INFS 431 LITERATURE AND SERVICES FOR CHILDREN Session 4 - - PowerPoint PPT Presentation

College of Education School of Continuing and Distance Education

2014/2015 – 2016/2017

INFS 431 LITERATURE AND SERVICES FOR CHILDREN

Session 4 – Characteristics of Children at the Various Stages of Growth Lecturer: S. Nii Bekoe Tackie, School of Information and Communication Studies, Department of Information Studies Contact Information: snbtackie@ug.edu.gh

Session Overview

• It is important for us as parents, teachers and

information workers to be aware of the dimensions

• f growth in children as we guide them in the books

that they select to read and those that we select for them to read at home, in school and in the library.

• To be able to provide the appropriate literature for

children, we need to know them as individuals, their level of development, and their rate of development. We need to know also their varied interests.

S.N.B. Tackie, SICS-DIS Slide 2

Session Outline

The key topics to be covered in the session are:

• Topic One: Learning to Read
• Topic Two: Stages of Growth and Age-Appropriate Reading

Materials

S.N.B. Tackie, SICS-DIS Slide 3

Reading List

Four Reading Methods – Learning to Read. http://teachingtreasures.com.au/homeschool/reading-methods/reading- methods.htm Lane, H. B., & Mercer, C. D. (2014). Preventing Reading Difficulties : Reading Between the Lines, 9(1), 45–53. Retrieved from http://www.jstor.org/stable/41824248 . McGlinn, J. E. (2014). Essential Education in the Reading Class. Journal of Developmental Education, 12(2), 20–24. Retrieved from http://www.jstor.org/stable/42775458 Ortiz, V. (2014). Reading Activities and Reading Proficiency among Hispanic , Black , and White Students. American Journal of Education, 95(1), 58–76. Retrieved from http://www.jstor.org/stable/1209227 . Teale, W. H. (2014). Young Children and Reading: Trends Across The Twentieth

• Century. The Journal of Education, 177(3), 95–127. Retrieved from

http://www.jstor.org/stable/42742373 .

S.N.B. Tackie, SICS-DIS Slide 4

LEARNING TO READ

Topic One:

S.N.B. Tackie, SICS-DIS Slide 5

Introduction

It is important for us as parents, teachers and information workers to be aware of the dimensions of growth in children as we guide them in the books that they select to read and those that we select for them to read at home, in school and in the library. Initial studies about the development of children indicated similarities in the patterns of their physical, mental and emotional development. More recent studies have shown a wide variety in the growth rate of individual children. Age trends used to be an important factor in understanding children.

S.N.B. Tackie, SICS-DIS Slide 6

Introduction(Cont.)

• Current research is more interested in the biological, cultural and
• ther life experiences that determine the development of children.
• Organising children in school by age gives a false sense of

homogeneity.

• They may have different levels of development.
• To be able to provide the appropriate literature for children, we

need to know them

– as individuals, – their level of development, and – their rate of development.

• We need to know also their varied interests.
• However, before we begin to look at their levels of development

and their interests and march them to the kinds of books that they should read, we need to know how children may be helped to acquire the reading ability.

• Dr. Richard Boateng, UGBS

Slide 7

Learning to Read

To acquire a habit of reading and enjoy reading as a life- long activity, children must first learn how to read.

• Four main methods that may be used to teach children to

read:

– phonics; – look and say; – language experience approach; and – context support

• Whichever method is accepted requires patience and

creativity in order to sustain a child’s interest in what he

• r she is learning.
• Dr. Richard Boateng, UGBS

Slide 8

Method 1: Phonics

The phonics method is by far the best known and widely used method to teach reading and writing in the English language.

• It relies on children being taught the alphabet first.
• They learn the names of the letters and the sounds they

make.

• Once they have learnt the letter sounds they will begin to

blend them together to make simple words.

• First they start with

– Two letters e.g.: a-t, i-t, o-n, i-f, b-e, m-e, n-o, go; then – Three letters e.g.: c-a-t, s-a-t, m-a-t, f-a-t, r-a-t, c-a-r, m-e-n; then – Four letters e.g.: f-l-a-t, t-h-a-t, s-p-i-t, g-r-i-t, s-l-i-t, m-o-c-k

• and so on
• Dr. Richard Boateng, UGBS

Slide 9

Method 1: Phonics(Cont.)

I am sure you can recollect your days in nursery school and kindergarten where you were given constant doses of

• s- o = so,
• g-o = go etc.
• For children to learn the phonics method they need phonically written

books using regular words that are interesting to young children.

• Each word is sounded out by the child several times in order to achieve

the highest level of outcome.

• Simple sentences containing two letter words or three letter words as the

case may be are used to make the children familiar with the particular letter sound being taught, for example:

• The cat sat on the mat.
• The hen is in the pen.
• Dr. Richard Boateng, UGBS

Slide 10

Method 1: Phonics(Cont.)

• Learning the sounds and their blends may be disinteresting

for young children so they should be kept short and

• entertaining. Often children are so busy concentrating on

sounding the words and blending the sounds that they don’t learn the meaning of the word, making it boring for them.

• Ensure you explain the meaning or expound on the words to

keep interest and enthusiasm for learning.

• You can introduce one letter a day or one letter a week but

the one letter a day method works quite well and it does not become boring, whereas one letter a week tends to drag out and the child often loses the plot halfway through.

• This in turn gives you a sense of failure and you will become

bogged down.

• Dr. Richard Boateng, UGBS

Slide 11

Method 1: Phonics(Cont.)

• Don’t be disheartened if two or three days or even a

week is needed to master one letter;

• The children will improve and before long you will

find there is no stopping their young brain.

• Children are natural learners and are more than

willing to please you by doing well in their learning experience.

• Using the phonics method, most children will learn

to read basic words and sentences within three to six months.

• Dr. Richard Boateng, UGBS

Slide 12

Method 2: Look and Say

With the ‘look and say’ method children learn to recognize whole words or sentences rather than individual sounds.

• The child will look at a word which you sound, and in turn will repeat the

sound (the word).

• Flashcards with individual words written on them are used for this

method.

• Often the words are accompanied with a related picture.
• If you don’t use a picture with the word the child may make a wild guess

as to what it says trying to remember what sound you made previously.

• This is not a good method if you don’t include pictures.
• It is also recommended with this method to use whole short sentences

rather than individual words.

• You write a short sentence representing the picture displayed; then say

the sentence and ask the child to repeat it while pointing and looking at each individual word as he or she repeats what you said.

• Dr. Richard Boateng, UGBS

Slide 13

Method 2: Look and Say(Cont.)

• By making word cards you can create different sentences

again and again.

• You can use each word card first to learn individual words

and then lay the word cards together to form a sentence.

• You may need to make several word cards using the same

word in order to form proper sentences, e.g.

– the is rat mat the

• n

– the rat is

• n

the mat

• Dr. Richard Boateng, UGBS

Slide 14

Method 2: Look and Say(Cont.)

• The look and say or whole-language approach which

is also called “psycholinguistics” was developed by modern psychologists.

• It denies children the tools used in the phonics

system but teaches them to learn through rote memorization.

• Children may become poorer readers due to being

forced to “learn to read” with the method

• If you have the teaching skills to combine both it

would be of enormous benefit to the children.

• Dr. Richard Boateng, UGBS

Slide 15

Method 3: The Language Experience Approach

This particular method actually uses the child’s own words to help him or her to read.

• The child may draw a picture of dad in the car.
• In that case you would write underneath the drawing:

– Dad is in the car.

• You continue to collect drawings your child makes and

write a short sentence underneath each drawing.

• A picture of a playground would read –

– We went to the park or playground.

• A picture of a cat could read;

– The cat sat on the mat.

• Dr. Richard Boateng, UGBS

Slide 16

Method 3: The Language Experience Approach(Cont.)

• A picture of walking the dog could read;

– Mum walks the dog to the park.

• When you have collected enough pictures you make

them into a book for your child to read again and again.

• Write underneath the drawing a description your

child gives for the drawing.

• This way the child will remember much better what

is written.

• Dr. Richard Boateng, UGBS

Slide 17

Method 3: The Language Experience Approach(Cont.)

First you will write every word and sentence.

• Slowly the child will begin to trace over the words you have

written and finally he or she will write the words and sentences all alone.

• Some people use this method as a first approach to reading in
• rder to help their children understand that what they have

drawn and what you have written is a form of communication between the child and yourself.

• This method supports children’s concept development and

vocabulary growth

• Offers many opportunities for meaningful reading and writing

activities through the use of personal experiences and oral language.

• Dr. Richard Boateng, UGBS

Slide 18

Method 4: Context Support Method

When your children are just learning to read it is important to choose books that really interest them.

• If boys like cars, choose a book with pictures and

simple words about cars.

• This will keep their interest and they will enjoy

learning with you.

• If girls like dolls, obtain a book with doll pictures and

simple words.

• Again it will encourage enthusiasm because they are

actually looking at something they can relate to.

• Dr. Richard Boateng, UGBS

Slide 19

Method 4: Context Support Method(Cont.)

• Some books are especially written to support this

method of learning.

• You will find a longer sentence on one side of the

page while the other side has a single word or maybe two to three words for your student to read.

• You will read the longer sentence while your student

reads the simpler version.

• You may like to try this method of long and short text
• r maybe combine it with one or all of the other

methods above.

• Dr. Richard Boateng, UGBS

Slide 20

STAGES OF GROWTH AND AGE- APPROPRIATE READING MATERIALS

Topic Two:

S.N.B. Tackie, SICS-DIS Slide 21

The Toddler Stage

The toddler stage, spanning eighteen months to three years, is the first stage among the stages of development that can be used to introduce children to books.

• They show a lot of curiosity and can recognize

themselves in a mirror or photograph.

• By this time, most children can

– Feed themselves, – Walk and run short distances, and – Stack some blocks together. – Say a few meaningful words. Their vocabulary may be up to 200 words at this stage. – They may use words to express their feelings.

S.N.B. Tackie, SICS-DIS Slide 22

The Toddler Stage(Cont.)

Building of sentences at this stage is a great challenge to them.

• They may say a word or two to mean a whole concept;
• For example,

– a child may say the one word ‘water’. – This can mean a lot of things. – The child may mean that he or she is thirsty; or – that there is water on the floor etc.

By 3 years, most children can link several words together to mean a complete sentence.

• Picture books that provide a visual experience are the appropriate books to use to

introduce children to reading.

• Many parents use picture books to help toddlers increase their vocabulary and form

sentences.

• Picture books are one category of books that can be used to help children learn to

read and to love books.

• Some picture books help children to learn the letters of the alphabet, count and note
• bjects around them

S.N.B. Tackie, SICS-DIS Slide 23

The Toddler Stage(Cont.)

• Picture books give children a visual experience of

telling a story with pictures.

• Picture books can help children develop the power for

creating images of their own.

• Beautifully and attractively produced picture books

can satisfy children’s love for beauty and colours.

• Picture books may or may not be accompanied by text.

The content of the book can be fully explained with the pictures.

• Picture books are very often published in small sizes to

fit the small hands of children as they hold the book.

S.N.B. Tackie, SICS-DIS Slide 24

The Pre-school Stage

The pre-school stage spans ages three to five years. It is the period before children begin school.

• At this stage of their development children are very active

and learn a lot.

• It’s a preparatory period for children towards the degree of

independence that they will acquire in the next level of development.

• They attempt to dress on their own.
• They are highly active and explore the world around them.
• They ask many questions mainly the ‘why’ type of

questions.

• It is at this stage that they learn that there is a certain

standard of behaving.

S.N.B. Tackie, SICS-DIS Slide 25

The Pre-school Stage(Cont.)

• They learn that there are things that they can do or cannot do.
• By 3-4 years, majority of children have become increasingly aware of

themselves and of other people.

• They begin to realise also that others have feelings like themselves.

For this age group picture story books are used to help them develop interest in reading.

• Picture story books are made up of stories that have pictures or

illustrations and words complementing each other.

• Both the text and the pictures are important to the development of the

story.

• The pictures attract the child’s attention to the story and help to

understand the text.

S.N.B. Tackie, SICS-DIS Slide 26

The Pre-school Stage(Cont.)

• Sometimes the pictures are made to move as the

pages are turned.

• Some of such books also have been made to talk as

the pages are turned.

• Such books may be used to fire the imagination and

curiosity of the child.

• Children at this stage of development

– like action nursery rhymes; – fall asleep to nursery songs and lullaby. – imitate actions of children they find in books – participate in sounds of animals they find in books.

S.N.B. Tackie, SICS-DIS Slide 27

Primary Stage or Early School Stage

The primary stage, also called the early school stage falls between ages five to eight years.

• It is a period is which important processes take place

in the growth of the child.

• Most children begin school during this period of

growth.

• The period between age 5 and 8 marks a turning

point in the child’s psychological development.

• The period is characterised by important advances in

the child’s emotional, mental and social development.

S.N.B. Tackie, SICS-DIS Slide 28

Primary Stage or Early School Stage(Cont.)

In most societies, children are taught the basic standards of social behaviour by age 5.

• During this period, they learn also how to judge

behaviour or activities in terms of whether they are good

• r bad.
• In most countries, children are expected to start school

by age 5 or 6.

• In school, every child learns how to solve problems.
• They begin to see things in terms of their similarities.
• At this stage, children compare themselves to other

children.

– helps to build their self image.

S.N.B. Tackie, SICS-DIS Slide 29

Primary Stage or Early School Stage(Cont.)

• The self image that the child forms during childhood influences

his or her behaviour throughout life.

• Children begin to form their self image as they identify with their

parents and other family members.

• At this stage, they like

– stories with animals that talk, – fairytales, folktales and – they believe in magic.

• Story books for children at this stage should contain lots of

pictures.

• The pictures enrich the interpretation of the story and help to

fire the children’s imagination the more.

S.N.B. Tackie, SICS-DIS Slide 30

Upper Primary Stage

This period covers ages eight to ten years.

• It is a period in which children become more discerning

and form associations with their peers.

• At this stage, children need to be helped to discover

reading as an enjoyable activity.

• Some of them may begin to read on their own at this

stage.

• However, it is important to continue to read with them.
• They must be told about the stories and they should be

helped in choosing books for themselves.

S.N.B. Tackie, SICS-DIS Slide 31

Upper Primary Stage(Cont.)

• Children come under peer group influence therefore books that

they read may be influenced by what their peer group is reading.

• It is important at this stage to introduce them to other books

apart from what other peers are reading.

• They develop empathy for other people so they enjoy sad and

humorous stories about handicapped people.

• They continue to enjoy humorous stories.
• They begin to develop team spirit.
• They enjoy stories about sports and games.
• Books reflecting these interests should be made available to

them.

S.N.B. Tackie, SICS-DIS Slide 32

Early Teen Stage

The early teen stage spans ages eleven to thirteen.

• This stage is a critical one for children because it is the

beginning stage of adolescence with its attendant problems.

• The period is marked by rapid growth both physically and

emotionally.

• During this period, girls grow ahead of boys.
• They begin to show differences in the books they read.
• It is a period of immense physical and emotional growth.
• Therefore, they should be introduced to books that will

help them to understand and solve personal problems they have been going through.

S.N.B. Tackie, SICS-DIS Slide 33

Early Teen Stage(Cont.)

• They become curious about all aspects of sex and they

begin to understand the sex role they should play.

• Books that can help them to identify the problems that

sex and sex roles can bring should be introduced to them.

• However, it is important to read and discuss these books

under guidance in the classroom, library or in the home.

• When such books are read they become very much

aware of the implications of the changes they are undergoing.

• Dr. Richard Boateng, UGBS

Slide 34

Early Teen Stage(Cont.)

• At this stage, there is greater pressure from the peer group especially

among boys; they may form gangs or circles.

• It is important, therefore, to introduce them to books that stress the

unique contribution that the youth can make to the society.

• Children at this stage of their development process become critical of

their siblings;

• They may also challenge parental authority.
• They begin to develop independence and asset themselves with a

desire to be on their own.

• Therefore, books on such issues should be introduced to them.
• They also begin to have role models; therefore, they should be

introduced to good biographical books.

• They begin to think about their careers, so they should be drawn to

career books.

S.N.B. Tackie, SICS-DIS Slide 35

Early Teen Stage(Cont.)

• They develop interest in things that are mysterious and

supernatural.

• Books that they will read generally includes
• mystery stories,
• science fiction,
• adventure stories,
• biographical books,
• historical fiction or factual fiction,
• comedy,
• fantasy stories,
• fashion.

S.N.B. Tackie, SICS-DIS Slide 36

Early Teen Stage(Cont.)

• Knowledge of such characteristics will help us select

books for them and help solve the adolescence age problems.

• Their sense of justice is well developed so they show

concern for other people.

• They begin to search for values.
• They show interest in the problems of the world.
• They begin to deal with abstract relationships and

become more analytical.

• They see relationship between cause and effect.

S.N.B. Tackie, SICS-DIS Slide 37

Activity

Assignment Why should parents, teachers and information workers be concerned about the stages of growth in children?

• Dr. Richard Boateng, UGBS

Slide 38