Sociodramatic Play Centers

       One way children develop literacy is through dramatic play in centers that replicate places in the community. The center can reflect anything from a grocery store to an veterinarian's office. In these centers, children develop "the sociocultural discourses needed to effectively use language in a variety of situations" (Owocki, 2001, p. 157). They refine their language development by pretending to be a different person such as principal or a store clerk and imitate the language used in the social situation. Using their prior experiences, they copy the language used and apply it to their play. Sociodramatic play challenges the children and motivates them to explore the varied functions of language.
       Not only do children use spoken language in their play, they also utilize reading and writing to enhance their role play. Activities such as sign up sheets, receipts, food orders, menus, nonfiction literature, and plain pads of paper all incorporate writing and reading. Children see the value of communication in society and are willing to insert it in their play. Using a variety of centers also builds the connection between home and school by bringing in real world places into the classroom for further exploration.
     The themes of centers should be inspired from children's interests. Owocki provides a form in her textbook that can be sent to the parents to get their input on what their would like the most (2001, p. 163). If some children are unfamiliar with the place that is created in the center, the class can take a field trip to explore the discourses and the activities of the place of interest. Experiences will enhance and make the play more meaningful.

Sources:

Owocki, G. (2001). Make way for literacy: Teaching the way young children learn. Portsmouth, NH: Heinemann.

Kinderchat: Developmental Reasons for Unkind Behaviors

       On Kinderchat, I checked out the archives and looked at the discussion about developmental reasons for unkind behaviors from January 20, 2013. The teachers noted their experiences and how they addressed the classroom issues. Behaviors such as name calling, saying "you're not my friend", and exclusion of others appeared to be common occurrences for the Kindergarten teachers. I found this chat interesting because I have seen these behaviors and have not known how to address the issues.
      Teachers mentioned their focus on respect, their use of peace tables or other areas that were designed for mediation, and their use of role-playing to demonstrate what is okay and not okay. It was also noted that it is rare for children to be deliberately unkind for reasons that are not developmental. Children are influenced by the idea of power and wish to experiment with it at young ages. They may exert power through hurting their classmates or excluding their friends from playing. Teachers try to find time to model and teach about respect and empathy by using role play or noticing out loud positive behaviors with specific praise. At this age, children are still learning about respect and how to treat their peers with kindness.
      They also discussed the use of saying "I'm sorry." Many teachers shared their personal methods for mediation and many involved apologizing and then following up with a discussion between the children that said how their behavior will change. They strive for the children to bring meaning to their apologies rather than empty words. I found this information valuable as I have seen  children simply saying "I'm sorry" to avoid getting in trouble.

Teaching Writing

           Children possess the potential to produce writing beyond the expectations of adults. When they are instructed in the proper environment with the necessary support from their teachers and family, they can succeed.  Teachers can facilitate writing development by utilizing the technique of scaffolding. (VanNess, Murnen, & Bertelsen, 2013, p.574).  In scaffolding, supports are gradually removed as the child advances in his or her development. Supports can include “private speech and materialization” (VanNess, Murnen, & Bertelsen, 2013, p.579). Private speech refers to the way children say their thinking out loud by repeating words, sounds, or letters. Materialization can include word lines, word walls, and other physical objects used to represent something invisible.

The teacher in the article divided her students into ability-based groups. This enabled her to focus her mini lessons on a specific topic that she knew was a common struggle for the group (VanNess, Murnen, & Bertelsen, 2013, p.579). She is aware of the varying stages of development that each child is working on. Her observations and documentation display her dedication to providing the fitting amount of guidance for each child. She also gives suggestions and leads the children into subjects for their writing, but allows them freedom and choice in how they start their story and what they decide to record. She wants her students to see writing as a “process of personal expression” (VanNess, Murnen, & Bertelsen, 2013, p.579). The children gain ownership over their work and feel competent. By utilizing observations and noting the abilities of the children, young children can write.

Sources: VanNess, A.R., Murnen, M.J, & Bertelsen, C.D. (2013). Let me tell you a secret: Kindergartners can write! The Reading Teacher. 66(7), 574-585.