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childbookproject.pdf
© PENN FOSTER, INC. 2016
Graded Project
Infant and Toddler Care
© PENN FOSTER, INC. 2016 PAGE 1INFANT AND TODDLER CARE Graded Project
GRADED PROJECT
CHILD BOOK PROJECT INTRODUCTION
One of the most enjoyable and rewarding experiences you can have is sharing a book with a young child. Children enjoy exploring books by touching them, looking at them, and listening to them being read aloud. The reader’s enthusiasm and tone of voice, as well as the circumstances under which the book is being read, are crucial to the child’s enjoyment of story time.
EXPLORING BOOKS
When you share books and stories with infants, toddlers, and two-year-olds, you’re sup- porting their development in many different ways. First, reading is an excellent way to strengthen language skills and vocabulary, giving children the opportunity to learn new words to describe objects, animals, feelings, colors, shapes, and experiences. As they grow, they’ll begin to mimic the animal sounds and repetitive phrases commonly found in children’s stories. Exploring books also helps infants to develop their fine motor skills. A baby may grasp the book, feel its texture, shake it, toss it, or chew on it. In addition, reading involves pleasant interaction between the young child and an adult or older child, reinforcing its appeal.
Books are an essential part of any education program. The area of your classroom dedi- cated to reading should be cozy and inviting. A child-size rocking chair, cushions, pillows, and other inviting furnishings are excellent choices for the space. Books shouldn’t be lim- ited to this area only, however. Looking at books should be encouraged in any area of the classroom.
SELECTING BOOKS
When you select books for your reading area, there are many factors you must keep in mind. The books you choose must be developmentally appropriate and depict a wide range of characters from diverse backgrounds. Once you have an appropriate collection of books, it’s essential to rotate the books on your shelves so that each week there’s a new selection from which the children may choose. While rotation helps to hold the children’s attention, you’ll also want to keep a stack of much-loved favorites nearby for repeated readings.
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READING AND AGE GROUPS
While a young infant may be capable only of focusing on a bold picture and enjoying the sound of your voice, older babies and toddlers need more interaction during reading time. Each age group has its own set of needs, and the following guidelines will help you choose books that are developmentally appropriate.
YOUNG INFANTS
Books for young infants should be
O Illustrated with bold, simplistic pictures
O Durable and washable
O Constructed of heavy cardboard, vinyl, plastic, or cloth
O Made with pages that are easy to turn, such as board books
O Interactive, including folds, flaps, and textures to feel and manipulate
MOBILE INFANTS
When choosing books for older infants, remember that
O Books for this age group should be sturdy.
O Older infants are attracted to pictures of things that are recognizable and easily named.
O Wordless books should show familiar objects that may be counted or named.
O Older infants enjoy rhyming and repetition.
O Older infants are beginning to choose books based on content.
O Content should be simple, involving topics such as animals, babies, and families.
TODDLERS
Toddlers are ready for books with the following qualities:
O Simple plots and a few simple words on each page
O Topics such as families, animals, feelings, or daily routines
O Pictures that introduce the concepts of size, shape, and color
O The alphabet illustrated with uncomplicated, colorful pictures
O Familiar songs, stories, or finger plays that invite participation
O Stimulating activities such as finding and pointing out hidden objects
© PENN FOSTER, INC. 2016 PAGE 3INFANT AND TODDLER CARE Graded Project
TWO-YEAR-OLDS
When choosing books for two-year-olds, look for books that contain
O Familiar songs, stories, or finger plays that invite participation
O Diverse characters
O Stories about themselves or children similar to themselves
O More detailed pictures depicting the characters and their experiences
O Concepts such as size, shape, number, and color
THE CHILD BOOK PROJECT The Child Book project is a hands-on activity that relates to early childhood education.
GOAL
The goal of this project is to help you expand your understanding of the material con- tained in your textbook and study guide and to apply your knowledge to some practical situations in an early childhood education environment.
PROCEDURE
This is a project of discovery. You’ll explore in-person your local bookstores and libraries to find five age- and developmentally-appropriate books that you would use with children under the age of three. Please note: no purchase of any book is necessary to complete this assignment. Once you’ve chosen your five books, you’ll compose an annotated list of the books. Ideally, you’re encouraged to select one book that is intended for young infants, one for mobile infants, one for toddlers, and one for two-year-olds. The fifth and final book can be appropriate for any of these ages and stages.
FINDING BOOKS
The best places to find the books for your project are bookstores and libraries. You might ask, “Why can’t I just use the Internet to search for books?” The answer is that you might find interesting titles and descriptions that way, but if you’re working online you obviously can’t see the books, touch them, or read them through. Because some libraries’ collections may be somewhat dated, you could use an online search to make a list of new, popular books that you want to see and read. But don’t ignore favorites that have been around for decades—they remain popular for a reason. You could even take a child younger than three years of age with you to the bookstore or library to gauge his or her interest in and response to various books you’re considering.
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TAKING NOTES
For each book you select, use notebook paper or index cards to compile the following information:
O The title, author, publisher, illustrator, and year of publication. Double check all information for spelling and accuracy. You’ll be writing this information later in APA format.
O A brief summary of the book’s content, including characters, setting, plot, illustrations, rhyme, theme, and anything else you believe your instructor should know about the book. Your summary of the book must be written in your own words; do not copy, quote, or paraphrase the book publisher’s or book seller’s synopsis of the storybook.
O Record at least three features of each book that you believe make it appealing to children under three years of age. Be specific and share your honest assessment of the book’s appeal.
WRITING YOUR PARAGRAPHS
After you’ve collected all the information for each book, begin writing your assignment. Create a Title Page in APA format.
Refer to the Sample APA Title Page on the Early Childhood Learning Resource Center https://pflibrary.pennfoster.edu/earlychildhoodcenter/college.
Format your paper using a standard font such as Times New Roman, 12-point. Set the margins at a standard 1 inch on all sides. Set your line spacing for double-spacing. Because you’ve given your information on the title page, no header is necessary. The standard style format for citations, if required, is American Psychological Association (APA). For assistance with proper APA format, please review the APA in ECE - Oh My! recorded webinar and Keep Calm and APA! reference page on the Early Childhood Learning Resource Center https://pflibrary.pennfoster.edu/earlychildhoodcenter/college.
Your completed assignment will be done in essay format consisting of twelve (12) fully- developed paragraphs including:
O An introduction that previews for the reader what you’ll be writing about. Include your thesis statement in this paragraph, and explain how you located and selected your five books.
O A one-paragraph summary for each book you’ve selected, written in your own words. This paragraph will include the book title, author, illustrator, publisher, and year of publication.
O Followed by a one-paragraph explanation of why you believe the book is appealing to children younger than 3 years of age.
O A conclusion that tells the reader what you’ve learned from this assignment.
Organize your five books alphabetically by title.
© PENN FOSTER, INC. 2016 PAGE 5INFANT AND TODDLER CARE Graded Project
After you’ve written your one-paragraph introduction, begin writing about your first book in a paragraph indicating the book’s title, author, illustrator, publisher, and date of publi- cation. If you need guidance about how to provide this information in APA format, refer to your Penn Foster Virtual Library. In at least three to five sentences, write a brief summary of the book describing its specific characteristics. This is where you’ll explain its characters, setting, plot, illustrations, rhyme, theme and more.
Then, write a fully-developed paragraph to clearly identify three unique features of the book that you believe would make it appealing to a young child—in other words, answer the question, “Why would a child select this book?” Share why you think the book would become a child’s favorite, and tell why a child would want to repeatedly “read” or listen to the story being read to them. Explain what makes this book special and valuable. Each paragraph must include at least 3–5 sentences. Follow this format in writing about your second, third, fourth and fifth books. End your essay with a one-paragraph conclusion that summarizes for the reader what you’ve learned in completing this assignment.
You’re encouraged to access and review the course resources available on the Early Childhood College Programs and Courses Learning Resource Center for addi- tional guidance on completing this assignment https://pflibrary.pennfoster.edu/ earlychildhoodcenter/college.
GRADING CRITERIA
Use the following guidelines to ensure that your project meets all the requirements of the assignment. Each book selection on your list is worth 20 percent of the total grade. The selections will be evaluated according to the following criteria.
GRADING RUBRIC
Exemplary Proficient Fair Poor Not Evident
Book 1: Age-appropriate book choice in APA for- mat, description of book, identifies three aspects of the book that would make it appealing to a young child. (Two fully- developed paragraphs)
18 16 12 8 0
Book 2: Age-appropriate book choice in APA for- mat, description of book, identifies three aspects of the book that would make it appealing to a young child. (Two fully- developed paragraphs)
18 16 12 8 0
(Continued)
© PENN FOSTER, INC. 2016 PAGE 6INFANT AND TODDLER CARE Graded Project
Book 3: Age-appropriate book choice in APA for- mat, description of book, identifies three aspects of the book that would make it appealing to a young child. (Two fully- developed paragraphs)
18 16 12 8 0
Book 4: Age-appropriate book choice in APA for- mat, description of book, identifies three aspects of the book that would make it appealing to a young child. (Two fully- developed paragraphs)
18 16 12 8 0
Book 5: Age-appropriate book choice in APA for- mat, description of book, identifies three aspects of the book that would make it appealing to a young child. (Two fully- developed paragraphs)
18 16 12 8 0
Well-developed intro- ductory and concluding paragraphs of at least 5–7 paragraphs are included.
10 8 6 4 0
PRIOR TO SUBMITTING YOUR ASSIGNMENT FOR GRADING
Before submitting your Book Selection Graded Project:
O You’re encouraged to access and review the course resources available on the Early Childhood College Programs and Courses Learning Resource Center for additional guidance on completing this assignment https://pflibrary.pennfoster. edu/earlychildhoodcenter/college.
To learn how to cite sources in APA format, please review the APA in ECE - Oh My! recorded webinar and Keep Calm and APA! reference page on the Early Childhood Learning Resource Center https://pflibrary.pennfoster.edu/ earlychildhoodcenter/college.
O Proofread your work for any spelling, punctuation, grammatical, or formatting errors.
O Review the Grading Rubric (above) to ensure all portions of the assignment are satisfied.
O Save your assignment as one continuous file in Microsoft Word or other rich-text format.
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SUBMITING YOUR PROJECT
Note: Each project is individually graded and therefore could take up to 5 to 7 business days to grade.
Follow this procedure to submit your assignment online:
1. Be sure that your document contains
O Project Name
O Student Name
O Student ID Number
O Course Name and Number
O Project Number
O Name of School
O Date of Submission
2. Go to http://www.pennfoster.edu and log in to your student portal.
3. On your student portal, click on Take an Exam.
4. In the box provided, enter the examination number. The number for this exam is 605211.
5. Click on Submit.
6. On the next screen, enter your email address. (Note: This information is required for online submission.)
7. If you wish to tell your instructor anything specific regarding this assignment, enter it in the Comments.
8. Attach your file or files as follows:
a. Click on the first Browse box. b. Locate the file you wish to attach.
9. Click on Submit.
Be sure to keep a backup copy of any files you submit to the school!
