Preschool Literature Program - Research Paper Example

My effort in this regard would be to introduce literature-based instructional program to promote a combination of learning techniques including behavioural, cognitive and constructivist approaches. Selecting literature titles Developing literature-based instruction primarily involves selecting age appropriate literature material for children (Assessing Children’s Literature, 2003). When selecting a title it is important to consider how far children of that particular age group could connect to it.

The title needs to make sense to them so that they can understand its meaning. It has to be kept short and simple and tell about the main subject of the story. As children of this age are not aware of abstract concepts, it is wise to have titles that describe concrete objects that children see around them, love to have and that would appeal to their imagination. A teacher could select a title depending on what she/he wants to teach them. So that children start learning values of life through literature and start associating with them from an early age.

In this respect it has to be seen that the titles do not harp at any stereotypical ideas, prejudices and biases (Assessing Children’s Literature, 2003) as the main purpose of having literature-based learning is to inculcate liberal values in children. Selection of media When it comes to literature-based instruction for preschool children it is best to opt for an interactive media. Interactive media in this case would mean instructor-led teaching mode. For so small children the teacher would be the best medium for facilitating learning.

The teacher or the instructor plays the pivotal role in building up an interactive learning environment either through reading storybooks or providing with audio-visual treat of a story. So whatever media she/he chooses, it is her/his interpretation of the text that the children will eventually pick up. Vygotsky (1985) claims that reading aloud makes way for an interactive process between the adult and the child that helps the child comprehend the meaning of the text. Therefore the teacher has to ensure proper interaction in the class whether it is reading storybooks or audio-visual story-telling.

Developmental goals in introducing literature based instruction Language development For preschool children the first step of learning is language learning. Language is best learnt in a given context. Literature provides the context for learning language. When the teacher reads out a story in a class and enacts it too where necessary, the children are introduced to a sea of new words used in a particular context. They not only learn a new word but its specific usage too. Had the word been taught independently, its significance would have been lost on the child.

In this way the child’s vocabulary increases and also his ability to comprehend meaning in a given situation (Clay, 1976). Intellectual development Literature helps in developing critical thinking and heuristic skill. After reading out a poem or a story, or showing them a visual representation, the teacher should ask open questions about what the children saw or heard and through probing questions encourages the child to think about other alternatives. The teacher’s focus is to develop the child’s intellectual capacity.

Personality development The process of interaction involves in forming and