8085 MD4 Discussion 1
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Assignment Task Part 2
Read a selection of your colleagues’ postings.
Post a 1 page summary of how the related discussions and reactions from colleagues informed your plans and ideas related to social justice and advocacy. Cite related literature and other resources as appropriate.
Katheryn Gonzales
Children need to be exposed to language and Literacy from birth. Early Literacy is essential for the healthy development of young children. Children learn to develop a rich vocabulary, self-expression, and tools for reading comprehension, which will help to create lifelong readers (Importance of Early Literacy for Ages 0-5, n.d.). I am a kindergarten teacher, which means I associate with many children. As a teacher of small children, I understand more than ever the importance of early Literacy and its impact on the child’s future academic achievements. I hope the students I work with will leave my class with a love of reading and learning. I also hope students will feel empowered and excited to read because they have the tools to be great readers.
As I think about my experiences in the classroom, one of the issues that keep me up at night and concern me is the lack of exposure children in my class have to language and Literacy. I work in a Title 1 school with many students who qualify for free and reduced lunch. Many of my students come from low-economic households. Research suggests that low socioeconomic families with children as early as 18 months are already several months behind more advantaged children in language proficiency (Carey, 2013). At the beginning of the kindergarten year, I assess my students using a school readiness assessment. This assessment tells me how ready the child is for kindergarten. I get frustrated as a teacher because I usually have more than half my class scoring below the developmental level for kindergarten readiness. According to the assessment I give, students should be able to identify at least twelve uppercase and nine lowercase letters to be considered demonstrating. I have many students that know one or two letters. I find that most students who are not yet demonstrating or emerging on this assessment also have a limited vocabulary and ability to express themselves. As a kindergarten teacher, this is frustrating because these children begin the school year already behind.
The good news is there is hope! Organizations like the National Association for the Education of Young Children, Zero to Three, and The Global Family Research Project offer resources and information to educators and families who want to increase early Literacy for young children, especially children from low-income families. I am encouraged by the work of these organizations to educate families and offer resources to support families in need. I am energized by the excitement I see in the faces of parents and caregivers of students when I can offer resources, books, strategies, and tools that help them build Literacy in their child. Most parents want to help their children to become successful in school. I get excited when I see parents get excited.
References
ReferencesCarey, B. (2013, September 25). Language Gap between Rich and Poor Children Begins in infancy, Stanford Psychologists Find. Stanford University. https://news.stanford.edu/news/2013/september/toddler-language-gap-091213.html
Importance of Early Literacy for Ages 0 - 5. (n.d.). Little by Little Readers. https://lblreaders.org/why-early-literacy-
matters/#:~:text=The%20Importance%20Of%20Early%20Literacy
Simon Kim
Peer Post Reply to: Katheryn Gonzales
If young children can develop a rich vocabulary and language skills at an early age then they are capable of more creative and effective self-expression and can engage in meaningful communications with peers, teachers, and parents. Young children can benefit from this early language and literacy development by having positive impacts on their future academic progress and achievements. Many young children score below the developmental standards for kindergarten readiness. Changing that with a strong advocacy for greater language and literacy development in young children with more parental involvement in young children’s educational development and progress in preschool would be an advantage. For example, as a kindergarten teacher, the young children are a year behind because of their inability to identify at least twelve uppercase letters and nine lowercase letters (Carey, 2013). It is something that can be dramatically changed if parents and family members at the preschool level are involved in the young children’s educational and language development in the home environment. Literacy skills are especially pronounced in young children from lower income families, and parental involvement initiatives at preschool and kindergarten levels could enhance the benefits for the young children’s educational experiences, especially in advocacy areas of language and literacy development. The problem with getting these parental involvement initiatives in preschool programs is the sensitivity toward parents and not wanting to press them to be involved due to privacy concerns and the possibility that they are tasked and pressured from their workplace environments. However, my advocacy for greater parental involvement pushes through the sensitivity issues because of the ethical principle framed in the NAEYC Code of Ethics being to put the young children’s interests and needs above all else. Teachers and parents must work together, coordinate their educational plans, and agree that for young children to reach developmental milestones in timely ways that they have to be collaborating and cooperating for the young children’s sake.
Reference
Carey, B. (2013, September 25). Language Gap between Rich and Poor Children Begins in infancy, Stanford Psychologists Find. Stanford University. https://news.stanford.edu/news/2013/september/toddler-language-gap-091213.html
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Amy Brown
RE: Discussion 1 - Module 4
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Main Post
The topic I am interested in the lack of age-appropriate literacy materials, and resources for low-income preschool children and their families in the urban areas of a Northeastern State. Most low-income families need assistance with literacy programs in the urban district where I live. I will like for the urban board of education district to provide additional funds and educational resources for the low-income preschoolers and their families. Low-income families are having academic concerns regarding their child's education, due to the lack of literacy materials and difficulty teaching reading skills. What makes me upset is how low-income parents' educational resources are limited compared to middle or upper class children with more significant advantages and higher incomes.
Literacy is the foundation which is very important in a child's life. During my teaching years in the classroom my main focus was how can I implement more reading and obtain more books for my classroom. Literacy experiences in the home are important during infancy through preschool years (Molina, 2017). I researched this program called Raising a Reader , this program was responsible for supplying each classroom at my school every month with age-approporiate books. The program allowed the parents to share the books with their child, book flooding programs will help the child improve their literacy skills in the preschool program. I am also energized by me volunteering for this organization called Reach Out & Read (ROR), this program is based out of Trenton New Jersey, this literacy program is about promoting shared reading of high quality books with preschoolers and their families. Reach Out & Read (ROR) provides parental and child support, this program also encourages parents to share language and literacy experiences with their children.
Reference:
Canfield, F. C., Seery, A., Weisleder, A. (2020). Encouraging parent-child book sharing: Potential additive benefits of literacy promotion in health care and the community, Early Childhood Research Quarterly, 50, 221-239, https://doi.org/10.1016/j.ecresq.2018.11.002
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2 days ago
Simon Kim
RE: Discussion 1 - Module 4
2 hours ago
Kelli Barnes
RE: Discussion 1 - Module 4
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Main Discussion Post -Advocacy Overview
When I became a teacher, I had the abition to light the classroom on fire with learning and a passion for reading. Seventeen years later, I still have a passion for fostering a love for reading and I care more deeply for the individuals in my classroom than I ever have. In addition, my experience as a teacher has made me sensitive to issues that lie outside of my classroom. One issue is that of teachers leaving the profession of education. This topic has become a strong advocacy platform that not only stirs my professional passions, but drives my ambition to keep teachers in a profession that they so dearly love. Whether it be an issue of burnout, lack of support, or contious unrealistic expectations, teachers are leaving the profession at alarming rates. Furthermore, fewer and fewer students are choosing the path of education as a profession. Therefore, our children are in trouble of losing valuable resources that are not being replenished.
Our children need teachers plain and simple. They need patient, kind, and well-equiped teachers that are ready to guide students into becoming scholars. Additionally, children need parents that are invovled and trust their child's teacher. This breakdown in realtionships has also become a leading factor in teacher burnout. Children thrive when there is a healthy relationship built between home and school and this is the same for teachers and student families (Souto-Manning & Swick, 2006). Likewise, students are able to show more growth academically because parents are plugged-in and aware of the curriculum. This is the partnership that I desire for my students, while fostering a love for books. These are the relationships that I strive to have with my families. Developing book clubs with students and their parents is one way that build a love for books and bring families into our circle. I want students to feel supported in and out of the classroom and to know that their parents and I are on the same team. In addtion, I want students to know that I am a resource for them and their families for support. Long after students leave my classroom, I want them to know most importantly that I cared for them. I want them to remember that I invovled their parents, worked together to support them academically as well as developmentally, and to have a love for reading.
Just as I entered my first year of teaching with a fire, I still walk into my classroom each year with an energy that is fed by love for my students, their families, and books. Unfortunately, we do not live in a perfect world and not all families are as engaged. No matter how much we as teacher strive to reach out and involve, there are barriers. Whether those barriers are schedules, work, or lack of interest, it is our duty to spark an interest. Reach out. Make those connections. Keep connecting. I am hopeful that as teachers begin to take control of their classrooms once again and find their passion, those relationships with families will become strong once again. It is time that families viewed educators in a different light and we can be the change. Reach out, support, and let them know you care!
References
Souto-Manning, M., Swick, K. Teachers’ Beliefs about Parent and Family Involvement: Rethinking our Family Involvement Paradigm. Early Childhood Educ J 34, 187–193 (2006). https://doi.org/10.1007/s10643-006-0063-5
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