For years, researchers have shown that reading to infants is good for their language and cognitive development and is important for building children’s vocabulary and prereading skills.
One reason it is so important to introduce science to very young children: the understandings they develop—no matter how basic or partial—provide a framework for later learning.
In this article, we aim to support teachers by sharing our experiences creating, managing, and sustaining developmentally appropriate opportunities for meaningful talk in prekindergarten classrooms with multilingual learners.
Authored by
Authored by:
Mary E. Bolt, Carmen M. Rodriguez, Christopher J. Wagner, C. Patrick Proctor
The SEEDS approach to repeated read alouds offers teachers a structured, emotionally supportive, and intentional way to increase children’s language and literacy development.
Early childhood teachers play a key role as children develop literacy. While this cluster does not cover the basics of reading instruction, it offers classroom-tested ways to make common practices like read alouds and discussions even more effective.
En un entorno de clase con abundancia de lenguaje escrito, los niños pueden leer y escribir para una amplia variedad de propósitos auténticos de la vida cotidiana.
Adaptado de Learning to Read and Write: Developmentally Appropriate Practices for Young Children, una declaración de posición en conjunto de la Asociación Nacional de Educación Infantil y la International Reading Association
