Reflection Day 17 (Language Arts Day 4)
Reflection on Books
--- Children and Books---
“When choosing books educators must give much thought to each book’s content and its relevance to particular children” (Early Childhood Experiences in Language Arts p. 288).
*Some children will like certain books others will not.
“Individual teachers and staff groups decided that some folk tales are too violent or inappropriate for the age of living circumstances of the child” (p. 289).
*Agree with Montessori philosophy
“You may want to ask a few questions at the end of the book, make a motivational introductory statement” (p. 299).
*Same as Montessori philosophy keep exciting arousing. etc… “Monkeys are funny and they are in this story.”
*Be animated and fun/sad…expressions when reading.
--- Description of the Method and Didactic Material Used---
“The Didactic Material for the lesson in reading consists in slips of paper or cards upon which are written in clear, large script, words and phrases” (The Montessori Method p. 296).
“Experience has taught me to distinguish clearly between writing and reading, and has shown me that the two acts are not absolutely contemporaneous” (p. 296).
*Writing precedes reading.
“What I understand by reading is the interpretation of an idea from the written signs. The child who has not heard the word pronounced, and who recognizes it when he sees it composed upon the table with the cardboard letters, and who can tell what it means; this child reads… Until the child reads a transmission of ideas from the written word, he does not read” (p. 296).
--- Reading ---
“Writing precedes reading, although this is contrary to what is commonly held” (The Discovery of the Child p. 229).
“We can say that writing, as we have described it, is as act in which the psycho-motor mechanisms prevail. In reading, however, we are engaged in purely intellectual work; but it should be evident that our method for teaching writing prepares the way for reading so that the difficulties are almost unnoticeable”. (Interdependent)
“Actually, writing prepares a child for interpreting mechanically the combined sounds of the letters which compose the word which he sees written. In other words, a child can read the sounds of the words” (p. 229).
“If writing serves to correct, or rather, to direct and perfect the mechanism of speech in the child, reading assists in the development of ideas and language. In brief, writing helps a child physiologically and reading helps him socially. The first step in reading, as I have already noted, is one of terminology…reading the names of known objects” (p. 230).
*Ex) Game for reading words àclassified cards: card àobject, object àcard
Reflection on Books
--- Children and Books---
“When choosing books educators must give much thought to each book’s content and its relevance to particular children” (Early Childhood Experiences in Language Arts p. 288).
*Some children will like certain books others will not.
“Individual teachers and staff groups decided that some folk tales are too violent or inappropriate for the age of living circumstances of the child” (p. 289).
*Agree with Montessori philosophy
“You may want to ask a few questions at the end of the book, make a motivational introductory statement” (p. 299).
*Same as Montessori philosophy keep exciting arousing. etc… “Monkeys are funny and they are in this story.”
*Be animated and fun/sad…expressions when reading.
--- Description of the Method and Didactic Material Used---
“The Didactic Material for the lesson in reading consists in slips of paper or cards upon which are written in clear, large script, words and phrases” (The Montessori Method p. 296).
“Experience has taught me to distinguish clearly between writing and reading, and has shown me that the two acts are not absolutely contemporaneous” (p. 296).
*Writing precedes reading.
“What I understand by reading is the interpretation of an idea from the written signs. The child who has not heard the word pronounced, and who recognizes it when he sees it composed upon the table with the cardboard letters, and who can tell what it means; this child reads… Until the child reads a transmission of ideas from the written word, he does not read” (p. 296).
--- Reading ---
“Writing precedes reading, although this is contrary to what is commonly held” (The Discovery of the Child p. 229).
“We can say that writing, as we have described it, is as act in which the psycho-motor mechanisms prevail. In reading, however, we are engaged in purely intellectual work; but it should be evident that our method for teaching writing prepares the way for reading so that the difficulties are almost unnoticeable”. (Interdependent)
“Actually, writing prepares a child for interpreting mechanically the combined sounds of the letters which compose the word which he sees written. In other words, a child can read the sounds of the words” (p. 229).
“If writing serves to correct, or rather, to direct and perfect the mechanism of speech in the child, reading assists in the development of ideas and language. In brief, writing helps a child physiologically and reading helps him socially. The first step in reading, as I have already noted, is one of terminology…reading the names of known objects” (p. 230).
*Ex) Game for reading words àclassified cards: card àobject, object àcard