The Snowman by Raymond Briggs, Dear Zoo by Rod Campbell, The
Very Hungry Caterpillar by Eric Carle and I Want My Potty! By Tony Ross are
just few of the most popular books and children’s authors that write books
designed for early years children aged 0-5 years old.
A Bear Called Paddington by Michael Bond, The BFG by Roald
Dahl, The Queen's Nose by Dick King-Smith and Diary of a Wimpy Kid by Jeff
Kinney are just few of the most popular children’s books from authors that
write books designed for children of the ages 6-8 years old. (Infants)
Skellig by David Almond, Matilda by Roald Dahl and Quentin
Blake, The Lion, the Witch and the Wardrobe by C S Lewis and Private Peaceful by
Michael Morpurgo are just few of the most popular books what are written by
these authors designed for children ages 9-11 years old. (Juniors)
Elements that make children’s books successful are that they
contain powerful images to help them understand, a strong character that
represents an emotion, a story line that is going to teach the children something
and especially for the early years children, the books that have sensitivity
sections where you can feel something in the book will help them to learn
things through other senses rather just than through imagery and by hearing the
story being told but actually by allowing them to sense something to enhance
their learning.
My favourite early years books is ‘The very hungry caterpillar’
by Eric Carle, this is my favourite book because it involves a lot of repetition
which helps younger people to learn but also there are lots of bright pictures
in the book to help you go along with the storyline and some books are
interactive which allows you to see the caterpillar eating the food on his journey.
My favourite book from when I was an
infant was ‘A diary of a wimpy kid’ I liked this book because it had some
elements of humour and was set out in a way which was fun to read. Also it wasn’t
too long and descriptive which allowed me to be able to read it for myself. My favourite book form when I was a junior was
Mathilda because it uses a lot of descriptive language as well as few small
images to help you to visualise the characters that Roald Dahl describes so thoroughly.
Children are taught to read in schools by first being taught
how to distinguish the difference between a phoneme and a letter which will
help them to put together a sound and be able to pronounce the different sounds
within the words. We first teach them to break down words into smaller sound
(phoneme awareness) this enables them to sound out the different sounds within
the words before trying to say them one after another to put the word together.
When children are in the process of leaning it is important that you help them
by reading to them with much more expression. This will enable them to hear the
different sounds within the words but also the different intonations to help
them to understand the mood of the sentence (eg declarative or an interrogative)
there are some steps that children follow when they learn to read and intemperate
language…
At about 18 months, children add new words to
their vocabulary at the astounding rate of one every 2 hours.
By age 2, most children have 1 to 2,000 words and combine
two words to form simple sentences such as: "Go out." "All
gone."
Between 24 to 30 months, children speak in longer sentences.
From 30 to 36 months, children begin following the rules for
expressing tense and number and use words such as some, would, and who.
Bibliography:
Questions not yet completed:
What are the arguments for and against current approaches? Make sure you cover synthetic phonics and reading schemes.
What sorts of 'miscues' (virtuous errors based on misapplication of reading skills) do young readers make and how are caregivers encouraged to deal with them (again, numerous ways)?
Great start - good awareness of key issues. Do a little more on how caregivers (including teachers) support reading development and finish off.
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