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ECE 230 Language And Literacy Development In Early Childhood

   

Added on  2020-04-07

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1ECE 230 language and literacy development in Early childhood<Student ID><Student Name><University Name>

2ContentsPart-A..........................................................................................................................................................3Part-B..........................................................................................................................................................5Transcript....................................................................................................................................................8References.................................................................................................................................................10

3Part-A In the case of engaging with the children through dialogue reading approach, I had chosen thebook for children “The Giving Tree” which proved to be a very interesting book for the children.I can consider my success in having an effective dialogue reading session with the children as Iwas able to identify and observe to behavior of the child during the story reading. On the basis ofVukelic, Christie & Enz research, I could understand the level of engagement that the child hadwith the entire story by the way he was making sounds even before speaking as if he wasimitating my voice (Cortes, 2013). I could very well engage with the child during the entire storytelling session (As shown in Appendix). This can be concluded by the way the child wasattentive towards me and the way he was listening to the story. The child was actively engagedthroughout the reading which was very much visible through his expressions. The child wasobserved to be slapping at the book at regular intervals very frequently as the story wasprogressing (Biddulph, 2002). He seemed to look at me and the book alternatively as the storyproceeded. I could assess my success in delivering effective dialogue reading which was completely evidentfrom the fact that the child was constantly asking me questions in between the reading which isa good sign denoting the engagement level of the child. I could further assess my engagementand ability to be a successful children story reader by the way I could introduce the text of thestory effectively by talking to the child regarding the relevant experience at their age. I wasable to provide the child with space and scope of talking, reading and thinking about his way ofimagination throughout the session. I was able to make the child predict about the story whichgave scope for the development of his imagination. I was also successful in delivering the storyand reading it out to the child along with making expressions which were very effective in thedelivery of the story. There was proper interaction between the child and me which was one ofthe strategies that had to be taken care of during the entire delivery of the dialogue approach(Bredekamp, 2016). Throughput the entire depiction of the story, there were ‘immediate talks’ most of the time. Thechild was frequently asking questions throughout the session of storytelling. As per DeTemple,The immediate talk was oriented in the direction of answering the literal questions that wereasked by the child to me. This also included the labeling of the pictures that were present in the

4story book (DeTemple, 2001). Further, there were many instances present throughout the entiresession of dialogue delivery approach of the story telling to the child where the child hadmultiple opportunities of engaging in non-immediate talk. It could be observed that theengagement of the child throughout the story telling session was reflecting the receptiveknowledge of the child through both the immediate talk and non-immediate talk. He seemed tobe interested in the pictures that were present in the bold throughout the story (Bus & Neuman,2014). He kept on asking questions that were associated with the various types of pictures andimages which are considered to be in the immediate talk section. The child was very enthusiasticand interested in getting to know about the characters, colors, letters present in the images. The non-immediate talk extended beyond the textual content of the story book. It involved thedialogue and conversations between the child and me about the meanings of the word, making ofthe interferences and predictions. It also included the association of the meanings, interferenceand predictions with the textual content of the entire story book to the personal experiences ofthe child (Ewing, Callow & Rushton, 2016). The child, through the immediate and non-immediate talks was able to actively engage in learning the story and the moral behind the story.The immediate and non-immediate talks included the words like “what”, “how”, “when”, “how”,etc. these questions were followed by the answers for the questions, continuous repetition of thewhat the child kept on speaking, along with providing praise and help (Greenwood et al., 2014).These immediate and non-immediate talks created more space for active engagement of the childin the entire session of the story telling.The story reading session with the dialogue reading approach facilitated an enjoyment time forthe child through the story which was filled with many opportunities for understand andimagine the story with visual clues. The child was not made to read the text form the story formthe story book (Ewing, Callow & Rushton, 2016). The activity, expression and the behavior ofthe child was observed throughout the entire session. The child was matching and resonatingwith the delivery of the story. The child was prompted in the entire story telling session which was based on the dialoguereading approach. Selection of the books for children is a very crucial aspect and infact, it is thefirst step of the entire dialogue reading approach of storytelling to the children. One of the waysfor beginning the selection of the books for the children is to seek for the award winning authors

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