Concept Books for Young Children
Assignment Three – Concept Books
Concept Books
Concept books can have valuable impact with young children. Carlson explained that “a concept book, which usually does not contain plot, characters, or dialogue, is really a young child’s first informational picture book” (n.d., pg 2). Early childhood teachers can use these books as visual tools to introduce students to different colors, shapes, numbers, and alphabet letters. Young children learn from experiences by engaging in their environment and using books for reading. They use their cognitive and thinking skills as a way to become literate. Teachers can use concept books as a way to teach these early literacy skills. One way to use these books is to read to the classroom and have discussions about the book. Children quickly learn new words expanding their vocabulary so that they can improve their communicate skills. explained that another way to utilize concept books is to use them “to introduce ideas, serve to reinforce concepts, or to add further information to a topic children have already explored through direct experience” (2008, pg 147). Lastly, since the children are unable to read, most concept books contain pictures with the words. By using the pictures teachers are ale to help children make the connection that words have meanings and represent something specific like a particular shape, color, number, or letter. The components of a good concept book should have enjoyable story that encourages conversation. It should be well illustrated with pictures that properly represent the words being used. It topic should be engaging and interactive for young children to follow. Not all concept books are appropriate for young children. Giorgis & Glazer state that a teacher “must consider a child’s level of development and the purpose for using the book as they begin sharing alphabet and counting books” (2008, pg 12). Alphabet books are commonly used but can have a negative impact. Most
Concept Books
Concept books can have valuable impact with young children. Carlson explained that “a concept book, which usually does not contain plot, characters, or dialogue, is really a young child’s first informational picture book” (n.d., pg 2). Early childhood teachers can use these books as visual tools to introduce students to different colors, shapes, numbers, and alphabet letters. Young children learn from experiences by engaging in their environment and using books for reading. They use their cognitive and thinking skills as a way to become literate. Teachers can use concept books as a way to teach these early literacy skills. One way to use these books is to read to the classroom and have discussions about the book. Children quickly learn new words expanding their vocabulary so that they can improve their communicate skills. explained that another way to utilize concept books is to use them “to introduce ideas, serve to reinforce concepts, or to add further information to a topic children have already explored through direct experience” (2008, pg 147). Lastly, since the children are unable to read, most concept books contain pictures with the words. By using the pictures teachers are ale to help children make the connection that words have meanings and represent something specific like a particular shape, color, number, or letter. The components of a good concept book should have enjoyable story that encourages conversation. It should be well illustrated with pictures that properly represent the words being used. It topic should be engaging and interactive for young children to follow. Not all concept books are appropriate for young children. Giorgis & Glazer state that a teacher “must consider a child’s level of development and the purpose for using the book as they begin sharing alphabet and counting books” (2008, pg 12). Alphabet books are commonly used but can have a negative impact. Most
References: Carlson, A. D. (n.d.).Concept of books and young children. Retrieved from http://comminfo.rutgers.edu/professional-development/childlit/books/CARLSON.pdf. Eastman, P.D. (1974). The Alphabet Book. New York. Random House. Giorgins, C. & Glazer, J. (2008). Literature for young children: Supporting emergent literacy, Ages 0-8 (6th ed.). Retrieved from http://online.vitalsource.com/books/0558582567/outline/3 Lerner, R. M. (2002). Concepts and Theories of Human Development. Retrieved from http://web.ebscohost.com/ehost/detail?vid=4&hid=106&sid=84754b65-004a-4331-9eac-bbdb8c8a4f05%40sessionmgr111&bdata=JkF1dGhUeXBlPWlwLGNwaWQmY3VzdGlkPXM4ODU2ODk3JnNpdGU9ZWhvc3Qt bGl2ZQ%3d%3d#db=nlebk&AN=63480