DSR – Flashcard
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The 5 domains
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Approaches to Learning Physical Development and Health Social and Emotional Development Communication Language and Literacy Cognition and Knowledge of the World
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Explain the relationship between language learning and symbolism
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Oral language provides the basis and foundation for literacy-involves first order symbolism where spoken words represent meaning Written language involves second order symbolism that builds on first order symbolism-Printed symbols represent spoken words which represent meaning Anything that supports Oral language supports literacy
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Factors that influence a child's language acquisition
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Medical issues (the ear problem) Gender( girls talk earlier) Socioeconomic status(children from lower income homes are slower at learning to speak) Cultural influences( some cultures might not view vocal attempts as meaningful communications and ignore them instead of encouraging them/stimulating them further) children with rich oral language experience tend to become early readers the more a child reads the better his/her vocabulary
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Emergent Literacy
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The view that children begin learning about reading and writing at a very early age by observing and interacting with adults and other children as they use literacy in everyday life activities.
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Scientifically Based Reading Instruction
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A skills based approach that focuses on explicit and systematic teaching of skills that have been found to correlate with reading success. (oral language-expressive and receptive, print concepts and book concepts, phonological awareness, alphabet knowledge) classes contain systematic instruction, have some direct instruction in big or small groups, teacher modeling and explanation
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Blended Literacy Instruction
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Emergent Lit+SBRR =Blended lit An approach to teaching literacy that takes advantage of key components of both emergent and SBRR approaches. Supports the children who might fall through the cracks in emergent classrooms. It features print rich environment, storybook reading, shared reading and writing, opportunities to that engage in meaningful reading/writing in center time activities with direct instruction in large and small groups on literacy skills like vocabulary, oral language, alphabet knowledge and phonologic awareness, concepts about print etc.They take emergent lit and explain it further i.e. read a book outloud and then incorporate direct instruction on literacy skills like vocabulary, alphabet knowledge, phonological awareness etc.
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Differences between emergent and SBRR
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Emergent lit suggests that children learn about language and literacy by observing, exploring and interacting with others. SBRR argues that teachers need to be explicitly taught these skills that research has identified as predictive of later reading success
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How does "value added" instruction help teachers teach language and literacy
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Emergent lit programs provide the opportunity for children to learn about literacy on their own and with help from their teachers and peers. Learning can occur at the appropriate pace for each child and build on what he or she already knows. This approach provides children with opportunities to acquire oral language and to move through developmental progressions in emergent reading and writing. Unfortunately some children are not ready to take full advantage of these opportunities-they fall through the cracks. These children need to be directly taught vocabulary, phonological awareness, alphabet and concept of print before they are ready to profit from learning experiences in an emergent lit program.
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principles of effective literacy language instruction
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-Provide print-rich classroom environment-well stocked library and writing center, theme related literacy props in play area, lots of functional print, and displays of children's writing etc. -Demonstrate and Model literacy events(children imitate literacy events)-read books to children, seeing teachers use print like writing notes, shopping lists, looking up info etc. -Teach skills that research supports -Know standards -Use multiple forms of assessment to find out what children know and can do -Respect and make accommodations for developmental, cultural and linguistic diversity -recognize importance of reflecting on instructional decisions -Build partnerships with families -Link literacy and Play-dramatic play center/play area, encourage experimentation in emergent reading/writing -Provide opportunities for using language and lit in every day purposes-write a shopping list, a thank you note, a recipe -Read to children daily and encourage them to read-have read alouds and discussions
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Why have researchers concluded that literacy development begins long before children enter the first grade?
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Babies are citizens of the world until they are 6 months old and can distinguish between sounds-the american babies and Chinese babies could distinguish between languages-they are born with the capacity to learn any language and studies show that at birth babies are able to distinguish between sounds that adults cannot -Heart and Risley found that children who were spoken to less had a less extensive vocabulary. Children at home until the age of 3 were majorly impacted by their parents in later years.
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Behaviorist Perspective
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(skinner) Nurture-The way a child is taught or molded by the parents and the environment plays the dominant role in language development. Language is learned by conditioning, reinforcement. Children learn language through imitation. Parents play an important role in helping children to learn the sounds words and rules of language Simply: Learning consists of two processes: classical conditioning and operant condition and imitation
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Nativist Perspective
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Chomsky-Language acquisition can be determined by children's inborn capacity to learn language. Language learning is innate and a child learns to communicate even without support from caregivers and the environments function is to activate the innate. LAD-language acquisition device that
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Social Interactionist Perspective
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Acknowledge the influence of genetics and parental teaching. The context of language learning and the interaction between caregiver and child is important. Child actively and intentionally participates in language learning and construction of meaning through child directed speech. Childs interactions with caretakers, siblings, and others support shape and confirm the child's construction of language. Language is meaningful and intentional even from the earliest interactions.
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Neurobiological Perspective
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Dynamic interaction of nature and nurture. Complements all 3 of the previous views on language development and explains how the structural development of the brain is related to language acquisition. Based on the study of the brain on a "cellular level". The capacity to learn language begins on the level of neurons because specific areas of the brain are involved in language acquisition. Language development is a reciprocal dialog between nature and nurture, the environment must be supportive to reach genetic potential.
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General Characteristics of typical language development for children B-5
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-B-1 year-babble, play with sounds, and combine sounds, include intonation in vocalization by 6 months, respond to their names or angry/friendly tones, comprehend much more than they can produce and begin saying words. -1-2 years use one or more words with meaning, utter sounds with adult intonation as if speaking in sentences, begin to combine words (toy-fall), use mostly nouns, emergent vocab around 18 months -2-3 years-experience dramatic growth in language, name objects common to their surroundings, use pronouns (me, you)not always correctly, increase vocab, speak with 2/3 word sentences, play with words. 3-4 years-demonstrates increased accuracy of sentence structure and vocab, adds syntax such as plurals, reg verbs and past tense. 5-6- use language more and more like adults, sometimes have difficulty pronouncing certain sounds-increase vocab to 2,500 words
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Other characteristics
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0-3 months-crying 3-6 monts-cooing 6-12 months-babbling 10-14 months-first words 10-18 months one word at a time 17-20 months-two words together 2-5 years language explosion
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Neural Maturation Process
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Utero-at seven weeks- neurons are forming in the baby's brain at 250,000 per minute. A neurological web is being spun within the womb building billions of circuits for sending and receiving messages. As neurons multiply they follow a genetic blue print that causes the brain to develop a distinct but interdependent system. Brain stem and limbic system, cerebellum and cerebral cortex. The fetus shows response to sounds at 18 months. At birth brain is unfinished. Most of the 100 billion neurons or brain cells are not yet connected. During the first month of life the number of neural synapses or connections increase 20 times to more than 1,000 trillion. As a child matures, the actual number of neurons remains stable; however, the number if synapse connections increase and the message-receiving dendrite branches grow larger and heavier. Were born with appx 250000 synapses and by age 3 we have 15,000 and over time those connections are pruned in response to the external stimulationHundreds of trillions of connections in the brain sculpted by experience, learning =changing the weights of connections in the brain depending on experience. Synapses (connections) form based on early experience.
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Synaptogenisis
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The wiring that occurs when neurons or groups of neurons connect by sending out long nerve fibers (dendritic axons)
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Myelin
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The fatty covering that insulates the axons-facilitates transition of sensory information and promotes learning
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Pruning
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The dying of neurons that allows for organization. The synapses that are not used become stronger and those that are not used disappear.
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Critical Period
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Time when connection must be made and strengthened or potential when disappear. 7 months in utero to 2 years = greatest brain growth
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Explain or draw a neuron
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The neurons are the brains cells and transmit nerve impulses. There are from 10 billion to 100 billion of them in the brain. The axon which is the longest fiber of the neuron carries messages to other neurons. The dendrites receive nerve impulses from the axons of other neurons. The synapse is the is the connecting point between the neurons.
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How do nature and nurture interact to support a child's brain development?
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Brain development is influenced by nature and nurture-an interplay of genes and environment. Genes form the foundation of the brains potential but experience shapes emerging brain organization through individuals transactions with the world. Infants are born with key brain areas genetically dedicated to language functions. Yet for children to learn the language of their culture, it is necessary that they have consistent frequent opportunities to interact with a persistent caregiver who models the language with the child
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Example of Ted talk for nature and nurture
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Babys are citizens of the world until before there first birthdays but then they start to absorb statistics of language and it changes their brains. babies are "taking statistics" on the sounds they "need to know." It takes a human being for baby's to take their statistics(nurture). The social brain is controlling when the babies are taking the statistics(nature). When the baby's were put infront of televisions or audio, there was no learning whatsovever.
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Advice a new parents on child's language development
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Parents and caregivers who consistently engage in convo with infants help their children develop neural networks that lead to language fluency and proficiency. neuroscientists agree that a child's language capacity is dependent on the quality of language input. -sing songs, use second language if bilingual , describe actions and objects that are encountered in the daily routine, use words to describe feelings, talk face to face where child can clearly see adults mouth
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Describe the findings of the Hart and Risley study and criticism we discussed in class.
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Socioeconomic Status is directly related to vocabulary and language usage. Lower SES=less word Higher SES=more words. Parents play a huge role in children's development and the early years are extremely important. Children who are spoken to more have a higher IQ. Criticism was they said lower income family means a child language and vocab will be negatively affected because poor people don't talk to their children as much and don't talk to them positively but this isn't necessarily true because there were only 42 families out of all the families in the world so statistics may be off
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Strategies that Parents may use to support language development
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Expansions, extensions, repetitions, parallel talk, self talk, vertical structuring, fill ins. Parents can facilitate oral development by Scaffolding language, encouraging them to tell personal narratives of their experiences, reading stories to them on a regular basis, monitoring their children's television and encouraging active viewing. 1.Describe actions and objects that are encountered in the daily routine 2.Use words to describe your feelings (mom is so happy!) 3.Encourage children to sing songs and sing a long with them 4.Hold child and read a book with them 5.Read rhyming stories, songs 6.play simple word games
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teachers can support development of children oral language with
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open ended questions, dramatic play, show and tell with small groups; encouragement of active involvement, well organized and planned learning centers
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Explain how parents can best use TV as a tool and recommend guidelines for tv watching/screen time in early childhood
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-More real time play less fast paced media. Active parenting is much more effective in language development/IQ Children under 2 do not benefit from tv at all-they learn best from human interaction not screens. Skype/facetime allows you to see people and go places you wouldn't normally go, a virtual tour of china) Negative impacts because it prevents children from forming healthy attachments which requires attention and eye contact Tv in moderation may be advantageous (active watching with caregivers) watch tv together,talk about programs, observe children reactions, foster critical thinking etc. Guidelines 1. Quantity=1-2 hours of screen time per day depending on age set limits for whole family and turn tv off atleast 1 hour before bedtime 2.Quality-preview material for appropriateness 3.Location-assign particular areas of the house as screen free zones (meal times, bedroom etc.) 4.Together-find time to engage in screen media together-can promote engagement and build healthy attachment 5.Screen free-designate a time as screen free time to encourage spending time together 6.Reflection-is this appropriate? Could I accomplish this without this screen media?
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Close Ended Questions:
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Detailed questions that only require a one word answer. Yes or no or a right answer. Adults should refrain from asking detailed or interrogational questions such as; did you like the story? why did he get in trouble? -these make story time avoidable not enjoyable
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Open Ended Questions
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Encourage oral response and children's personal interpretation and have no right or wrong answer. (What did you like about max, how did you feel when..what do you think will happen next?" This is important because its a good way to engage children in story time and develops language skills/encourages discussion and comprehension
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Why is the classroom environment important?
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Human behavior is proven to be influenced by the surrounding environment. Classroom environment is important because it can have a tremendous effect on children's behavior and learning. When classes are effectively arranged, and contain lots of meaningful print,language and literacy opportunities, children's literacy learning is promoted.
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Explain how you would set up a classroom library center that would encourage children to engage in independent reading.
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-stock the library with a variety of good and interesting books for children. The core collection should be made up of high quality literature that is available always. Books should be color coded according to type and category. Revolving collections will change every few weeks to match children current interests and topics studied in class. Books must catch childrens attention, hold their interest and captivate their imagination.
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What are the physical characteristics of a classroom that promote book reading?
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Partitions (book shelves, big plants, screens, barriers to give the children privacy and a cozy quiet setting for reading) Ample space-enough for atleast 5 or 6 kids to use space comfortably Comfortable furnishings-rugs, bean bag chairs, cushions, chairs, soft carpeting-the more comfortable the area the more likely the kids are to use it. Open faced and traditional shelves-open faced attract children's attention more, traditional can hold more books. Book related displays and props-posters, puppets, stuffed animals, labels for the center and a listening center for the children to listen to a cd or a book tape.
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Draw a writing center and describe how each items/features encourages early literacy. Be able to list items that are appropriate to a well-designed writing center.
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Alphabet chart, different kinds of paper, various writing tools, Writing folders encourage students to write individually, poster of child writing-gives an example to encourage students to write individually, poster of child writing gives an encouraging example for children to imitate, supplies-fun ways to encourage students to write, computers facilitate increased language use-two chairs to each computer encourages increased talk between peers, student mail boxes encourage note and letter writing, bulletin board makes environment more print rich and surrounds kids with words and familiar messages that help them learn. Things should be in children's view and allow them to communicate.
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Characteristics of dramatic play centers
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Defined Space-establishes boundaries that encourage the play to continue(fewer interruptions) Involved Teacher-Acting as an appreciative audience, stage manager and or co-player (get involved but not too involved) Choice of setting-using familiar themes and culturally sensitive props -it encourages talking -amount of time-complex plots/characters require a minimum of 30 minutes to evolve -children use pretend and meta-play language in dramatic play Dramatic play areas need to be literacy enriched-stocked with an abundance of reading and writing materials that go along with each areas play theme.
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Environmental Print
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Print that serves real life functions-labels on cereal boxes, billboards, soft drink cans, road trip signs. Situation gives clues to the prints meaning.
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Functional Print
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Connected with everyday school activities-labels, lists, sign in sheets, directions, schedules, calendars, messages etc. The context helps children find the meaning of the print and learn concepts about it.
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How pre-natal development relates to a child's language and literacy development (Medina)
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4 things proven to help babys brain 1. Gain just the right weight-Babys IQ is a function of brain volume and brain volume is related to birth weight which means that larger babys are smarter babys. (increase slows as baby reaches 6.5 pounds) Babys experiencing critical lack of nutrition have fewer neurons, fewer and shorter connections between the neurons that exist-when they grow up they show slower language growth and have lower IQ 2.Eat just the right foods-babys need nutrients-neurons need Omega-3s to function, they can prevent dyslexia, ADD and bipolar disorder. 3.Avoid too much stress-stress can lower babys IQ, inhibit babys future motor skills and ability to concentrate, shrink babys brain size 4.Excercise just the right amount-fit women have to push less-baby less likely to have brain damage
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Goldilocks effect-
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Babys don't like too extreme or too little they need just right=balance
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Medina info
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-In the first half of pregnancy babys want to be left alone(neurogenesis-growth and development of nervous tissue)-second half begin to perceive & process a great deal of sensory info (synaptogenesis) -Genetic contribution=50% of intelligence IQ-only 1 measure of intellectual abillity
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4 most common sources of marital turbulence are
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-More than 80% of couples experience drop in marital quality during transition to adulthood Hostility between parents can harm a newborns developing brain and nervous system sleep loss, social isolation, unequal distribution of household workload and depression.Awareness of these allows couples to buffer against them. Regularly practice the empathy reflex
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Explicit Vocabulary Instruction
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-Provide purposeful exposure to new words (decide in advance which words to teach) -Intentionally teach word meaning(select words that are useful for comprehension and useful in everyday interactions) -Teaches word learning strategies(teacher models through a think-aloud:uses prior knowledge from other texts to make a connection) Offer opportunities to use newly learned words in many curriculum contexts
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Approaches to defining Words
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-Illustrate or model-the teacher uses visual support such as a picture, gesture or example -Ask children to analyze how a word is related by comparing/contrasting attending to multiple meanings and providing synonyms and antonyms. -Provide definition of the word in the context that it appears -encourage children to apply word knowledge by using the word in a new context other than the one in which the word appeared.
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IRE(Initiation, response, evaluation)
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typical pattern of classroom discourse where the teacher asks a question, student responds, and teacher evaluates where it is either accepted or rejected and then goes on to the next question-not good because it limits children and sends the wrong message that students should recall exactly what is said in the text. There is so student-student interaction. This is appropriate sometimes because teachers do not need to get specific points across to students.
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Reciprocal Discussion
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Genuine conversations that are stimulating;uses non-verbal movements and active listening. Teacher allows student to take the lead of the conversation by listening carefully to what he said and responding to his previous statement. She let him do most of the talking using back channeling(smiling and nodding) to keep conversation going. Questions like; where'd you get the clue/idea for that? What makes you say that? Can you think of any reason why the princess should go to the cave?
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Teachers must provide children with more stimulating experiences with language By
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1.Engaging students in reciprocal discussions and conversations 2.Provide
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Contexts that encourage language use
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Group activities-encourages verbal interactions Learning centers-environment where kids interact with materials, help when needed, and engage in conversations Dramatic Play-pretend play, uses heavy language usage
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Show and Tell
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Speaking/listening skills Traditional-1 kid shares infront of class, instead it should be small enough to reduce shines, encourage more interactions, more listening and talking without loss of interest. Listeners should ask questions(more of an active involvement) Child should bring in object that has:good story behind it, something they made, or works in a funny/interesting way
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Storytelling
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More direct than story reading;uses gestures, facial expressions and interractions. Help kids retell favorite stories from books or can use real life experiences. Use wordless picture books and have children make up words Link storytelling with play and writing
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Language variation
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Teachers must provide children the support needed to master the english required for academic development/jobs when they have completed school. However this process does not work when the language spoken by the children-spoken at home and in communities is disrespected in school. Teachers must provide same type of scaffolding parents use when children were first learning to talk. If child says this aint right, teacher says -I agree, this isn't right -dont emphasize correct form but use it naturally, when adults use expansion they introduce and help children build new vocabulary
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Language Play
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Messing around with language (usually begins after babbling stage) Different from social play Helps kids discover different ways language can be combined to express what they want to say Acquires meta linguistic awareness (ability to attend to language forms as objects in and of themselves) Teachers can stimulate language play by: Create:create a fun, safe encouraging environment where children feel free to experiment with language. Model-model language, share jokes, songs, finger plays Listen-listen to kids as they share stories with you Music-songs and finger play
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Why is storybook reading important
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Verbal interaction between adult and child during storybook reading has a major influence on childs literacy development Most important activity for building understanding&skills essential for reading success is READING ALOUD TO CHILDREN Connections of print, vocabulary, introduction to letters, positive feelings towards reading, and learning natural rhythm of conversation (turn taking)
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Characteristics of appropriate literature for very young children
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0-3 months: books with bright pictures( 1 color per page), baby cradled in arms, nursery rhymes 4-6 months:cloth & vinyl books(allows baby to grasp & not fall apart), washable with simple bright pictures, textured books (through 12 months) 7-9 months: label & talk about books, use rhymes and books that can be manipulated 9-12 months:get babys attention, ask labeling questions, wait for response & provide answer & other feedback Toddlers 12-18 months-name pictures and provide more info about objects, more likely to listen to you when you talk, baby may use "conversational babble", highly predictable text encourages kids to chime in, may be physically active during book reading(use interactive books) 19-30 months: read lots of real stories, use books with environmental print that encourage writing, ask detailed questions, link to child's experiences, encourage questions and talk
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Choosing Great books
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Age appropriate;good quality picture books! multicultural literature Books with good storylines(something to talk about) Books that can be connected with kids' experiences Different genres Material that integrates many subjects
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Reasons and effective strategies for reading to infants
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Develop eye focus, get in habit of reading, enhance listening skills, develop physical skills stimulate imagination, provides soothing activity
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Strategies for read aloud
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Read to students every day select high quality literature show children the cover of the book ask children for their predictions about the story or provide a brief introduction to the story identify where and what you will read read with expression at a moderate rate read favorite books repeatedly allow time for discussion before during and after reading read stories ineractively
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Concepts of print
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follow words from left to write, top to bottom, page by page, learn distinction among pictures words and alphabet letters, punctuation, upper case, lower case, left to right spaces between words
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Book concepts
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front of book back of book, holding the book correctly, open the book to where it begins, author, illustrator
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Why Big Books?
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Big books use enlarged print-help draw attention to print and all children can see the print -Repeated readings and increased pupil participation which makes whole class storybook reading sessions to parent-child reading experiences. -The reading of big books permit all children to see the print and allow teachers to introduce children to conventions of print (how to handle the books, front-back,print & picture connect, author/illustrator, parts of book etc. Stories should: 1.Have an absorbing predictable story line 2.A predictable structure containing elements of rhyme, rhythm and repetition. 3. illustrations that enhance and support the text.
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Story Extensions
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-Dramatizing a story-children act out story as teacher reads it often with props. This offers children opportunity to take on behaviors of others, try out vocabulary unfamiliar to them, play cooperatively with others, accept criticism etc. -Using puppets or felt boards-puppets provide shy children who can't speak on their own with another means of dramatizing a story. Felt boards use visual aids to tell story -Participate in cooking-if book contains recipe use it to make it -create art project-teacher should provide materials for exploration/creation -writing activity-tabby the tiger-each child takes him home to write about his adventure Author study-studying the author and reading books by them
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Before During and After Read aloud strategies
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-Before shared reading: show/discuss the cover of the book before reading Ask children to make predictions about the story Provide brief introduction -During Read with expression at a moderate rate Read stories interactively following for discussion -After Allow time for discussion Extend the reading
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Value of children's play (and lit enriched play centers) in early literacy
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The most obvious benefit of linking literacy and play is that plan can provide motivation for literacy and learning. When children incorporate literacy into their play, they begin to view reading and writing as enjoyable skills that are desirable to master. In dramatic play children use both pretend language (when they talk to eachother in character) and meta-play language (children talk about the ongoing action and/or direct eachother during the drama. offers context in which children can have meaningful, authentic interactions with reading and writing.
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The teachers role in play?
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Acting as an appreciate audience, stage manager and or co-player. Teacher needs to provide theme related reading and writing in dramatic play area. Classroom can be enriched through teacher participation. It used to be believed that teachers should just set the stage and not get directly involved but teacher involvement has been found to assist non-players to begin to engage in dramatic play, to help more proficient players enrich and extend their dramatizations and to incorporate literacy into their play episodes. Teachers need to be careful though bc inappropriate forms of involvement can interfere with play and cause children to quit.
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LEA Language Experience Approach
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Children dictate a story or other text, teacher writes it down and reads back to children, teacher places the writing somewhere where the children can read it on their own. The teacher models writing convention-print concepts
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Metalinguistic Awareness
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Ability to attend to language forms in and of themselves-child may notice that 2 words rhyme with each other
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Shared Reading
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Adult and child reading and talking about a book or an adult reading and talking about a book to a group of children
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Dialogic Writing
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Teachers and students write comments/messages to each other-the teacher and child use shared writing papers or dialogue journals to take turns writing to each other and reading each others comments. This strategy makes children's writing more spontaneous and natural by helping them see the link between written and oral language.
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Writers Workshop
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3 basic steps a focus lesson-a very short lesson on some aspect of writing writing-10-15 minutes(t meets with individual children during "writing time" Group share: about 10 minutes in which a small number of children read their work to the group. Advice from King (write at the same time each day, maybe after morning meeting or other group time) Encourage students to write whatever they want Introduce sharing time after the journal time has been established. Encourage informal interractions. Start conferences mid year and consider inviting a peer to conference observe your students and reflect on practice
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Authors Chair
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The chair that the teacher sits in to read from used to teacher aloud and for children to read their own class writing to the class.
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Shared Writing
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The teacher works with whole groups, small groups, or individual children to write down the children's oral language stories. Excellent means for teachers to demonstrate the relationship between speaking, writing and reading. It can help children realize that 1.what is said can be written down in print 2.print can be read back as oral language
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Skills Linked to later literacy/school success
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Print awareness, phonological awareness, vocabulary, alphabet knowledge, writing your own name
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Phonological Awareness
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The ability to hear, recognize and play with sounds in our language.It is the recognition that sounds in our language can be broken up into smaller parts: sentences,words, rimes, sounds Phonological awareness activities focus children's attention on the sounds of words. Sentences are made of words. Recite a nursery rhyme row row row your boat and clap the words
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Phonemic awareness
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The awareness that spoken words are composed of sounds or phonemes. Help children understand that sentences and words are made up of separate sounds
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Phoneme
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One of the individual sounds that make up a spoken word.
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Phonics
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The relationship between letters and the sounds they represent.
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The alphabetic Principal
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The idea that letters, or groups of letters represent phonemes. Children understand that letters are special and can be named.
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Types of Scribbling and typical ages
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Random scribbling-first scribbling of toddlers Controlled Scribbling-most 3 year-olds Naming of scribbling -age 4
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Categories of Emergent Drawing
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drawing as writing-pictures represent writing scribble writing-continuous lines represent writing letter-like unites-a series of letter like marks that are not letters but have letter-like characteristics Non-phonetic letter strings-strings of letters that show no evidence of letter sound relationships copying from environmental print-copying print found in the encvironment invented spelling-letters are used to represent sounds(LEV) Conventional Spelling-conventional, correct or dictionary spelling
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Analyzing Drawing
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• Scribbles (@ 18 months) • Controlled scribbling 2-3 years • Clear shapes and symbols like x (@ age 3) • First attempts at drawing people. People usually have no body and sticks for arms growing out of a head(@ age 3) • People look more realistic (@ age 5)
