Play &
Literacy
by Dr. Nkechy Ezeh 11 to 13 Aug
08, 9am to 4pm, Auckland, New Zealand
Overview
The research is only beginning to show the immense importance that the first 8 years have in determining children’s future success in many areas particularly in literacy.
Play and Literacy is a training program specifically designed for people who work with children, birth through age 8, to improve the literacy environment of and promote literacy learning for children in early childhood settings.
Objectives
At the end of the workshop, participants will be able to:
understand how different types of play affects literacy
understand why oral language is a crucial element in literacy development
gain an insights on how to increase phonological awareness in young children
understand how oral language, reading and play are related to writing
increase families’ understanding and support of the emerging literacy process through playful interactions
develop powerful strategies to use on a daily basis to increase children’s oral language abilities
Outline
Day 1
An overview of how play can support literacy development
What is play?
What is literacy?
How is play and literacy related?
Who to ask for guidance and best practices in play and literacy?
Constructing Literacy Playground
A balanced approach to literacy
Learning/instruction cycle for literacy
Scaffolding and what does it mean for our work with children
Role adult play in children’s literacy development?
Supporting Children’s Play
The difference between playful and play filled learning and what it means for the role of the adult
Emotional support for play and literacy
Environment and its affects on play and literacy
Play a necessary link to literacy development
Adult’s role during play to supports literacy development
Day 2
Increasing children’s oral language I
Oral language development
Oral language a crucial element in literacy
Assessing Oral Language development
Increasing oral language II
Things in the environment that we can directly influence to increase children’s oral language abilities
Powerful strategies we can use on a daily basis to increase children’s oral language abilities
Best practices to support overall oral language development in young children
Increasing phonological Awareness
Phonological awareness
Phonological awareness related to oral language
Importance of phonological awareness
Developing phonological awareness
Assessing phonological awareness
How to increase phonological awareness
Day 3
Increasing children’s print awareness
Print awareness
Why print awareness is important
Key points in supporting the development of print awareness
Concepts about print on which to focus
Children go through in learning how print works in books
Supporting children’s writing development
What is writing
How oral language, reading and play are related to writing
Key contributors which influence writing development
Developmental factors we must attend to when scaffolding children’s writing development
Teacher’s role to model, mediate and provide real opportunities for children’s daily lives
Sharing of ideas generated throughout the workshop
Reflection
Trainer's
Profile
Dr. Nkechy Ezeh is currently a tenured professor of Early Childhood Education at Aquinas College. She has taught at various levels of early childhood classrooms, serves as Adult and Parent Educator and Early Childhood Education Consultant. For the past 10 years, Dr. Ezeh has conducted many professional development courses for teachers and parents and is often a guest speaker at school in-services, education conferences and she conducts professional development trainings and workshops throughout the United States of America, Asia and Australia.
She completed M.Ed at Grand Valley State University, and Ed.D in Child and Youth Studies with specialization in Curriculum Development and Systemic Change from Nova Southeastern University.
Dr. Ezeh was one of the US delegates to Reggio Emilia, Italy in 2001 and a panelist on the 2004 Oxford University Early Literacy Round Table. Her research interests include curriculum development, teacher’s professional development, culture & literacy development and brain development.
Methodology
This workshop includes group discussion, audiovisual presentations, observation, and deconstruction of the Reggio Emilia principles, reflection, and field work. Participants are not viewed as targets of instruction; they instead assume active role in constructing their knowledge.
Target Audience
Preschool, Kindergarten teachers, Early Elementary (grade 1-3) Teachers and Assistants, Literacy or Early Childhood Education coordinators and support staff.
Investment
NZD690.00/pax
NZD590.00/pax if register by 1 May 08
NZD490.00/pax if register by 10 Mar 08
Other Details
Duration:
3 days, 18 hours
Venue:
Crowne
Plaza Hotel, 128 Albert Street, Auckland 1030 New
Zealand
