by Denise Vicens
Children who attend Pre-K and Kindergarten centers will have such an enjoyable experience that it will determine that they will like reading in the future and be able to comprehend what they are reading at their level.
Even though a child enters Pre-K or Kindergarten without the knowledge to read, they will engage in observational activities for that purpose. The child is instructed to find details, and main ideas. This helps them to develop comprehension skills by being asked specific questions.
The Reading area in the learning centers should be located where the child can grow and learn to read. This area should be made attractive to kids by adding colors and pictures. The pictures should be large enough for the child to observe with ease and are developmentally appropriate.
When a child enters the Reading area, the teacher should take a moment to get to know the child better and learn the child’s interests. Observing how the child chooses one book over the other, and how he/she manipulates the book can provide valuable information about the child.
During the process of observation the child can participate in early reading skills even though the child does not “read” what is written. At Pre-K and Kindergarten centers the teacher rotates the child between areas in a way that allows the child to move objects around the room. This provides a means for the child to observe the name associated with the object to which it belongs. This can be done with all items in the room. The child might not read the word written, but will see the object that it signifies, and will remember the word by sight.
With these activities of observation we introduce the child to Informal Literature and at the same time expand their vocabulary and other skills.
Denise Vicens is an Orange County Head Start teacher.
