Creating picture stories with different children's characters in early childhood education.
Archipelago Educators Meeting XIII
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LIteracy in Differentiated Learning Title *
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Good practice elaboration
Literacy in Differentiated Learning
Early childhood
In the beginning, at our school for early childhood education, My Home Playing Permata Depok always provided space and time in the morning for children- children to tell stories and express their handwriting in the form of drawings or scribbles- doodles on a blank sheet of paper. And we observe , It can be seen that children really like doing it every morning with various pictures and stories. These stories and pictures are very different for each child- child. They have wonderful preferences and experiences and very interesting things to tell. Children always tell stories and ask for paper to express the story in a picture . Hal ini dikumpulkan oleh para guru dan kami bukukan dalan satu portofolio. But many parents think this is not a very beautiful thing and as the development of literacy that is a process from day to day. Then on one occasion the idea arose for me as a teacher and school principal to develop this as an appreciation for middle age children 5-6 year as a graduation gift, in the form of an anthology book. And make this a project at the end of their graduation for early childhood education at My Playhouse.
But it's not easy to get started. Because every child has their own way of expressing feelings. Apalagi untuk anak yang lebih suka bergerak dari pada berbicara, or children who prefer to listen rather than present something.
But we take the thread of commonality between them. That is, they will both be happy to tell stories when we know their preferences. So that they are comfortable with the discussions carried out by the accompanying teacher. Another thing we can do is always read story books and mention the author to them. Then always ask questions,"Do you want to have a book like that author??”.
It doesn't stop there, We teachers also make light story books as teaching materials in class. By stating that the authors are us teachers. They looked enthusiastic and they said "Miss is really cool".
This admiration fueled their enthusiasm to own a book and we used this as motivation to both have a book with their names on it..
The action we took was to take a personal approach and start providing various media as an initial step in writing for young children. Provide the child's schedule- children individually with the teacher to complete a picture story according to their preferences. Process the children's drawings and stories in a team of teachers to be used as material for the content of the storybook. We overcome limitations in reading in many ways. One of them is rewriting the children's stories. And in the end we were able to provide a collection of their different pictures and stories in an early childhood anthology book "My First Story"
And until now we have published it 4 anthology book "My First Story". Dan hal tersebut sudah diduplikasi beberapa sekolah dalam pengembangan literasi dasar sebagai praktik baik kami.
The lesson we can take from the publication of this book from year to year is that no matter how small a child's efforts in literacy can be a real work and parents understand the development of early childhood literacy in going through the process.. Mungkin jauh dari hal sempurna sebagai seorang pengarang buku, but the results of this work can foster enthusiasm and energy for writing and reading at the next level according to their age.
The children were very happy and proud to have their work, so they are enthusiastic about telling friends around them about the results of their work. Parents are also very enthusiastic about developing children's literacy- children in any form. The latest thing we did was show them to re-read "Read Aloud" their work in the YouTube content "My Playing House".
.
Curator Note
[custom_field field="Note_kurator"]
LIteracy in Differentiated Learning Title *
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Creating picture stories with different children's characters in early childhood education.
Good practice elaboration
Literacy in Differentiated Learning
Early childhood
In the beginning, at our school for early childhood education, My Home Playing Permata Depok always provided space and time in the morning for children- children to tell stories and express their handwriting in the form of drawings or scribbles- doodles on a blank sheet of paper. And we observe , It can be seen that children really like doing it every morning with various pictures and stories. These stories and pictures are very different for each child- child. They have wonderful preferences and experiences and very interesting things to tell. Children always tell stories and ask for paper to express the story in a picture . Hal ini dikumpulkan oleh para guru dan kami bukukan dalan satu portofolio. But many parents think this is not a very beautiful thing and as the development of literacy that is a process from day to day. Then on one occasion the idea arose for me as a teacher and school principal to develop this as an appreciation for middle age children 5-6 year as a graduation gift, in the form of an anthology book. And make this a project at the end of their graduation for early childhood education at My Playhouse.
But it's not easy to get started. Because every child has their own way of expressing feelings. Apalagi untuk anak yang lebih suka bergerak dari pada berbicara, or children who prefer to listen rather than present something.
But we take the thread of commonality between them. That is, they will both be happy to tell stories when we know their preferences. So that they are comfortable with the discussions carried out by the accompanying teacher. Another thing we can do is always read story books and mention the author to them. Then always ask questions,"Do you want to have a book like that author??”.
It doesn't stop there, We teachers also make light story books as teaching materials in class. By stating that the authors are us teachers. They looked enthusiastic and they said "Miss is really cool".
This admiration fueled their enthusiasm to own a book and we used this as motivation to both have a book with their names on it..
The action we took was to take a personal approach and start providing various media as an initial step in writing for young children. Provide the child's schedule- children individually with the teacher to complete a picture story according to their preferences. Process the children's drawings and stories in a team of teachers to be used as material for the content of the storybook. We overcome limitations in reading in many ways. One of them is rewriting the children's stories. And in the end we were able to provide a collection of their different pictures and stories in an early childhood anthology book "My First Story"
And until now we have published it 4 anthology book "My First Story". Dan hal tersebut sudah diduplikasi beberapa sekolah dalam pengembangan literasi dasar sebagai praktik baik kami.
The lesson we can take from the publication of this book from year to year is that no matter how small a child's efforts in literacy can be a real work and parents understand the development of early childhood literacy in going through the process.. Mungkin jauh dari hal sempurna sebagai seorang pengarang buku, but the results of this work can foster enthusiasm and energy for writing and reading at the next level according to their age.
The children were very happy and proud to have their work, so they are enthusiastic about telling friends around them about the results of their work. Parents are also very enthusiastic about developing children's literacy- children in any form. The latest thing we did was show them to re-read "Read Aloud" their work in the YouTube content "My Playing House".
.
Curator Note
[custom_field field="Note_kurator"]
LIteracy in Differentiated Learning Title *
Good practice before revised
[Revision_teru]
Good practice elaboration
Literacy in Differentiated Learning
Early childhood
In the beginning, at our school for early childhood education, My Home Playing Permata Depok always provided space and time in the morning for children- children to tell stories and express their handwriting in the form of drawings or scribbles- doodles on a blank sheet of paper. And we observe , It can be seen that children really like doing it every morning with various pictures and stories. These stories and pictures are very different for each child- child. They have wonderful preferences and experiences and very interesting things to tell. Children always tell stories and ask for paper to express the story in a picture . Hal ini dikumpulkan oleh para guru dan kami bukukan dalan satu portofolio. But many parents think this is not a very beautiful thing and as the development of literacy that is a process from day to day. Then on one occasion the idea arose for me as a teacher and school principal to develop this as an appreciation for middle age children 5-6 year as a graduation gift, in the form of an anthology book. And make this a project at the end of their graduation for early childhood education at My Playhouse.
But it's not easy to get started. Because every child has their own way of expressing feelings. Apalagi untuk anak yang lebih suka bergerak dari pada berbicara, or children who prefer to listen rather than present something.
But we take the thread of commonality between them. That is, they will both be happy to tell stories when we know their preferences. So that they are comfortable with the discussions carried out by the accompanying teacher. Another thing we can do is always read story books and mention the author to them. Then always ask questions,"Do you want to have a book like that author??”.
It doesn't stop there, We teachers also make light story books as teaching materials in class. By stating that the authors are us teachers. They looked enthusiastic and they said "Miss is really cool".
This admiration fueled their enthusiasm to own a book and we used this as motivation to both have a book with their names on it..
The action we took was to take a personal approach and start providing various media as an initial step in writing for young children. Provide the child's schedule- children individually with the teacher to complete a picture story according to their preferences. Process the children's drawings and stories in a team of teachers to be used as material for the content of the storybook. We overcome limitations in reading in many ways. One of them is rewriting the children's stories. And in the end we were able to provide a collection of their different pictures and stories in an early childhood anthology book "My First Story"
And until now we have published it 4 anthology book "My First Story". Dan hal tersebut sudah diduplikasi beberapa sekolah dalam pengembangan literasi dasar sebagai praktik baik kami.
The lesson we can take from the publication of this book from year to year is that no matter how small a child's efforts in literacy can be a real work and parents understand the development of early childhood literacy in going through the process.. Mungkin jauh dari hal sempurna sebagai seorang pengarang buku, but the results of this work can foster enthusiasm and energy for writing and reading at the next level according to their age.
The children were very happy and proud to have their work, so they are enthusiastic about telling friends around them about the results of their work. Parents are also very enthusiastic about developing children's literacy- children in any form. The latest thing we did was show them to re-read "Read Aloud" their work in the YouTube content "My Playing House".
.