Assignment Prompt & Instructions
**files (1)**
– ## 635Responcemodule7.docx
**## 635Responcemodule7.docx**
****XY****
**[**Xiaoling Yang**](https://touro.instructure.com/courses/162762/users/121283)**
****Question 1:** Describe how a child’s home culture and experiences with literacy and the development of communication skills impact planning and instruction.**
**A child's home culture and early literacy experiences directly shape their communication skills and school readiness. Understanding these differences is essential for effective planning and instruction (Cook, Klein, & Chen, 2020).**
**Caregiver-child interaction patterns also differ across cultures. Some parents use highly referential language, frequently labeling objects and events. Others may be responsive but use less descriptive language. These differences affect early vocabulary development and exposure to school-like language. Similarly, uses of print at home vary widely, with some families reading books for pleasure and others using print more functionally for tasks like making shopping lists.**
**From my own experience in my 3K classroom, I have observed that most of my children are raised by their grandparents. These families often do not have a rich home print environment. Many of my students do not have bedtime stories or access to books at home. This means they come to school with less exposure to the alphabetic principle, concepts about print, and the vocabulary that comes from shared book reading.**
**For planning and instruction, teachers must avoid judging home practices as deficient. Instead, they should build on children's existing strengths and experiences. Because my students lack home literacy experiences, I make it a priority to create a print-rich classroom and embed literacy into every part of our day. I explicitly teach "school language" skills and use functional print throughout the classroom, such as labeling centers, using name cards, and reading books daily. As the textbook states, educators must find ways "to use what children do with language in their homes and communities to extend and enrich the school's repertoire" (Cook et al., 2020, p. 1152). This approach respects family diversity while supporting academic success.**
****Question 2:** As you have learned, critical cognitive skills for a preschooler include symbolic representation, such as “pretend play”. Describe how these critical skills support literacy development and the development of emergent Math and Science skills.**
**Symbolic representation, the ability to use one thing to represent another, is a critical cognitive skill that develops through pretend play. This skill is the foundation for later learning in literacy, math, and science (Cook et al., 2020).**
**For literacy, symbolic thinking is essential. When a child uses a block as a car, they are practicing the same mental skill needed to understand that letters and words are symbols that represent sounds and ideas. Pretend play also helps children develop narrative skills by creating stories with a beginning, middle, and end, which is a key predictor of reading success (Cook et al., 2020).**
**For emergent math, pretend play offers natural opportunities to practice skills like classification (grouping items) and seriation (ordering items). For instance, a child playing "restaurant" might sort all the plates together or line up cups by size (Cook et al., 2020). In my own teaching, I integrate math into our dramatic play center. For example, while children are playing with the pizza set, I will guide them by saying, "Let's cut the pizza in half," teaching them about fractions and equal parts. Similarly, when children are playing with blocks, I encourage them to count the blocks and identify shapes like triangles, squares, and rectangles. These playful, hands-on experiences make math concepts concrete and meaningful.**
**For science, pretend play encourages problem-solving and inquiry. Children naturally explore cause-and-effect and practice skills like observation and prediction during play, such as when they experiment with water in a play kitchen or predict what will happen next in a pretend scenario. These hands-on experiences build the foundation for scientific thinking. In my classroom, I see children learning literacy during play as well. They create signs for their "stores," write pretend menus, and use environmental print in the dramatic play center, all of which support their emergent literacy skills without formal instruction.**
****References:****
**Cook, R. E., Klein, M. D., & Chen, D. (2020).**
**_Adapting early childhood curricula for children with disabilities and special needs (10th ed.)._ Pearson.**
****Discussion Questions:****
**1. In my 3K classroom, many of my students are raised by grandparents and have limited exposure to books and print at home. How do you create a print-rich environment for children who come from homes with few literacy materials?**
**2. I often teach math concepts like "half" and shapes during dramatic play and block play. What are some creative ways you teach math or science skills through play in your classroom?**
**3. The textbook explains that pretend play helps children develop symbolic thinking, which is the foundation for understanding that letters and words are symbols. How do you use play to support children's literacy development in your classroom?**
**4. How do you learn about and respect the cultural and linguistic backgrounds of the families you serve? What strategies have worked for you in building connections between home and school?**
**[**Rebecca Delgado**](https://touro.instructure.com/courses/162762/users/90147)**
**Jul 14 10:12pm| Last reply Jul 15 10:27am**
**Reply from Rebecca Delgado**
**Rebecca Delgado**
**SEDN 635**
**Professor Ronga**
****Discussion Board Questions:****
**1.**
****Describe how a child’s home culture and experiences with literacy and the development of communication skills impact planning and instruction.****
**Children’s home culture and experience with literacy can greatly impact their communication skills. Children's home culture affects the language and how they are able to process it and comprehension. A student could speak another language or multiple different languages at home and English in school. It can be a barrier for student learning if families may struggle with reading and writing regardless of the language spoken. (Erekson, J., Opitz, M., Schendel, R.2020. 328.)**
**This makes it important for teachers to build rapport with families in order to know where their child is academically and how to plan for instruction. For example, students could understand the instructional material in their respective language but have difficulty if it's solely in English. Or, they may have some English proficiency but not enough to test or complete assignments to their full potential. Books, music, and other forms of text based media. Instruction would have to be accommodated or even modified to meet the child at their level.**
**2.**
****As you have learned, critical cognitive skills for a preschooler include symbolic representation, such as “pretend play”. Describe how these critical skills support literacy development and the development of emergent Math and Science skills.****
**Children begin to learn how to “read” by observing how books and other forms of literacy are held, picture-word association and using their imagination of what they see. Since children do autosymbolic play (they pretend to act it out), familiar activities are acted out. (Cook, R. E., Klein, M. D., & Chen, D. 2020. 1,077.) This helps children begin to realize that objects/events in their life have a meaning and purpose. Students learn problem solving skills like addition and subtraction. For example, in dramatic play centers students will see a visual aid of 4 students, and be able to count out how many other children are in the area. Then they can set up the table depending on the number of students, and “add on” or “take away”. This starts early problem solving skills too since it allows them to count and look at how many people are there while using prior knowledge of routine activities. This also shows emergent science skills because they are observing the number of students and can be curious as to how many plates, cups, or how much “food” will be needed. Which can support cause and effect because if there is a “menu” then the child can pretend to read off of it and correlate pictures to it which is emergent literacy.**
****Questions:****
**1. How would you support a child’s literacy and communication skill development in a bilingual/multilingual household?**
**2. In your preschool class/ if you had a preschool class, how would you support literary, math and science skill development?**
**3. What is one way you find helps promote cognitive skills for diverse learners?**
****Reference**:**
**Cook, R. E., Klein, M. D., & Chen, D. (2020).**
**_Adapting early childhood curricula for children with disabilities and special needs_. Pearson.**
**Erekson, J., Opitz, M. & Schendel, R. (2020).**
**_Understanding, assessing, and teaching reading. A diagnostic approach._ Pearson.**
**Response Response**
**## 635Responcemodule7.docx**
****XY****
**[**Xiaoling Yang**](https://touro.instructure.com/courses/162762/users/121283)**
****Question 1:** Describe how a child’s home culture and experiences with literacy and the development of communication skills impact planning and instruction.**
**A child's home culture and early literacy experiences directly shape their communication skills and school readiness. Understanding these differences is essential for effective planning and instruction (Cook, Klein, & Chen, 2020).**
**Caregiver-child interaction patterns also differ across cultures. Some parents use highly referential language, frequently labeling objects and events. Others may be responsive but use less descriptive language. These differences affect early vocabulary development and exposure to school-like language. Similarly, uses of print at home vary widely, with some families reading books for pleasure and others using print more functionally for tasks like making shopping lists.**
**From my own experience in my 3K classroom, I have observed that most of my children are raised by their grandparents. These families often do not have a rich home print environment. Many of my students do not have bedtime stories or access to books at home. This means they come to school with less exposure to the alphabetic principle, concepts about print, and the vocabulary that comes from shared book reading.**
**For planning and instruction, teachers must avoid judging home practices as deficient. Instead, they should build on children's existing strengths and experiences. Because my students lack home literacy experiences, I make it a priority to create a print-rich classroom and embed literacy into every part of our day. I explicitly teach "school language" skills and use functional print throughout the classroom, such as labeling centers, using name cards, and reading books daily. As the textbook states, educators must find ways "to use what children do with language in their homes and communities to extend and enrich the school's repertoire" (Cook et al., 2020, p. 1152). This approach respects family diversity while supporting academic success.**
****Question 2:** As you have learned, critical cognitive skills for a preschooler include symbolic representation, such as “pretend play”. Describe how these critical skills support literacy development and the development of emergent Math and Science skills.**
**Symbolic representation, the ability to use one thing to represent another, is a critical cognitive skill that develops through pretend play. This skill is the foundation for later learning in literacy, math, and science (Cook et al., 2020).**
**For literacy, symbolic thinking is essential. When a child uses a block as a car, they are practicing the same mental skill needed to understand that letters and words are symbols that represent sounds and ideas. Pretend play also helps children develop narrative skills by creating stories with a beginning, middle, and end, which is a key predictor of reading success (Cook et al., 2020).**
**For emergent math, pretend play offers natural opportunities to practice skills like classification (grouping items) and seriation (ordering items). For instance, a child playing "restaurant" might sort all the plates together or line up cups by size (Cook et al., 2020). In my own teaching, I integrate math into our dramatic play center. For example, while children are playing with the pizza set, I will guide them by saying, "Let's cut the pizza in half," teaching them about fractions and equal parts. Similarly, when children are playing with blocks, I encourage them to count the blocks and identify shapes like triangles, squares, and rectangles. These playful, hands-on experiences make math concepts concrete and meaningful.**
**For science, pretend play encourages problem-solving and inquiry. Children naturally explore cause-and-effect and practice skills like observation and prediction during play, such as when they experiment with water in a play kitchen or predict what will happen next in a pretend scenario. These hands-on experiences build the foundation for scientific thinking. In my classroom, I see children learning literacy during play as well. They create signs for their "stores," write pretend menus, and use environmental print in the dramatic play center, all of which support their emergent literacy skills without formal instruction.**
****References:****
**Cook, R. E., Klein, M. D., & Chen, D. (2020).**
**_Adapting early childhood curricula for children with disabilities and special needs (10th ed.)._ Pearson.**
****Discussion Questions:****
**1. In my 3K classroom, many of my students are raised by grandparents and have limited exposure to books and print at home. How do you create a print-rich environment for children who come from homes with few literacy materials?**
**2. I often teach math concepts like "half" and shapes during dramatic play and block play. What are some creative ways you teach math or science skills through play in your classroom?**
**3. The textbook explains that pretend play helps children develop symbolic thinking, which is the foundation for understanding that letters and words are symbols. How do you use play to support children's literacy development in your classroom?**
**4. How do you learn about and respect the cultural and linguistic backgrounds of the families you serve? What strategies have worked for you in building connections between home and school?**
**[**Rebecca Delgado**](https://touro.instructure.com/courses/162762/users/90147)**
**Jul 14 10:12pm| Last reply Jul 15 10:27am**
**Reply from Rebecca Delgado**
**Rebecca Delgado**
**SEDN 635**
**Professor Ronga**
****Discussion Board Questions:****
**1.**
****Describe how a child’s home culture and experiences with literacy and the development of communication skills impact planning and instruction.****
**Children’s home culture and experience with literacy can greatly impact their communication skills. Children's home culture affects the language and how they are able to process it and comprehension. A student could speak another language or multiple different languages at home and English in school. It can be a barrier for student learning if families may struggle with reading and writing regardless of the language spoken. (Erekson, J., Opitz, M., Schendel, R.2020. 328.)**
**This makes it important for teachers to build rapport with families in order to know where their child is academically and how to plan for instruction. For example, students could understand the instructional material in their respective language but have difficulty if it's solely in English. Or, they may have some English proficiency but not enough to test or complete assignments to their full potential. Books, music, and other forms of text based media. Instruction would have to be accommodated or even modified to meet the child at their level.**
**2.**
****As you have learned, critical cognitive skills for a preschooler include symbolic representation, such as “pretend play”. Describe how these critical skills support literacy development and the development of emergent Math and Science skills.****
**Children begin to learn how to “read” by observing how books and other forms of literacy are held, picture-word association and using their imagination of what they see. Since children do autosymbolic play (they pretend to act it out), familiar activities are acted out. (Cook, R. E., Klein, M. D., & Chen, D. 2020. 1,077.) This helps children begin to realize that objects/events in their life have a meaning and purpose. Students learn problem solving skills like addition and subtraction. For example, in dramatic play centers students will see a visual aid of 4 students, and be able to count out how many other children are in the area. Then they can set up the table depending on the number of students, and “add on” or “take away”. This starts early problem solving skills too since it allows them to count and look at how many people are there while using prior knowledge of routine activities. This also shows emergent science skills because they are observing the number of students and can be curious as to how many plates, cups, or how much “food” will be needed. Which can support cause and effect because if there is a “menu” then the child can pretend to read off of it and correlate pictures to it which is emergent literacy.**
****Questions:****
**1. How would you support a child’s literacy and communication skill development in a bilingual/multilingual household?**
**2. In your preschool class/ if you had a preschool class, how would you support literary, math and science skill development?**
**3. What is one way you find helps promote cognitive skills for diverse learners?**
****Reference**:**
**Cook, R. E., Klein, M. D., & Chen, D. (2020).**
**_Adapting early childhood curricula for children with disabilities and special needs_. Pearson.**
**Erekson, J., Opitz, M. & Schendel, R. (2020).**
**_Understanding, assessing, and teaching reading. A diagnostic approach._ Pearson.**
**Response Response**