Concept Books For Younger Children Essay

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| Concept Books For Younger Children | Sherry Casey | ECE335: Amanda Dixon | Ashford University | 4/23/2012 | | Concept books are designed to teach or emphasize an idea or concept such as color, shape, size, alphabet, counting, or emotions. They do not contain the story elements of setting characters or plot. (Carlson, 1998)They foster visual literacy and language development. Several of the concepts that outline the center of many concept books, such as one-to-one number correspondence, are usually gained toward the end of early childhood (around seven years of age). Some concept books could certainly be a child’s first picture books; but if used at a developmentally suitable moment in the child’s life. Pictures help to explain the concept being taught. They are often used to introduce new concepts to young children. (Carlson, 1998) The fact that children learn concepts is self-evident. They are not born with the knowledge that poodles and Great Danes are both dogs, or that watermelons and blueberries are both fruits. On the surface, concept learning seems a fairly simple process: A child needs only to attach the verbal label to an object. In fact, early research into concept learning focused on very simple concepts where a single attribute or characteristic defined the concept. Up until the 1950s, most researchers supposed that learning a concept was no different from learning a word. (Cullinan, 1991) We give very young children concept books – books about colors and shapes, about finding and identifying common objects, about numbers and counting. We give them short stories with simple words, phrases that repeat or rhyme, that illustrate situations they recognize from their own lives: bedtime, bath time, stories about pets and toys and family routines. These are excellent books to start building your child’s tactile literacy. Beginning
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