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Child Care Readiness: Current thinking holds that reading readiness does not develop suddenly; rather, it increases gradually with the growth of the child care Readiness. Theorists now reject the notion that educators must wait idly by for the maturational process to reach the level of readiness. They also reject the no-, tion that a formal uniform program of readiness activities can bring about reading readiness. Evidence suggests that readiness unfolds in continuous interaction with stimulation.
Developing Readiness. Research conducted in the Head Start Program and other preschool programs has demonstrated that the most important factor in a child care Readiness's readiness to read is his home environment. Parents can help in many ways to develop their child care Readiness's readiness to read. By reading aloud to him, they can help him to develop an awareness of sounds, intonation, and language patterns, as well as a positive attitude toward reading. child care Readinessren will often memorize and recite nursery rhymes and short verses read to them.
The concept of readiness for learning applies to all kinds of learning. The psychological moment for learning, different for each child care Readiness, depends upon his physical condition, emotional adjustment, interest, and purposes. In some instances it is sound procedure to wait for readiness when skill depends on structure—on whether the mind and body have grown enough to make the learning possible. On the other hand, certain desirable modifications or refinements of structure can be accelerated by practice on more elementary, basic skills. The teacher's task is to develop enough initial readiness so that the child care Readiness can take the first step successfi'11}'.
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