un texto breve con ilustraciones se sigue la travesía de un
pintoresco tren a medida que pasa por túneles y ciudades y sobre puentes de caballete.
E-3-14b
Froggy Gets Dressed. London, Jonathan. Froggy salta y se mete en la nieve para retozar en
el invierno, pero su mamá lo llama para que se ponga las prendas de vestir necesarias.
The Gardener. Stewert, Sarah. Una serie de letras cuentan lo que sucede cuando Lydia
Grace va a vivir con su tío Jimmy en la ciudad, después que el padre de ella pierde el
empleo, pero lleva consigo su afición a la jardinería.
George and Martha. Marshall, James. Cuento de varios episodios que trata de la amistad
con dos hipopótamos.
Go Away, Big Green Monster! Emberley, Ed. Páginas cortadas a troquel mediante las
cuales se divulgan los pedacitos de un monstruo. Se concibieron para ayudar al niño a
dominar el miedo que siente por la noche a los monstruos.
Goin’ Someplace Special. McKissack, Patricia. En el Nashville segregado de los años 50,
una joven afroestadounidense les hace frente a una serie de humillaciones y obstáculos
antes de llegar a uno de los pocos lugares integrados del pueblo: la biblioteca pública.
Good Night, Gorilla. Rathmann, Peggy. Un entretenido guarda de parque zoológico lo
siguen a la casa todos los animales que piensa que dejó en el zoológico.
Goodnight Moon.Brown, Margaret Wise. Un conejito despide de todos los objetos
conocidos de su cuartito.
Gossie. Olivier, Dunrea. Gossie es un ansarino que le gusta ponerse botas color rojo vivo
todos los días, independientemente de lo que haga. Se siente desconsolada el día en que
faltan las botas y no las puede encontrar por ninguna parte.
Grandfather’s Journey. Say, Allen. Un nipoestadouniense relata la travesía que hizo su
abuelo a Estados Unidos, que él mismo emprendió más tarde, y los sentimientos de
debatirse entre el amor por dos naciones.
Harold and the Purple Crayon. Johnson, Crockett. Harold sale a dar una caminata a la luz
de la luna con su creyón morado y crea muchas aventuras fantásticas.
Harry the Dirty Dog. Zion, Gene. Un perrito que detesta bañarse esconde su cepillo de
baño y después se pone tan sucio que su familia no lo reconoce.
Henty Hikes to Fitchburg. Johnson, Donald B. Mientras su amigo trabaja duro para
ganarse el dinero del pasaje en tren a Fitchburg, el joven Henry Thoreau anda las treinta
millas a lo largo de árboles y campos, disfrutando la naturaleza y el tiempo para pensar en
grandes ideas. Se incluye información biográfica sobre Thoreau.
E-3-14c
Horton Hatches the Egg. Dr. Seuss. Cuando un ave perezosa que empolla un huevo quiere
vacaciones, ésta le pide al elefante Horton que se siente sobre el huevo, lo que hace
mientras capea peligros de todo tipo.
How Do Dinosaurs Say Good Night? Yolen, Jane; Teague, Mark. Pondere las diversas
formas en que el dinosaurio puede decir buenas noches, desde hacer pucheros y golpear la
cola contra el suelo fuertemente hasta dar abrazos y besos.
I Kissed the Baby! Murphy, Mary. Diversos animales dicen cómo vieron, alimentaron,
cantaron, acariciaron y besaron al patito nuevo.
If You Give a Mouse a Cookie. Numeroff, Laura J. Se hace un relato del ciclo de cosas que
puede pedir un ratón después que se le da una galletita dulce. Se realiza un recorrido a lo
largo de la jornada de un niño de corta edad.
It Could Always Be Worse: A Yiddish Folktale. Zemach, Margot. Al no poder seguir
soportando su hacinada y ruidosa casa, un señor pobre acude al rabino para que le dé consejos.
John Henry. Lester, Julius. Se vuelve a contar la vida del legendario héroe
afroestadounidense que corrió contra un taladro de vapor para atravesar una montaña.
Julius. Johnson, Angela. El abuelo de Maya le trae un cerdo desde Alaska, y ambos
aprenden a divertirse y a compartir.
Kitten’s First Full Moon. Henkes, Kevin. Cuando Kitten confunde la luna llena con un
tazón de leche termina cansada, mojada y hambrienta a medida que trata de alcanzarlo.
Lilly’s Purple Plastic Purse. Kevin, Hankes. Hasta el ratón Lily tiene días malos, pero
cuando se tienen gafas de sol de artista de cine y un objetivo plástico morado, ¿puede estar
tan mala la cosa?
The Line-Up Book. Marisabina, Russo. Sam pone en cola bloques, libros, botas, autos y
otros objetos desde su cuarto hasta el lugar en que se encuentra su mamá en la cocina.
The Little Red Hen: An Old Story. Zemach, Margot. Se vuelve a relatar el cuento
tradicional de la gallinita roja cuyos amiguitos perezosos no están dispuestos a ayudarla a
sembrar, cosechar o triturar el trigo para convertirlo en harina, aunque todos quieren
ayudarla a comer el pan que ella elabora en estas actividades.
Lon Po Po: A Red Riding Hood Story from China. Young, Ed. Tres hermanas que se quedan
solas en la casa las pone en peligro un hambriento lobo que se disfraza de su abuelita.
Lyle, Lyle, Crocodile. Waber, Bernard. El cocodrilo servicial y feliz que vive en el este de la
calle 88 causa una disputa en el barrio.
E-3-14d
Mabela the Clever. MacDonald, Margaret Read. Cuento folclórico africano acerca de un
ratón que le presta mucha atención a su entorno y evita que el gato lo engañe.
Machines at Work. Barton, Byron. Al transcurrir una jornada activa en la obra, los obreros
emplean diversas máquinas para tumbar un edificio y empezar a construir otro.
Madeline. Bemelmans, Luidwig. La historia de una escolar en París.
Maisy Goes Swimming. Cousins, Lucy. El lector ayuda a desvestirse a la ratoncita Maisy y
a ponerse su traje de baño para darse un chapuzón en la piscina.
Make Way for Ducklings. McCloskey, Robert. Los esposos Mallard buscan un lugar
tranquilo para criar a sus hijos en Boston.
Mama Cat has Three Kittens. Fleming, Denise. Mientras dos gatitos imitan todo lo que
hace su mamá, su hermanito duerme la siesta.
The Man Who Walked Between the Towers. Gerstein, Mordicai. Evocación lírica de la
caminata en la cuerda floja de Philippe Petit, en 1974, entre las Torres Gemelas.
Martha Speaks. Meddaugh, Susan. Se originan problemas cuando Martha, la perra de la
familia, aprende a hablar tras comer sopa de letritas.
Mike Mullighan and His Steam Shovel. Burton, Virginia L. La historia de un artista con la
pala mecánica de vapor y Mary Anne, su anticuada pala mecánica de vapor.
Millions of Cats. Gag, Wanda. La historia de un campesino que sale en busca de un gatito
y regresa con billones de gatos.
Miss Nelson Is Missing! Allard Harry; Marshall, James. Los niños del Aula 207 se
aprovechan del buen carácter de su maestra hasta que desaparece y se enfrentan a una vil
suplente.
Mr. Gumpy’s Outing. Birmingham, John. Mr. Gumpy recibe más y más animales en su
barco hasta que ocurre lo inevitable.
Mufaro’s Beautiful Daughters: An African Tale. Steptoe, John. Las dos bellas hijas de
Mufaro, una con mal carácter y la otra que es amable y dulce, comparecen ante el rey, que
está seleccionando esposa.
Muncha! Muncha! Muncha! Fleming, Candance. Después de sembrar el jardín con el que
soñó durante años, el Sr. McGreely trata de encontrar la forma de evitar que unos conejitos
insistentes le coman todas sus verduras.
E-3-14e
My Friend Rabbit. Rohmann, Eric. Algo parece salir mal siempre cuando Rabbit anda
cerca; sin embargo, Mouse le deja jugar con su avión en miniatura porque Rabbit es su
buen amigo.
The Napping House. Wood, Audrey y Don. En este cuento acumulativo, una pulga
desvelada, que está encima de varios animales raros que duermen, causa un alboroto con
tan solo una mordida.
No, David! Shannon, David. Se describe a un niño de pocos años que hace varias
travesuras, por lo que se le regaña reiteradamente, pero al fin se le da un abrazo.
Off to School, Baby Duck! Hest, Amy. Bebito Patito siente el temor que infunde el primer
día de clases, pero con la ayuda de Abuelito, todo sale bien al final.
Old Black Fly. Aylesworth, Jim; Gammel, Stephen. Siga a una vieja y traviesa mosca negra
a través del alfabeto a medida que pasa un día muy activo posándose en los lugares
equivocados.
Olivia. Falconer, Ian. Aunque esté en la casa preparándose para la jornada, se encuentre
disfrutando la playa o le toque la hora de dormir, Olivia es una cerdita batalladora que
tiene demasiada energía que la perjudica.
Owen. Henkes, Kevin. Los padres de Owens tratan de convencerlo de renunciar a su cobija
favorita antes de comenzar en la escuela, pero cuando su labor fracasa, se les ocurre una
solución con la que quedan todos felices.
Papa, Please Get the Moon for Me. Carle, Eric. El padre de Mónica la complace
consiguiéndole la luna, bajándola después que es lo suficientemente pequeña para llevarla,
pero sigue cambiando de tamaño. Hay páginas desplegables que se convierten en
ilustraciones muy grandes.
Pierre: A Cautionary Tale. Sendak, Maurice. La historia de un niño que aprendió a
preocuparse.
The Polar Express. Van Allsburg, Chris. Un paseo mágico en tren en Nochebuena lleva a
un niño al Polo Norte a recibir un regalo especial de Santa Claus.
Puss in Boots. Perrault, Charles; Marcellino, Fred. Cuento clásico del gato que ayuda a su amo.
The Random House Book of Mother Goose: A Treasury of 386 Timeless Nursery
Rhymes. Lobel, Arnold. Colección ilustrada de rimas infantiles de Mother Goose, inclusive
«Bah, Bah, Black Sheep», «Little Boy Blue», «Doctor Foster Went to Gloucester» y «When
Clouds Appear Like Rocks and Towers».
E-3-14f
Round Trip. Jonas, Ann. Ilustraciones en blanco y negro y texto registran los lugares de
interés en un viaje diurno a la ciudad y de regreso al punto de origen en el campo.
Rumpelstiltskin. Zelinsky, Paul O. Un hombrecito raro ayuda a la hija del molinero a hilar
paja convirtiéndosela en oro al rey a condición de que ella le dé su primogénito.
The Snowy Days. Keats, Exra Jack. Un niño de corta edad explora el mundo mágico de la
nieve: pelear con bolas de nieve, confeccionar hombres de nieve, deslizarse por un camino
nevado, etc.
Spots, Feathers and Curly Tails. Taduri, Nancy. Preguntas y respuestas resaltan algunas de
las características sobresalientes de los animales de granja, tales como las plumas de gallina
y la crin del caballo.
The Story of Ferdinand. Leaf, Munro; Lawson, Robert. Historia de un toro que prefería
sentarse tranquilamente bajo un árbol que pelear.
The Stray Dog. Marc, Simont; Sassa, Reiko. A una familia se le pega un perro callejero, le
pone por nombre «Willy» y decide quedarse con él.
Strega Nona. De Paola, Tomie. Se vuelve a relatar el viejo cuento italiano sobre lo que pasa
cuando Strega Nona deja a su aprendiz solo con su olla mágica de pastas, y él está
determinado a mostrarles a los vecinos del lugar cómo funciona.
Swimmy. Lionni, Leo. Swimmy, el único pez negro de toda la escuela, concibe para sí y
para sus hermanos y hermanas adoptados una forma menos peligrosa de vivir en el mar.
Sylvester and the Magic Pebble. Steig, William. En un momento de temor, Sylvester, el
asno, le pide a su piedrita mágica que lo convierta en piedra, pero después no puede
sostener la piedrita para hacer el deseo de volver a la normalidad.
The Tale of Peter Rabbit. Potter, Beatrix. Peter desobedece a su madre yendo al jardín del
Sr. McGregor y por poco la agarran.
Tar Beach. Ringgold, Faith. Una muchacha joven sueña con volar por encima de su casa en
Harlem, reclamando para sí y su familia todo lo que vea.
Ten, Nine, Eight. Bang, Molly. El papá y su niñita convierten la hora de dormir en hora de
jugar con un juego de rimas.
There Was an Old Lady Who Swallowed a Fly. Taback, Simms. Presenta la versión
tradicional de una famosa poesía folclórica estadounidense que se escuchó por primera vez
en Estados Unidos en los años cuarenta.
E-3-14g
The Three Bears. Galdone, Paul. Tres osos regresan de una caminata y encuentran a una
niñita que duerme en la camita del osito bebé.
Trashy Town. Zimmerman, Andrea Griffing. Poquito a poco, lata por lata, el Sr. Gillie, el
basurero, limpia su pueblo.
The True Story of the Three Little Pigs By A. Wolf. Scieszka, John; Smith, Lane. El lobo
ofrece su propia versión extravagante de lo que en realidad sucedió cuando se enredó con
los tres cochinitos.
Tuesday. Wiesner, David. Las ranas se levantan sobre sus hojas de nenúfar, flotan por el aire
y exploran las casas circundantes mientras sus moradores duermen.
Uptown. Bryan, Collier. Recorrido por los lugares de interés de Harlem, inclusive el tren
Metro-North, las casas de piedras rojizas, las tiendas de la calle 125, una barbería, juegos
veraniegos de baloncesto, el coro de varones y la puesta del sol sobre el río Harlem.
The Very Hungry Caterpillar. Carle, Eric. Siga cómo una oruga se come diversos alimentos
hasta que, una vez satisfecha, forma un capullo que la recubre y se acuesta a dormir.
The Wheels on the Bus. Zelinsky, Paul O. Mediante el uso de ilustraciones desplazables,
las ruedas del bus dan vueltas, los limpiaparabrisas silban, las puertas se abren y cierran y
las personas entran y salen en esta adaptación de la canción tradicional.
Where the Wild Things Are. Sendak, Maurice. Después que a Max lo mandan a acostarse
por portarse mal, se escapa imaginándose que se va en un velero a una tierra delirante llena
de monstruos.
Where’s Spot? Hill, Eric. Es la hora de cenar, así que la mamá de Spot sale a buscarlo.
Whistle for Willie. Keats, Ezra Jack. Un muchachito afroestadounidense hace todo lo
posible por aprender a llamar a su perro silbando.
The Wolf’s Chicken Stew. Kasza Keiko. Los intentos de un lobo hambriento de engordar a
una gallina para comérsela tienen resultados inesperados.
Yoko. Wells, Rosemary. Cuando Yoko lleva sushi a la escuela para almorzar, sus
compañeros de aula se burlan de lo que come hasta que uno de ellos lo llega a probar.
Zomo the Rabbit: A Trickster from West Africa. McDermott, Gerald. Zomo el Conejo, un
embaucador del África, se empeña en adquirir sabiduría.
E-3-14h
Cómo Adaptar Libros
Mullidores de páginas (tomado de P.J. McWilliam). Coloque pedazos de esponja con goma
caliente en las esquinas superiores derechas de las páginas de los libros para dar un poco más
de espacio entre cada página. El espacio adicional permite que pasen las páginas más
fácilmente los niños que tienen manos pequeñas o dedos juntos, que tienen clavijas en las
manos o que usan palos atados a la cabeza.
Lengüetas de páginas. Hay niños que pueden tener mejor posibilidades de pasar las páginas si
se les añaden lengüetas a éstas. Puede pegar con goma caliente paletitas de helado a las páginas
o sencillamente agregar sujetapapeles a las páginas. Colocar un imán en un guante, en una
cinta de cabeza o en un palo atado a la cabeza puede ayudar al niño a pasar las páginas que se
tienen colocados sujetapapeles metálicos.
Libros en álbumes de fotos, carpetas de anillos, láminas protectoras. Convierta cualquier libro
en un libro adaptado copiándolo o adquiriendo dos ejemplares del libro y desarmando uno de
los libros. Las páginas sueltas se pueden meter en un álbum de fotos o en protectores de
láminas de plástico reforzados con cartón. Después, estás páginas pueden colocarse en carpetas
de tres anillos.
Velcro® en las contraportadas. Coloque Velcro® «machos» (superficie áspera y protuberante)
en las contraportadas de los libros infantiles. Las tiras Velcro® se pegan de la alfombra a fin de
que el libro no resbale ni se deslice cuando el niño pasa las páginas.
Sujetalibros. Colocar los libros a un ángulo y levantarlos más cerca del niño puede ayudar al
niño a pasar y ver las páginas. Los sujetalibros se pueden conseguir en la mayoría de las
tiendas de suministros de libros y oficina. Pegue los libros de los sujetalibros con Velcro® para
que no se caigan. El sujetalibros en sí debe estar asegurado frente al niño.
Libros grabados o en CD (empleando diversos lectores con voces distintas). Compre o grabe
los cuentos favoritos en casetes para que los niños escuchen los cuentos en los ratos de
inactividad en la casa y en la escuela.
Libros en discos informáticos. Muchos libros se pueden conseguir en discos informáticos. El
acceso a los libros en discos es muy fácil porque las páginas se pueden pasar pulsando una
tecla o interruptor adaptable. En estos cuentos también se resaltan, a menudo, palabras a
medida que se les leen a los niños, lo que ayuda a establecer conceptos sobre las letras.
Frecuentemente, estos cuentos son interactivos y les resultan muy agradables a los niños
porque se enfrascan en los cuentos.
Libros electrónicos. Los libros electrónicos se consiguen por internet; hace falta el lector del
libro electrónico para que funcione el libro.
Libros grandes. Los libros grandes ayudan a mantener el interés del niño y son más fáciles de ver.
Adaptado del Centro Nacional de Mejoramiento de Prácticas (conocido en inglés por «NCIP») ubicado en Education Development
Center, Inc., Newton, Massachussets. http: / / www.2.edc.org/NCIP/library/ecPower_8.html
E-3-15
Adaptaciones para
Lecturas Compartidas
1. Ofrezca la forma en que el niño pueda solicitar
cuentos (por ejemplo, use una tablilla de elección)
2. Repita las lecturas. ¡Lea los cuentos más de una vez!
3. Lea cuentos cuyos argumentos sean predecibles. (por ejemplo, Brown Bear, Brown
Bear What Did You See? por Eric Cale).
4. Lea libros que repitan la misma frase una y otra vez., por ejemplo, Are You My
Mommy? [¿Eres tú mi mamá?] (Un polluelo les pregunta a diversos animales: «¿Eres
tú mi mamá?»), The Little Engine that Could [El motorcito capaz] («Me parece que
puedo, me parece que puedo») y The Three Little Pigs (Los tres cochinitos) («Jadearé
y resoplaré»).
5. Lea cuentos basándose en las experiencias e intereses del niño. Puede confeccionar
libros de recuerdos, cuentos que usted escribe junto con el niño sobre actividades
especiales. Los recuerdos son souvenir, como entradas al cine y servilletas de restaurantes.
6. Emplee cartulinas ilustradas o carteles de comunicación que muestran símbolos de
mandos como «Léalo de nuevo», «Imítelo», «Preguntas», «Comentarios» y «Palabras
Seleccionadas de Cada Página». El niño con necesidades especiales puede acceder a
los mandos y mostrarlos a medida que otro niño o el maestro lee en voz alta.
7. ¡Esté atento a los indicios de los cuentos favoritos y léalos!
8. Realice actividades de juego conexas. Escenifique los cuentos, realice actividades de
arte manual y escritura relacionadas con los cuentos.
9. Escoja cuentos aptos para el nivel de desarrollo del niño, haciendo paráfrasis y
empleando palabras distintas cuando haga falta. Las oraciones se pueden acortar.
10. Vincule los cuentos con las experiencias del niño.
11. Encuentre la forma en que el niño pueda contribuir de alguna forma a la lectura del
cuento.
12. Escoja libros con 1 a 3 renglones de letras por página.
Adaptado del Centro Nacional de Mejoramiento de Prácticas (conocido en inglés por «NCIP») ubicado en Education Development
Center, Inc., Newton, Massachussets. http: / / www.2.edc.org/NCIP/library/ecPower_8.html
E-3-16
Cuentos Selectos
Oso pardo,
oso pardo
Alexander
Oso polar, oso polar
Donde viven las
monstruos
Se venden gorras
Tengo un caimán debajo
de la cama
Una pesadilla en mi
armario
Jamberry
Buenas noches, luna
Casa adormecida
Alla en la bahía
Salí de paseo
Nota: Esta gráfica se creó empleando el programa informático Boardmaker, que es producto de Mayer-Johnson Company, Solana Beach,
E-3-17
Figuras o Cartulinas Ilustradas de Oso pardo, oso pardo
oso pardo
pájaro rojo
pato amarillo
caballo azul
rana verde
gato morado
perro blanco
oveja negra
maestra
niños
pez dorado
E-3-18
APPENDIX D: OPTIONAL SIX-WEEK FOLLOW-UP ACTIVITY
The Six-Week Follow-Up Activity found in appendix D of each module is designed to help
participants reflect on what they have learned and generalize it to their daily work with
young children. Whether or not to request or require participants to complete the follow-up
activity is the decision of each trainer and/or training agency.
If the instructor and training agency elect to require the follow-up activity, the instructor
should explain the activity at the end of the module presentation and explain the criteria
that will be used to evaluate the participants’ work. It is important that participants know
how to get any clarification they need and how they can return the completed activity to
the instructor.
Three to four weeks after presenting the training module, the instructor should contact all
participants to remind them to submit their Six-Week Follow-Up Activity. Appendix A
includes a sample reminder notice.
The instructor should review and evaluate the quality of each participant’s completed SixWeek Follow-Up Activity and return it to the participant with feedback. The instructor
should prepare and give a certificate of completion (found in appendix A) to each partici
pant whose performance meets the established criteria, which include, at a minimum,
attendance at all three hours of instruction and satisfactory completion of the Six-Week
Follow-Up Activity.
Note that a Spanish version of the Six-Week Follow-Up Activity is provided in this appen
dix immediately following the English version.
Grow to 5 Module E
Six-Week Follow-Up Activity
Name __________________________
Date ___________________________
Complete the activity on the following pages. Then send your completed Six-Week
Follow-Up Activity to the following address:
Name: _______________________________________
Address: _____________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Fax: __________________________________________
E-mail________________________________________
Your Six-Week Follow-Up Activity is due at the above address by the follow
ing date: ______________________________.
Grow to 5
Module E
Directions: Answer the questions on the next two pages about changes you
have made in your class based on what you have learned in this training and
about plans you have for future changes. You may submit photos or pictures
from catalogs in place of written responses, where appropriate.
• Age range of the children: _____________
• In what stage(s) of cognitive development are the children in my class,
according to Piaget? _______________________________________________
Grow to 5
Module E
What We Do Now
Activities we do that promote cognitive development: ____________________
___________________________________________________________________
___________________________________________________________________
Toys/materials in our classroom: ______________________________________
___________________________________________________________________
___________________________________________________________________
General adaptations for children with special needs: ______________________
___________________________________________________________________
Types of books we have in our classroom: _______________________________
___________________________________________________________________
Time we read-aloud each day: _________________________________________
Activities we do to promote early literacy development: __________________
___________________________________________________________________
Adaptations we make for children who have language delays: _____________
___________________________________________________________________
___________________________________________________________________
Grow to 5
Module E
My Plans for the Future Based on What I Learned in This Training
Additional activities we will do to promote cognitive development: ________
___________________________________________________________________
___________________________________________________________________
Other developmentally appropriate toys/materials we need in our classroom:
___________________________________________________________________
___________________________________________________________________
More general adaptations for children with special needs: _________________
___________________________________________________________________
Additional developmentally appropriate books we need in our classroom:
___________________________________________________________________
Other read-aloud techniques that I will use: _____________________________
___________________________________________________________________
Other activities we will do to promote early literacy development: _________
___________________________________________________________________
Adaptations we will make for children who have language delays: _________
___________________________________________________________________
Actividad Complementaria a las Seis Semanas
Grow to 5
Módulo E
Nombre ________________________
Fecha __________________________
Realice la actividad que aparece en las páginas siguientes. Después, una vez que la
haya realizado, envíe su «Actividad complementaria a las seis semanas» a la dirección
señalada a continuación:
Nombre _________________________________
Dirección ________________________________
________________________________________
________________________________________
Su «Actividad complementaria a las seis semanas» debe llegar a la dirección
señalada más arriba, a más tardar, el ________________________.
Actividad complementaria a las seis semanas
Grow to 5
Módulo E
Indicaciones: Responda en las dos páginas siguientes las preguntas sobre los
cambios que ha hecho en su aula en vista de lo que ha aprendido en esta
sesión de capacitación y sobre los cambios futuros que piensa hacer.
• Ámbito de las edades de los niños: _____________
• ¿En qué etapa(s) del desarrollo cognoscitivo se encuentran los niños de mi
aula, según Piaget? _________________________________________________
Grow to 5
Módulo E
Qué hacemos actualmente
Actividades que realizamos y que promueven el desarrollo cognoscitivo:
___________________________________________________________________
___________________________________________________________________
Juguetes/materiales de nuestra aula: ___________________________________
___________________________________________________________________
___________________________________________________________________
Adaptaciones generales para niños con necesidades especiales: ____________
___________________________________________________________________
Tipos de libros que tenemos en nuestra aula: ____________________________
___________________________________________________________________
Hora en que leemos en voz alta todos los días: ___________________________
Actividades que realizamos para promover el desarrollo de la lectoescritura:
___________________________________________________________________
Adaptaciones que hacemos en provecho de los niños con retrasos lingüísticos:
___________________________________________________________________
___________________________________________________________________
Grow to 5
Módulo E
Mis Planes para el Futuro en Vista de lo que Aprendí en Esta
Sesión de Capacitación
Actividades suplementarias que realizaremos para promover el desarrollo
cognoscitivo: ________________________________________________________
___________________________________________________________________
___________________________________________________________________
Otros juguetes y materiales adecuados para el desarrollo que nos hacen falta
en nuestra aula:
___________________________________________________________________
___________________________________________________________________
Más adaptaciones generales para niños con necesidades especiales: _________
___________________________________________________________________
Demás libros adecuados para el desarrollo que nos hacen falta en nuestra aula:
___________________________________________________________________
Otras técnicas de lectura en voz alta que voy a emplear: ___________________
___________________________________________________________________
Otras actividades que realizaremos para promover el desarrollo de la
lectoescritura: _______________________________________________________
___________________________________________________________________
Adaptaciones que haremos en provecho de los niños con retrasos lingüísticos:
___________________________________________________________________
REFERENCES
Bales, D. (1998). Building baby’s brain: Ten myths. Athens, GA: University of Georgia, College
of Family and Consumer Sciences. [www.fcs.uga.edu/pubs/current/FACS01-2.html].
Griswold, L. (2005, April 6). Neglectful parenting found to stunt brains. Quoting Dr. Pruce
Perry. The Fresno Bee. [Retrieved May 9, 2005, at www.fresnobee.com/columnists/
griswold/story/10259730p-11070415c.html].
Huitt, W., & Hummel, J. (2003). Piaget’s theory of cognitive development. Educational
Psychology Interactive. Valdosta, GA: Valdosta State University. [Retrieved October 6, 2004
from chiron.valdosta.edu/whuitt/col/cogsys/piaget.html].
International Culture & Technology Transfer. (1999). Developmentally appropriate practices for
infants and toddlers. Tallahassee, FL: Florida Department of Children and Families, Child
Caregiver Training Program.
Dodge, Diane Trister. Creative Curriculum for Preschool.
Morrow, L. (2001). Literacy development in the early years: helping children read and write (4th
ed.). Needham Heights, MA: Allyn & Bacon.
National Center to Improve Practice. Adapting books. Newton, MA: Education Develop
ment Center. [www2.edc.org/NCIP/library/ecPower_8.html].
National Network for Child Care website [www.nncc.org] College Station, TX: Texas Coop
erative Extension.
New York Public Library. 100 picture books everyone should know. from ON-LION, the
children’s website of the New York Public Library [kids.nypl.org/reading/
Rice, K. F., Burkes, Jeanne, & Kaplan-Sanoff, Margot. (1998-2001). Early literacy. In
BrainWonders. [www.zerotothree.org/brainwonders/EarlyLiteracy.html]
Richey, V. (1996). Booklists of the Monroe County Public Library. Monroe County, IN.
[www.monroe.lib.in.us/childrens/predict.html].
Roskos, K., Christie, J., & Richgels, D. (2003, March). The essentials of early literacy instruc
tion. Young Children, 58 (2), 52-60.
Ruffin, N. J. (2001). Human growth and development: A matter of principles. Retrieved October
6, 2004, from the Virginia Polytechnic Institute & State University, Virginia Cooperative
Extension website: www.ext.vt.edu/pubs/family/350-053/350-053.html].
Schickedanz, J. A. (1995). Much more than ABCs: The Early Stages of Reading and Writing.
Washington, DC: National Association for the Education of Young Children.
U.S. Department of Education, Office of Intergovernmental and Interagency Affairs. (2002).
Helping your child become a reader. Washington, DC: Author.
John L. Winn, Commissioner
310509.E

Grow to 5 Module E Grow to 5 Module E Intellectual

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