COMPUTERS IN THE EARY CHILDHOOD CLASSROOM- TEACHER AND PARENT OPINIONS REQUESTED

I would be interested to know from other teachers ways in which they have used computers/internet in their classrooms to benefit their students.  Are there reservations or limitations you recommend?  From parents- what are your feelings about technology in early childhood classrooms?  Do you feel children receive adequate technology exposure at home? In what ways ( if any) do you see computer/internet at school benfitting your 5-7 year old child?

SIGN LANGUAGE WITH BABIES

I am not too fmailiar with this topic.  Does anyone have experience with babies they know?  In particular, how does use of sign language as an infant affect subsequent acquisition of oral language, or does it?

WHY TEACH LETTER SOUNDS AND NOT THIER NAMES?

As a child begins to learn his letters, he becomes more able to spell and read if he knows the sounds rather than letter names.  Many letter names begin with the sound /e/:  f, l, m, n, s, and x ALL begin with the sound /e/. If the child tries to "sound out" using the letter names,  c becomes /s/, g becomes /j/.  He really becomes confused when he says w as /d,/, u as /y/, and y as /w/! 

Using the sandpaper letters, the child is taught the lower case letter shape and its corresponding sound.  This way he can easily progress to phonetic spelling and on to phonetic reading.

WHY DOESN'T MY CHILD HAVE A WORKBOOK YET?

This is a frequent question asked by parents who are concerned about their child's progress in reading. Teachers realize parents are very eager for their child to become a reader.  However, to succeed with a workbook, the child must be prepared for much more than just reading.  Some children can read remarkably well at age 3, yet to furnish them with a workbook might be very unwise.

Montessori practice entails preparing the whole child.  In the language area this means we develop speech, print concepts, spatial awareness, order, Independence, the "will", concentration, and fine motor skills, as well as actual encoding (spelling) and decoding (reading) skills. In general, teachers consider the following questions before assigning a workbook.

1. Does the child understand that print symbolizes things and ideas?

2.  Has the child mastered many sensorial and practical life skills that have enabled him to demonstrate independence, order, coordination, and concentration? Does he freely choose to sit and work with paper and pencils/markers or is he more attracted to literacy work that allows more large motor movement?

3.  Has the child completed the sandpaper letters and all of the  "pink" material?  (Does he know all phonetic sounds and their corresponding shapes?  Can he spell phonetic three letter words?  Can he read three letter words?

4. Has he completed 5 levels of writing preparation with the metal insets?  Does he show proper pencil grip and hand strength for writing?  Can he write all 26 lower case letters properly, or does he still write in capital letters? Does he generally write (his name, for instance) left to right?

5.  Does he mind writing and does he seek writing opportunities?  (If a child often asks, "Do I have to write it?"  this is NOT the stage to require sitting with a workbook!)

6.  Can he read the readers that accompany the workbooks?  Spelling or word building is a much different skill than reading.  Children can generally build words before they can read them.  On the other hand, early readers who do not yet write well enough for a workbook can continue reading progress on one level, while continuing to develop their pre-writing and writing abilities at a lower level.

When children exhibit these skills and motivation,  chances of succeeding and enjoying a workbook are much higher. If you have questions about your child's reading or writing readiness, talk it over with the teacher.  A child pushed too soon into a workbook can develop poor writing habits as well as a dislike for writing!  Very willing to address your questions on this blog!