Rebecca M. Giles

Building Literacy Opportunities into Children's Block Play What Every Teacher Should Know

during a single time segment that encourage children to explore materials, interact with peers, and accomplish new tasks. When materials and equipment are organized in ways that are accessible and meaningful, children immerse themselves into purposeful play activities that promote learning across developmental domains. The block center, a popular mainstay among learning centers, is typically associated with learning basic mathematical skills and concepts. As children build, they learn about quantity, shapes, and sizes, as well as parts of a whole (or fractions). School-age children utilize sets of smaller blocks, designated as “math manipulatives,” as they are introduced to higher level mathematics learning. Because blocks are unique in their ability to provide a concrete representation of number concepts, teachers are quick to recognize the valuable role that blocks play in children‘s understanding of mathematics. This article takes a fresh approach to block play by examining how it contributes to children’s learning in the area of literacy. As children make decisions, select specific blocks, dramatize, and communicate with others while playing with blocks, they are engaged in meaningful language learning. Through their block play, children are introduced to crucial concepts needed for success in early literacy, including visual discrimination, use of abstract symbols, and oral language production. The block center also provides a context for reading and writing with a purpose, along with an excellent opportunity to incorporate a wealth of stimulating literature.

Reading, Writing, and Running: Literacy Learning on the Playground

Although providing print-related props in early childhood learning centers is a well-established practice for increasing young childrens literacy experiences, providing opportunities for literacy development during outdoor play is not as common. Teachers can quickly address this missed opportunity with a few simple additions to their outdoor play area. These practical and economical outdoor activities described in this article require negligible or no expense, minimal preparation, and little clean-up. In contrast, they provide abundant motivation and continuous inspiration for reading and writing. These suggestions, which are accompanied by a list of books for outdoor reading, are meant to serve as a springboard for other original ideas. Because the only boundaries are ones own resourcefulness and creativity, there is no limit to the number of possibilities for taking literacy learning outdoors.

An Exploration of Factors Contributing to the Perceptions of Preparedness for Elementary Candidates in a Clinically Based Program

A quantitative, descriptive research model was used to investigate the perceptions of teacher candidates in a clinically based dual certification program regarding their culminating student teaching experience. Data consisted of candidates’ responses to both multiple choice and open ended survey items. Results indicated that teacher candidates within an undergraduate program leading to state teaching certification in both elementary and collaborative teaching (K-6) had positive perceptions regarding their preparedness as a result of prior experiences working in K-6 classrooms (44%) and interactions with in-service teachers (28%). In addition, teacher candidates perceived strong relationships with their university supervisors reporting that they received a greater amount of encouragement and feedback for improved teaching from their university supervisors than from their cooperating teachers.

The Effects of Knowledge Maps on Acquisition and Retention of Visual Arts Concepts in Teacher Education

This study examined the use of knowledge maps as a tool for teacher education students to increase knowledge acquisition and retention of concepts related to the visual arts design elements: line, color, and shape. Participants were randomly assigned to either the no map or knowledge map group. Three instruments—Student Autobiography, Elements of Design Tests (EDT), and Knowledge Map Questionnaire—were used to collect data. Results revealed significantly higher means on the immediately administered posttest for the elements line and color and the delayed posttest for line map group. Questionnaire responses indicated positive attitudes toward knowledge map use as a study strategy. Specifically, endorsement was reported toward maps’ clarity, effectiveness for learning concepts, and enjoyment of use.

Picturing Equality: Exploring Civil Rights’ Marches through Photographs

Exploring controversial and difficult events and issues with young children can be challenging. The Civil Rights Movement is an abstract, perhaps remote, issue for young children today. However, it is an important part of our countrys history and a theme worthy of study. This article suggests ways to use photographs to explore this mature subject matter that allow children to observe, discuss, and relate to pictures as a means of developing language along with concepts. Furthermore, discussions inspired by viewing the photographic documentation of the historic events surrounding the struggle for civil liberties allow students to share their insights about basic human rights and relate them to their lived experiences. The essential question guiding this lesson plan is: How can photographs provide insight into historical events? Scaffolded questions, based on the photographs, guide the students from observing and understanding to reflecting and analyzing. In addition to the lesson plan, the article contains historical background on the marches and related picture books and teaching resources based on the marches.