Course:Language Learning in Early Childhood(1629) Roll no:CA554837

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 Course:Language Learning in Early Childhood(1629) Roll no:CA554837

ASSIGNMENT No. 02

Course: Language Learning in Early Childhood (1629)

Roll no: CA554837

Semester: Spring, 2020

Level: PGD / ECE

Q. 1 a. What is the connection between reading and writing skills? Discuss.

b. Briefly explain the role of teacher in teaching learning process.

Ans: Reading and writing largely depend upon the same skills. Spelling and single-word reading
rely on the same underlying knowledge, and instruction and practice in one should aid the
development of the other. For instance, the ability to link sounds together to construct words is
reinforced when students read and write the same words. Furthermore, writing instruction
improves reading comprehension and the teaching of writing skills — such as grammar and
spelling lessons — reinforce reading skills. Research suggests that reading and writing skills are
best developed when taught and practiced in conjunction.

For many years reading and writing were (and sometimes still are) taught separately. Though the
two have almost always been taught by the same person (the English/Language Arts teacher)
during the Language Arts period or block, educators rarely made explicit connections between
the two for their students. Over the last ten years research has shown that reading and writing are
more interdependent than we thought. The relationship between reading and writing is a bit like
that of the chicken and egg. Which came first is not as important as the fact that without one the
other cannot exist. A child’s literacy development is dependent on this interconnection between
reading and writing.

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The Relationship Between Reading and Writing

Basically put: reading affects writing and writing affects reading. According to recommendations
from the major English/Language Arts professional organizations, reading instruction is most
effective when intertwined with writing instruction and vice versa. Research has found that when
children read extensively they become better writers. Reading a variety of genres helps children
learn text structures and language that they can then transfer to their own writing. In addition,
reading provides young people with prior knowledge that they can use in their stories. One of the
primary reasons that we read is to learn. Especially while we are still in school, a major portion
of what we know comes from the texts we read. Since writing is the act of transmitting
knowledge in print, we must have information to share before we can write it. Therefore reading
plays a major role in writing.

At the same time practice in writing helps children build their reading skills. This is especially
true for younger children who are working to develop phonemic awareness and phonics skills.
Phonemic awareness (the understanding that words are developed from sound “chunks”)
develops as children read and write new words. Similarly, phonics skills or the ability to link
sounds together to construct words are reinforced when children read and write the same words.
For older children practice in the process of writing their own texts helps them analyze the pieces
that they read. They can apply their knowledge about the ways that they chose to use particular
language, text structure or content to better understand a professional author’s construction of his
or her texts.

Harnessing the Reading-Writing Relationship to Help Children Learn

Simply knowing that reading and writing are intimately connected processes isn’t enough. In
order to help children develop these two essential skills, parents and teachers need to apply this
knowledge when working with them. Here are a few strategies for using reading and writing to
reinforce development of literacy skills.

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b. Briefly explain the role of teacher in teaching learning process.

 
It is clear that the 21st-century classroom needs are very different from the 20th-century ones. In
the 21st century classroom, teachers are facilitators of student learning and creators of productive
classroom environments, in which students can develop the skills they might need at present or
in future.

Teacher Roles:
Most teachers take on a variety of roles within the classroom, which role do you think most
defines your role in the ESL classroom?

1. The Controller: The teacher is in complete charge of the class, what students do, what they
say and how they say it. The teacher assumes this role when a new language is being introduced
and accurate reproduction and drilling techniques are needed.
In this classroom, the teacher is mostly the center of focus, the teacher may have the gift of
instruction, and can inspire through their own knowledge and expertise, but, does this role really
allow for enough student talk time? Is it really enjoyable for the learners? There is also a
perception that this role could have a lack of variety in its activities.

2. The Prompter: The teacher encourages students to participate and makes suggestions about
how students may proceed in an activity. The teacher should be helping students only when
necessary.
When learners are literally ‘lost for words’, the prompter can encourage by discreetly nudging
students. Students can sometimes lose the thread or become unsure how to proceed; the prompter
in this regard can prompt but always in a supportive way.

3. The Resource:  The teacher is a kind of walking resource center ready to offer help if needed,
or provide learners with whatever language they lack when performing communicative activities.
The teacher must make her/himself available so that learners can consult her/him when (and only
when) it is absolutely necessary.

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As a resource the teacher can guide learners to use available resources such as the internet, for
themselves, it certainly isn’t necessary to spoon-feed learners, as this might have the downside of
making learners reliant on the teacher.

4. The Assessor: The teacher assumes this role to see how well students are performing or how
well they performed. Feedback and correction are organized and carried out.
There are a variety of ways we can grade learners, the role of an assessor gives teachers an
opportunity to correct learners. However, if it is not communicated with sensitivity and support it
could prove counter-productive to a student’s self-esteem and confidence in learning the target
language.

5. The Organizer: Perhaps the most difficult and important role the teacher has to play. The
success of many activities depends on good organization and on the students knowing exactly
what they are to do next. Giving instructions is vital in this role as well as setting up activities.
The organizer can also serve as a demonstrator, this role also allows a teacher to get involved and
engaged with learners. The teacher also serves to open and neatly close activities and also give
content feedback.

6. The Participant: This role improves the atmosphere in the class when the teacher takes part in
an activity. However, the teacher takes a risk of dominating the activity when performing it.
Here the teacher can enliven a class; if a teacher is able to stand back and not become the center
of attention, it can be a great way to interact with learners without being too overpowering.

7. The Tutor: The teacher acts as a coach when students are involved in project work or self-
study. The teacher provides advice and guidance and helps students clarify ideas and limit tasks.
This role can be a great way to pay individual attention to a student. It can also allow a teacher to
tailor make a course to fit specific student needs. However, it can also lead to a student becoming
too dependent or even too comfortable with one teacher and one method or style of teaching.

References:

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 Courtois, P. J.; Heymans, F.; Parnas, D. L. (1971). "Concurrent Control with "Readers"

and "Writers"" (PDF). Communications of the ACM. doi:10.1145/362759.362813.
 Taubenfeld, Gadi (2006). Synchronization Algorithms and Concurrent
Programming.Pearson Education.p. 301.
 Morris JM (1979). A starvation-free solution to the mutual exclusion problem.Inf Process
Lett 8:76–80
 Fair Solution to the Reader-Writer-Problem with Semaphores only. H. Ballhausen,
2003 arXiv:cs/0303005
 Faster Fair Solution for the Reader–Writer Problem. V. Popov, O. Mazonka 2013
 Ahmed, F. and Nawaz, M. (2017).WITHDRAWN: An exploratory factor analysis of the
impact of language teachers’ professional development of elementary school
teachers. Lingua.

 Archer, E. (2017). The Assessment Purpose Triangle: Balancing the Purposes of

Educational Assessment. Frontiers in Education, 2.

 Aydoğdu, S. and Başçiftçi, F. (2014). Methods Used in Computer-Assisted Bone Age

Assessment of Children. Journal of Advances in Computer Networks, 2(1), pp.14-17.

 Blessinger, P. (2017).Reaching hard to reach students through student learning

communities. The Journal of Educational Innovation, Partnership and Change, 3(1),
p.259.

 Brown, M. (2014). Psychologically Informed Planned Environment (PIPE): a group

analytic perspective. Psychoanalytic Psychotherapy, 28(3), pp.345-354.

 Bruggink, M., Goei, S. and Koot, H. (2015).Teachers’ capacities to meet students’

additional support needs in mainstream primary education. Teachers and Teaching,
22(4), pp.448-460.

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Q.2 Which factor effecting during listening process? Also highlight the role of ECE teacher
in speech skill development in children.

Ans: Listening is a procedure that includes currently hearing what the other individual is saying
and taking care of that correspondence. Listening is the means by which we get the verbal part of
a person’s message.

Listening is very not quite the same as hearing since hearing is just the demonstration of
perceiving sound by the ear. On the off chance that you are not hearing-disabled, hearing
essentially happens. Listening, be that as it may, is something you deliberately do. Listening
requires focus with the goal that your mind forms significance from words and sentences.
Listening prompts learning.

I have highlighted 5 common factors that affect people’s ability to listen effectively below. This
list is by no means exhaustive. I’d love to hear other factors that affect your ability to listen
effectively also in the comment box below.

1. Lack of interest

Often times, we get ourselves caught in a conversation that essentially does not hold our interest.
In such cases, we’ll be tempted to float off in our own contemplations or concentrate on
something unique — which, shockingly, can be an obstruction to listening.

As an example, I usually lost interest when someone discuss football with me because I don’t
have interest in it. I tend to inform the speaker about my lack of interest in the topic before he
goes too far.

Of course, it’s not by any means a good idea to drive your consideration on a topic you find
horribly boring. In the event that the discourse isn’t vital, steer the discussion to an alternate

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heading. In the event that it is essential, in any case, attempt to concentrate on the important
focuses and note them down.

2. Noise, Awkward seating positions and temperature

Ecological factors, for example, noise, temperature and awkward seating positions can make us
concentrate our attention on other factors alongside what the speaker is saying.

Attempt to control environmental factors at whatever points conceivable. Take a stab at finding a
calm at another seat or move to a quiet place to proceed with the discussion. It is really hard to
center concentration when we are always occupied by outside powers.

3. Distractions

The most evident and presumably the most significant barriers to listening this day and age are
different distractions. Tragically, a large number of us can’t be part of a discussion without
continually looking at our phone or PC. In addition to the fact that it is viewed as discourteous,
yet it additionally tells the other individual that you’re exhausted and whatever is on your
telephone is more critical to you than this discussion.

As you’re distracted, you’re additionally liable to miss critical points or information that you may
require later on. When you’re having a discussion with somebody, it’s best to keep these
distractions away and concentrate on the individual before you.

4. Personal bias

Personal bias can cloud your judgment and influence you to deliberately ignore towards
significant information or great individuals. When you live and work in a multicultural domain,
it’s essential to abandon every one of your biases when you’re speaking with others.

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For instance, on the off chance that you accept a person as unintelligent (or even less astute than
you) as a result of his educational background, you’re blinding yourself. You have to give
everybody the advantage of uncertainty and listen to what they have to say.

5. Intrusion

The fact that no good thing originates from interfering with somebody while they’re talking is one
of those cardinal tenets of communication we’re all taught as kids. Sadly, that lesson doesn’t tend
to stick. Individuals are so anxious to be heard that occasionally they intrude on discussions to
express their own supposition.

Be that as it may, in addition to the fact that it is viewed as inconsiderate, but on the other hand,
it’s one of the greatest barriers to effective listening. To refrain from committing this mistake,
attempt to hold up until the point when the other individual has completed the process of talking
before saying your own thoughts so anyone can hear.

Many children in preschool have speech and language disorders and a poor communication
development, and the need for support is extensive. 

Concurrently with the rapid development in the digital society, the demand for a functional
communication is evident already in childhood. All children in Sweden, despite mother language
or social background, have the right to get equal opportunities to acquire the Swedish language
(SOU :). Preschool and school have a key role in these respects and constitute the basis for
children’s language development. In Sweden preschool is part of the general education system
(Education Act, 2010), and the Ministry of Education and Science is responsible for preschool
teacher education on an academic level. To reach the goals of equality for all children Sweden
implemented the first national curriculum for preschool in 1998 (Lpfö, 1998/rev. 2010). It
appears that speech and communication is regarded as vital in child development, and therefore
forms a goal area in the curriculum.

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Preschool is expected to stimulate children’s learning and development from a holistic point of
view, and most children between one and five years attend preschool. The leading star is ‘a
school for all’, although Sweden is at present experiencing many challenges. The demands on the
preschool teachers are growing, in pace with an increasing number of immigrant children
arriving to Sweden without being able to speak the Swedish language. This is a challenge for the
preschool system. The goals in preschool are many and the teachers are responsible for attaining
the goals ‘as far as possible’.

The goals for children’s language learning and development in preschool are in short:

 to be able to differentiate shades of meaning in concepts,

 to develop the ability to listen, reflect and express their own views,

 to develop their use of spoken language, vocabulary and concepts, ask questions, and
argue and communicate with others,

 to develop an interest in written language, understand symbols, pictures, texts and

different media, and to develop their creative abilities.

References:

 Brown, H. D. (2001). Teaching by principles: An interactive approach to language

pedagogy, second edition. New York: Longman. [8] Call, M. E. (1985). Auditory short
-term memory, listening comprehension, and the input hypothesis. TESOL Quarterly,
19(4): 765-781.
 Coakley, C., &Wolvin, A. (1997).Listening in the educational environment. In M. Purdy
& D. Borisoff (Eds.), Listening in everyday life: A personal and professional approach
(2nd ed.) (pp. 179-212). Lanham, MD: University Press of America.
 Gilbert, M. B. (1988). Listening in school: I know you can hear me--But are you
listening? Journal of the International Listening Association, 2, 121-132.
 Joseph P. Boyle. 1984. Factors affecting listening comprehension. ELT Journal, Volume
38, Issue 1, January 1984, Pages 34–38.
 Van Duzer, C. (1997). Improving ESL Learners' Listening Skills: At the Workplace and
Beyond. Washington D.C.: National Clearinghouse for ESL Literacy Education.

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Q.3 Enlist the activities which teacher can be used in classroom for language promotion of
children?

Ans: Children can benefit from playtime. Games offer a fun-filled, relaxed environment where
they can practice using new words and are free to express themselves. Participating in
recreational activities is an effective way to develop language and communication skills. It also
helps your children to be more socially confident and may be a way to forge friendships.

Below are some examples of games and playtime activities that integrate language learning with
fun:

Word games:

Expand your children’s vocabulary with word games. It can be as simple as pointing out
items at home or during a road trip e.g. “I am now mixing the butter into the batter” or “Tall
buildings are also called skyscrapers”. You might even give the definition or share
background information about these words. Games like Scrabble, Pictionary or a round of
Charades also encourage vocabulary development and communication skills. 

Jokes:

Telling age-appropriate puns will also help foster good humour and creativity in children.
This also encourages wordplay and imagination. You can read through kid-friendly joke
books and take turns telling witty stories. Avoid being too critical of their gags, speech, or
articulation. Instead, model proper pronunciation or grammar by repeating the statement back
to them in the correct way e.g. when your child says “I goed so fast!” instead of saying,
“That’s not how you say it”, you can opt to say, “Yes, you went so fast!” 

Riddles:

Riddles are fun ways to use words and paint pictures of scenes or situations. Read or say
riddles aloud to each other and explain to your children the different definitions of a single

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word e.g. school as in a place of learning or school as in a group of fish to help them
understand the riddle better.

Rhymes:

The repetitive chanting, reading, writing, or hearing of rhymes promotes good listening skills
and memory retention, aside from developing speech. You can also narrate what you do at
home with rhyming words or let your children tell you about their favourite toys using
rhyming words.

Homonyms:

Promote listening and comprehension skills by playing with words that sound the same but
have different meanings. Allow your children to think of words that sound alike and let them
try to define each one. This is also a good gauge of how much your children’s vocabulary has
expanded and if their understanding of the words is correct.

Storytelling:

While storybooks provide ample entertainment, sharing stories – whether real or make-
believe – can provide a good bonding time with your children while helping develop their
communication skills. Exchange stories about daily events. Broaden their imagination with
fantastical stories and let their creativity grow as you make up stories about anything and
everything around them.

Songs:

Aside from harnessing their musical abilities, songs also help children learn new words.
Lyrics have a sense of rhyme and rhythm so it will be easy and entertaining for them to sing
along. In addition, simply putting a tune to an activity can be a fun game that you can play
with your children.

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Tongue twisters:

Tongue twisters are an excellent and fun way to teach children correct pronunciation and
enunciation of words. It is a fun way to train their tongue to pronounce words. Start with
simple ones and work your way up.

Words can be a lot of fun if we know how to maximise their use. Together, they can be made up
into stories, songs, and a whole lot of other things that will help your children be more eloquent.
Continue to encourage your children to speak well by constructing a healthy and fun learning
environment where they can unleash their creativity and broaden their linguistic skills. Guide
them on how to express their thoughts, feelings and actions better through the use of words as
this will prepare them to face the world with confidence as they grow.

References:

 Fred Genesee, What do we Know About Bilingual Education for Majority‐Language

Students?, The Handbook of Bilingualism, 10.1002/9780470756997, (547-576), (2006).
 Wiley Online Library

 Allwright, Richard. 1979. Language learning through communication practice. In The

communicative approach to language teaching, C. J. Brumfit and Keith Johnson (Eds,),
167-182. Oxford, England: Oxford University Press.

 Barik, Henri C., and Merrill Swain. 1975. Three-year evaluation of a large scale early
grade French immersion program: the Ottawa study. Language Learning 25:1-30.

 Brown, H. Douglas. 1980. Principles of language learning and teaching. Engle-wood

Cliffs, New Jersey: Prentice-Hall.

 Bruck, Margaret, Wallace Lambert, and G, Richard Tucker. 1974. Bilingual schooling
through the elementary grades: the St. Lambert project at grade seven. Language
Learning 24:183-204

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Q.4 How material support for language development in ECE? Explain with the help of
suitable examples.

Ans: Montessori language materials are designed primarily to teach children the intricacies of
written and spoken language. A firm grasps of writing and speaking will allow students to
progress with their learning. Students use language materials to explore letters, sounds,
handwriting, and eventually spelling and writing.

The Montessori language materials develop along with these learners, to help them reach the
final stages of writing on their own. There are a host of activities in the Early Childhood
timeframe that build towards these language activities. The foundational skills of Early
Childhood are already in place and developing when language-specific work is intertwined.

Below you'll find a collection of Montessori language-learning materials, with information on

how each is used in the Montessori classroom.

SANDPAPER LETTERS

From the earliest levels, students are introduced to letters and sounds, and begin differentiating
between consonants, vowels, and key sounds that are not covered by single letters. Each letter of
the alphabet is formed from sandpaper and mounted on a square tile. Consonants and vowels are
mounted on different color tiles, and key sounds (that can't be conveyed with a single letter) are
mounted on a third color. Students begin to internalize the shapes of the letters, the sounds, and
the differences between the groups.

METAL INSETS

Metal insets are used to build the dexterity needed to write letters. The insets come in a number
of different shapes, and are used to trace different shapes, building the hand strength needed to

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create those shapes. Students interact with the insets in a number of ways—tracing the interior,
exterior, and using different shapes and writing utensils to create new designs.

VOCABULARY CARDS

Montessori vocabulary cards, sometimes referred to as three-part matching cards, are used during
the early stages of "reading" in the Montessori classroom. After developing mastery with
identifying letters and their sounds, students move on to matching pictures with the words that
describe them. Three part matching cards consist of an image card, a matching word card, and a
third card that shows the proper word/image combination for the student to check against.

PRE-SELECTED SOUND BOXES

The pre-selected sound boxes consist of objects (figurines) or pictures of objects, along with a set
of movable letters. Students place the letters on their work station, and then select the objects that
start with that letter and place them underneath. Students also progress to selecting the objects
that end with a given letter. As students progress, they can begin to spell out entire words with
their movable alphabets; and then practice writing those words out on their own.

MOVABLE ALPHABETS

The movable alphabet builds on the themes of the sandpaper letters and sound boxes. Multiple
representations of each letter are stored for children to recognize from their earlier work, and
piece together into words. The color coding of consonants and vowels remains, but the student is
now required to combine the letters on their own to form words. The movable alphabet is
commonly combined with other materials or props to give students new spelling challenges.

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RHYME CARDS

Rhyme cards are a good example of a wide set of Montessori materials that use words written on
cards to explore the relationships between words. In the early stages, children use rhyme cards to
arrange words into rhyming groups. As their skills increase, they move on to arranging words in
new ways. Each set contains the exact number of each piece needed, so that students can self-
correct, if they, for example, realize that one group is too large. 

SENTENCE-BUILDING CARDS

As students' skills increase, they move on to more complex matching cards. The sentence-
building cards use color-coding to indicate different parts of speech (black represents a
punctuation mark). Students arrange words into sentences, using a color-coded template by
matching the colors on their word cards to the colors on the template. This way, students begin to
understand the importance of sentence structure, syntax, and parts of speech. 

References

 Alan, Maley. (2004). Review: Materials evaluation and design for language teaching. ELT
Journal, 58(4),394-396.
 Tomlinson, B. (1998). Materials development in language teaching. Cambridge: Cambridge
University Press.
 Clarke, D. F. (1989).Communicative theory & its influence on materials
production. Language Teaching, 73-86.
 Coleman, James A. (2005). Call from margins: Towards effective dissemination of call
research and good practices. RECALL,17(1), 18–31.

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 Crawford, J. (2002). Role of materials in language classroom: Finding the balance. In J.C
Richards & W.A Renandya, (Eds.), Anthology of current practice.(pp.84-87) Port
Melbourne, Australia: Cambridge University Press,
 Nunan, David. (1992). Research methods in language learning. Cambridge: Cambridge
University Press.
 Edge, J. (1993). Essential of English language teaching.  London: Longman, pp.43-48.

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Q.5What is the importance of storytelling in child development and why books play
significant role in children learning? Explain.

Ans: Storytelling is the oldest form of teaching. It bonded the early human communities, giving
children the answers to the biggest questions of creation, life, and the afterlife. Stories define us,
shape us, control us, and make us. Not every human culture in the world is literate, but every
single culture tells stories.

Stories create magic and a sense of wonder at the world. Stories teach us about life, about
ourselves and about others. Storytelling is a unique way for kids to develop an understanding,
respect and appreciation for other cultures, and can promote a positive attitude to people from
different lands and religions.

If you want your children to be smart, tell them stories. If you want them to be brilliant, tell them
more stories.- Albert Einstein

Benefits of Storytelling

When you tell your first story, there is a magical moment. The children sit enthralled, mouths
open, eyes wide. If that isn’t enough reason, then consider that storytelling:

 Inspires purposeful talking, and not just about the story — there are many games you
canplay.

 Raises the enthusiasm for reading texts to find stories, reread them, etc.

 Initiates writing because children will quickly want to write stories and tell them.

 Enhances the community in the room.

 Improves listening skills.

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 Really engages the boys who love the acting.

 Is enjoyed by children from kindergarten to the end of elementary school.

 Gives a motivating reason for English-language learners to speak and write English.

In schools where improving basic literacy levels is a priority, storytelling can be used to quickly
raise standards while developing skills, knowledge and confidence in a range of other areas.

Another advantage of listening to stories is that children grow in academic learning. Story telling
introduces lot of new vocabulary to children. At homes, people communicate with limited number
of words. But stories will have academic level vocabulary and lot of newer words for the kid to
learn. It is easy to teach the meanings of the words as kids learn faster from the context of story.

Storytelling is the most powerful way to put ideas into the world today. — Robert McKee

You can increase the memory capacity of children by asking them to remember the stories you
have already read for them or asking them to remember where you stopped the previous day.
Always demand kids to share their contribution in the stories. Ask them to narrate a possible
climax or encourage them to create a new story with the same characters in a story.
Differences between cultures and various lifestyles are introduced to kids through stories. All the
stories are informative to children, as being new to the world; they may know very little things
about the life in the world. Stories help kids to visualize the plot and characters.

Why books play significant role in children learning? Explain.

Learning in a child’s brain occurs in a complex and simultaneous manner, and need not be
separated into the categories we use in later life. There is no structured concept of literacy or
numeracy in a baby’s mind, but a relationship with learning is beginning to form.

Basic organizational skills, information filtering, and communication are all combining to prepare
your child for formal education. In the contemporary landscape, where technology is ever present,

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it is more important than ever to take a hands-on approach to early learning. From birth until the
age of five is the most rapid period of development in your child’s life. Spending time with them
and communicating through conversation, play, music and reading teach your child much more
than just the sounds of the alphabet.

Books and reading - what children learn?

Books offer a layered learning experience for children. They’re tactile and able to be held. They
introduce children to the lay of the words on the page, the structure of narrative, the sound of
language and the interaction required to read a book. A person reading a book is animated and
engaged, in a way quite different to when they are watching a screen. The book can be held,
touched, and re-read, and is usually beautifully illustrated.

Reading a book caters to a range of learning styles from audio learning (hearing) to visual
(seeing) and kinesthetic (doing). Observing how your child responds to books can help you to
identify what their preferred learning style is and how you can support them in the future. In this
way, reading provides you with a barometer, teaching you about your child.

When a child responds to a particular book as their favourite, it can also provide key insights into
their learning process, styles and tastes. They may enjoy the book for comfort or sentimentally,
for its beauty or because it’s funny. They might enjoy being a little bit frightened, or lean
towards informative, factual texts such as books about animals, people or places.

There is no need to be concerned if your child chooses the same book over and over. They may
be consolidating an important concept for them, or simply enjoy the comfort and familiarity of a
story where they are certain of and happy with the outcome.

Even if it seems like your child is too young to understand the full meaning of a narrative,
reading a range of material to them is invaluable. You never know what they might pick up; a
new addition to their vocabulary or a picture that particularly grabs their attention. Even learning

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what they don’t like supports decision making and helps them become more discerning. There
are so many benefits of reading together and ones they can enjoy as they spend time with you.

References:

Stadler, M.A., Ward, G.C. Supporting the Narrative Development of Young Children. Early
Childhood Educ. J.33, 73–80 (2005).

Collins J., (1985). Some problems and purposes of narrative analysis in educational research
Journal of Education, 167(1):57–70

Dougherty S. K., (1999). Autobiography: Telling our life stories Montessori Life, 11(1):40–41 

Feagans L., Applebaum M.J., (1986). Validation of language subtypes of learning disabled
children Journal of Educational Psychology 78:358–64

Hale J. E., (2001). Learning while black: Creating educational excellence for African American
childrenBaltimore, MD The John Hopkins University Press (pp. 112–151)

Jalongo M. R., (2003). Early childhood language arts. 3 ed. Boston, MA Allyn and Bacon
pp.180–203

McCabe A., (1997). Cultural background and storytelling: A review and implications for
schooling The Elementary School Journal 97(5):453–473

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