Elizabeth Breathwaite Mini-Grant project winner: Encouraging literacy development in kindergarten through learning center experiences

Childhood Education, Fall 2001 by Baker, Betty Ruth

Content Centers

Materials and activities based on science, social studies, math, art, and music are integrated into the content centers. Children can choose to play with blocks, do woodworking, work on the computer, or go to the dramatic play centers. Each center is equipped with materials appropriate to the content, such as books and writing materials for creating stories. Each center has a word wall with vocabulary related to the content. Literacy skills are identified for each center. Content themes encourage use of new vocabulary and ideas.

Skill Development

"The more [that] children know about language ... the better equipped they are to succeed in reading" (National Research Council, 1999). Center activities and materials should encourage the enjoyment of reading and writing and enhance development of basic literacy skills. Centers give children the chance to recognize the structure and uses of print, to learn the format of books and other printed resources, to familiarize themselves with the concepts of sentences and words, and to analyze language by sound. These experiences also help children achieve basic phonemic awareness, recognize and write the letters of the alphabet, and become comfortable with print.

Attention is given to diverse learning styles. Teacher candidates, teachers, and university faculty have an opportunity to observe learning styles and to collaborate in planning literacy-rich experiences involving learning centers.

Expected outcomes for each session are identified during planning. The kindergarten accomplishments published in Preventing Reading Difficulties in Young Children (National Academy Press, 1998) assists in identifying progress. Accomplishments and gains are determined by observations, discussions, and individual assessments. Skills lists and reflections written by the teacher candidates help record outcomes.

Summary

Resources funded by the Elizabeth Breathwaite MiniGrant for 2001 provide opportunities to present a model of instruction using learning centers that involve meaningful experiences in developing literacy skills. The intent of the project is to demonstrate the role of learning centers in providing a literacy-rich environment and encouraging literacy development in kindergarten through learning center experiences.

References

Baker, B. R. (1982). The planning board: Ideas for construction and use with young children. ERIC Document (ED 233 801).

Morrow, L. M. (1997). Literacy development in the early years: Helping children read and write Ord ed.). Needham Heights, MA: Allyn and Bacon.

National Research Council. (1999). Starting out right: A guide to promoting children's reading successs. Washington, DC: Author.

Snow, C. E., Burns, S. M., & Griffin, P. (Eds). (1998). Preventing difficulties in young children. Washington, DC: National Academy Press.

Texas Education Agency.

(1997). Texas essential knowledge and skills for kindergarten. Austin, TX: Author.

Texas Education Agency. (1999). Kindergarten reading academies. Austin, TX: Author.