Effective Early Childhood Practices And Mark Making

Effective early childhood practices and mark-making
Childhood
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Institution
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Read chapter 6 +7 of your text. This assignment is broken into 2 parts. PART 1. Pages 124-125 of your text lists 5 effective early childhood practices. In one or two paragraphs name each of these 5 practices and give a sentence or two on each practice. PART 2. Chapter 7 elaborates on the importance of mark-making for babies and toddlers. In a 3-page paper, summarize the 3 early mark-making phases. Be sure to include the age range and key details for each phase. PART 1 Pages 124-125 5 effective early childhood practices to improve writing skills
Reading to young children is necessary as they become familiar with language and different forms of writing discourses, while they can learn from books and engage in conversations about what they have learned with adults. The second strategy is exposing children to the different purposes of writing, from the simplest of tasks like making lists to writing stories, children can contribute writ pieces for different purposes and even play act (Schickedanz & Collins, 2013). Tested tasks can be identified for children to achieve, when they are directly involved in writing they will be more motivated to participate in writing exercises. The third practice is providing mark-marking experiences early, which facilitates creating pictures and scribbling. They attribute meaning to their work and adults can talk with them to better understand their representations. The fourth practice is talking with the children about their writing and drawing, as this helps in learning oral language skills, improves message creation as well as developing and improving the children’s narrative ability. The fifth practice is to keep focus on meaning and even as children improve their handwriting skills, the teachers emphasize meaning and communication in written texts
PART 2: 3 early mark-making phases for babies and toddlers
Phase 1: Whatever happens, happens
The first phase of mark-making is whatever happens, happens and occurs at 10 to 12, and the 18 to 20 months of age (Schickedanz & Collins, 2013, p.130). This period is characterized with the children’s surprise with what they see as represented by their facial expressions. They are astonished at what they can accomplish and this is a stage where they explore and look keenly at what they have done. Marking can be made by anything from pencils, painting brush, crayons, and ballpoint pens. At this phase, children are curious and request for making tools and materials when they see adults using them. Children mainly make lines that maybe combined with dots but the figures represented may not be easily recognizable. The marks are random as the children experiment with different writing tools, which make marks as the random scribbling is mainly for pleasure. When there is an appropriate surface available the infants and toddlers use writing and painting tools for mark making and they enjoy the drawing activities. However, since the markings are random they cannot name their drawing...