Children literacy file creative writing examples

Children literacy file

There are very many books that tend to talk about childhood literacy though there are very many things involved. These books mainly discuss some of the problems related to children at their growth stages. One of the literary factors considered in children growth is the disease awareness. For instance, one of the literary actions that is to be taken into consideration is education on children. According to the research carried out over the years, it is evident that most of the children do learn verbal language and hearing skills from the mature adults. This does not actually include reading and writing printed materials.
Literacy is also believed to originate from childbirth as this depends on how he or she is brought up in the society. (Waters , Seidell & Boyd Swinburn, 2010) Many people do confuse behavior with literacy. Behaviors are there to be shaped without any formal education involved while on the other hand, literacy needs some kind of formal education to be instilled in the mind of a child. Actually, reading and writing are some of the vital skills that are needed by a student to succeed in a school or any leaning institution. (Adams, 1990) According to various education experts, literacy in childhood is to be started at home just to give a child an easy time when starting his or her schooling activity(Chall, 1996).
Literacy not only applies to the children but to the adults. Children, who did not pass through formal literacy instillation stage, cannot make it when they finally become adults. This therefore justifies the fact that literacy begins at birth and at home (Schemo, 2002). One of the very first stages of literacy instillation in a child is the ability to hear and speak. Actually, the formal education ids preferred in children as this enables them know more about life

It is important for teachers, guardians and parents, while selecting a book for their children to screen each thoroughly for appropriateness and quality. The judging of the book should be done on several points. As a parent, for each book read, it should be examining whether or not it is at the right level for the child(Anderson, 1993). The book should meet standards in terms of skill in the encouragement of language development, cognitive development and social development, and personality development. Winnie the Pooh is a must for every room of a child (Clark, 1984). The book actually has classic kindergarten or nursery rhymes as well as great illustrations of Winnie the Pooh together with his friends.

Language development is strongly encouraged by the stories in this book. The vocabulary used by the writer is not too complex; however, it is a little bit challenging for a young reader. Furthermore, in language development, the book provides early introduction of the child to vocabulary, ‘ a, b, c, 1, 2, 3’ and colors (Brown, Goodman & Marek, 1996).
The book helps with cognitive development by the reader being encouraged to use his or her memory (Baumann, Hoffman, Moon & Duffy-Hester1998). The writer demonstrates an intuitive grasp of the major role of cognition in the maintenance of generation and human problems resolutions (Allington & Walmsley, 1995). Nevertheless, as the series of stories that describe the interactions and incidences among groups of animals continues, there is presentation of many important principles of cognitive therapy (Castle, 1994). In the book, there are several vivid cognitive theory and practice demonstrations all through the group of fable-like tales that are about Pooh. In addition, we find that there is also adequate space in an article of this kind to offer an inclusive coverage of these (Adams, 1990). My point of view that the book can be constructively read and analyzed from a perspective of cognitive theory is actually intended as not a competing but a complementary point of view; it also has to be admitted with a book of this kind, it is true that there is a great deal of scope for the other perspectives.
The book also helps the young minds in developing personality (Chall, 1996). From the general and special traits possessed by the characters in the story, we find that the young mind can admire or even tend to adopt the behaviors that are most interesting to them. For instance, Winnie the Pooh, the main character has some traits that a young mind would wish to copy. He bears a very little brain, but is able to be both astute and helpful in a pinch (even to the surprise of Christopher Robin) (Shepherd & Milne, 2008). He also trusts in his instincts more than her intelligence, even though he also makes great efforts in applying his mental capabilities.
The book also helps greatly in developing the social status of children (Ayers, 1998). The relationship between different characters in the story is a very interesting one. These relationships can help the children in knowing how to make friends and maintain them; that is, they get to know how interact and stay together as friend (Ball & Blachman1991). Winnie the Pooh relates well with the animals and this in something that can be fascinating to the young minds, as they are able to see and learn that different individuals can stay together happily, and even do many things. Therefore, this book is strongly recommended for any parent, teacher or guardian who wants his or her child to develop.

Waters Elizabeth, Seidell Jacob & Boyd Swinburn. (2010) Preventing Childhood Obesity: Evidence
Policy and Practice. Hoboken: John Wiley and Sons

Schemo, D. J. (2002, January 9). Education bill urges new emphasis on phonics as method for teaching reading. New York Times, p. A16.

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Adams, M. J., & Bruck, M. (1995). Resolving the ” great debate.” American Educator, 75(7), 10-20.
Allington, R. L., & Walmsley, S. A. (1995). No quick fix. New York: Teachers College Press.
Anderson, R. C. (1993). The future of reading research. In A. P. Sweet & J. I. Anderson (Eds.), Reading research into the year 2000 (pp. 17-36). Hillsdale, NJ: Erlbaum.
Ayers, L. R. (1998). Phonological awareness training of kindergarten children: Three treatments and their effects. In C. Weaver (Ed.), Reconsidering a balanced approach to reading (pp. 209-269). Urbana, IL: National Council of Teachers of English.
Ball, E., & Blachman, B. (1991). Does phonemic awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49-66.
Baumann, J. F., Hoffman, J. V., Duffy-Hester, A. M., & Moon, J. (2000). The first Ryesterday and today: U. S. elementary reading instruction practices reported by teachers and administrators. Reading Research Quarterly, 35, 338-377.
Baumann, J. F., Hoffman, J. V., Moon, J., & Duffy-Hester, A. M. (1998). Where are teachers’ voices in the phonics/whole language debate? Result from a survey of U. S. elementary classroom teachers. Reading Teacher, 51, 636-650.

Beck, I. L., & Juel, C. (1995). The role of decoding in learning to read. American Educator, 19(2), 21-25, 39-42.

Bergeron, B. S. (1990). What does the term whole language mean? Constructing a definition from the literature. Journal of Reading Behavior, 22, 301-329.

Brown, J., Goodman, K. S., & Marek, A. M. (1996). Studies in miscue analysis: An annotated bibliography. Newark, DE: International Reading Association.

Castle, J. M., Riach, J., & Nicholson, T. (1994). Getting off to a better start in reading and spelling: The effects of phonemic awareness instruction within a whole language program. Journal of Educational Psychology, 86, 350-359.

Chall, J. S. (1967). Learning to read: The great debate. New York: McGraw-Hill.

Chall. J. S. (1983). Learning to read: The great debate (2nd ed.). New York: McGraw-Hill.
Chall, J. S. (1989). Learning to read: The great debate 20 years later-A response to ” Debunking the great phonics myth.” Phi Delta Kappan, 70, 521-536.

Chall, J. S. (1992). The new reading debates: Evidence from science, art, and ideology. Teachers College Record, 94, 315-328.

Chall, J. S. (1995). Stages of reading development (2nd eel.). New York: McGraw-Hill.
Chall, J. S. (1996). Learning to read: The great debate (rev., with new foreword). Orlando, FL: Harcourt Brace.
Clark, M. M. (1984). Literacy at home and at school: Insights from a study of young fluent readers. In J. Goelman, A. A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 122-130). London: Heinemann.