Children From Picture Books

The preschool years which are the ages between 2 ½ years to five years old is an exciting time for children. It is during this time that they use all of the development learned during the infant and toddler stage to actively explore and engage in school. Preschoolers learn how to make their own choices, develop socially, and explore their environments. Parents and caregivers still play an important role in helping children during this time take initiative and explore their environments. Adult’s behaviors, attitudes, and styles of thinking contribute to preschooler’s

The child knew how to turn the pages, show me the title of the book, and show me the title page of the book. The child struggled in holding the book right side up, showing me the front cover, and the back cover, and finding the first page of text. The child was not able to tell me what the author or the illustrator did. With the conventions of print the child was able to tell me where it tells the story at, where we start to read. Lastly the he could tell me that we read from left to right and top to bottom. The child struggled with the return sweep when reading. The child excelled in showing me the spaces between words, and pointing out letters to me. The child struggled in one on one reading, and finding word boundaries around a word. The child also had problems with finding the first word on the page, and the last word on the page, and with counting the words and letters for me. The child was not able to show me the difference between a capital and lowercase letter. The child was able to identify the letters on a page, some of the specific letters that I pointed to, and also was able to identity some of the letters in his name. The child was also able to name some of the letters on a page, some of the specific letters, and some of the letters in his name. He was able to

Introduction to reading comes through phonetic reading boxes. The reading boxes are cleverly organized, going from simple to the complex. Reading does not follow the same process of writing, which is taking our own thoughts and symbolizing. When we read, it is not our language with which we are working with, it is the author’s language. Reading is the analysis of the language followed by a synthesis. Story telling and socio-dramatic play in the environment can help the child develop an imagination that fosters a higher capability to understand what is being read to them.

The Child Study data I have gathered comes from the observation I have completed at Mission Bell Elementary School. Mission Bell Elementary School is a local school in Riverside. In the P.M preschool class there are 24 students, one teacher, and one assistant. The child I decided to observe is names Zoe. Zoe is 4 years and 10 months old. I immediately was drawn to Zoe because she had such a big personality, was very social, and smart. I am glad that I choose to observe Zoe because she was able to make my observation process smooth and easy. While observing her I had to pay close attention to her biosocial development, motor skills, cognitive skills, communication skills,

Book-sharing experiences expose children to new concepts and vocabulary that they may not encounter in informal conversations. Children may use this new knowledge in their creative writing, “trying out” the words they have heard used in the books. When storybooks containing figurative language are shared and discusses, children are able to develop an understanding of the similes and metaphors.

Ever analyzed a picture book before? The colors, shapes, and underlying message on every inch of the page create a story. A story that makes your brain tick and contemplate what exactly you’re looking at. These things are significant to the constant development of a human being, but the specifically to a child.

For the present study, the data was collected based off of the student’s age on two different occasions, first on January 3, 2017 and the final data point was completed on March 14, 2017. The following ten data points were addressed when collecting data for 3 year old students in the classroom:

This allows the child to read the book and understand the content without being confused or over stimulated with information. From this analysis, the content of the book is effective and should be used because it is accurate and in the correct scope. It is easily understood without being too simple that children dismiss it because it is for earlier aged children. Although the content is a main piece of the puzzle, the way the content is organized is significant as

Berk, L. E. (2012). Infants, Children, and Adolescents (7th ed.). Boston, MA: Pearson Education, Inc.

Generally, children start to make distinctions between reality and fantasy between the ages of 3 and 5 (Bunce and Harris, 2012). However, the depth of distinction between the two categories transitions from using ontological status to authenticity at the age of 4 (Bunce and Harris, 2012). An ontological status of reasoning means the entity is bound by physical, biological, and social laws such as a rabbit cooking dinner (Bunce and Harris, 2012). An authentic status of reasoning means the entity is what it is meant to be such as a plastic apple versus a real apple (Bunce and Harris, 2012). Younger children know what is physically and socially impossible, but older children know when there is an imitation or not.

Children can take more than one of these steps at the same time. This list of steps, though, gives you a general idea of how your child will progress toward reading.” (Helping your child become a reader) While these ideas may seem structured, it is also important to allow children to be creative and use their imagination. Although reading is imperative, too many arrangements and rules can turn a child off and lead to feelings of resentment, anger, and resistance. Reading should be set to the tone and pace of the child.

Picturebooks play an important role in the acquisition of literacy since sometimes these books are the first direct encounter that children have with the world of literature. Moreover, it is important to highlight that picture books have the potential to aid children in their learning to read process. They will follow the sequence of images just as one will follow the lines of the text. The interconnectedness between text and illustrations also allow children to read the story by looking carefully at the pictures in the book.

I chose to read and comment on Barbara Kiefer’s “Envisioning Experience: The Potential of Picture Books.” Kiefer’s main point in writing this essay was to get the message across that children enjoy picture books that allow them to identify and make connections with the characters or the plots, and that while reading and analyzing the pictures, they gain a better sense of aesthetics and how to interpret them.

Secondly, it is important to consider the strengths of naturalistic observation as a method. This was identified when the child was consistently moving and doing different activities that allowed me to understand how he communicates with other children, how he behaves and what he learns from others. In the play setting the child was able to develop his thinking and according to the Framework for the Assessment of Children in Need and their Families (DOH, 2000) through social relationships, the child was encouraged to express his feelings, emotions, which was achieved by the setting creating an enjoyment environment.

Encourages children to read familiar stories independently by relating illustrations to the text. (Vukelich & Christie, 2004, p.8)