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Use simple language I have a discutions group and I will post there response. I want you to reply for both of them using 2 peer reviewed article. One peer reviewed article for each response. First response:
Alae drew out attention back to the Rowe (2018) article reminding us of the role of the adult. I have another role of the adult in early writing for us to consider. I have a sample below of some writing that I did with my grandson when he was a new two. I was doing the drawing and he was telling me (exactly!) what to write. julian writing.jpg
Julian (“J”) and Pop (“P”) and Daddy (“D”) are playing. I am cheering. He told me everything that I drew. Everyone had to have a football, a helmet on their head, and a cap beside them. His daddy had to have a beard. There is a hand showing two fingers in the middle because he was two. He added his marks (NOT scribbles) in the lower left corner. I have the page hanging in my office because it was such a sweet memory. It seems as though this episode meets the criteria Rowe (2018) describes for “human cooperative communication: prosocial intentions, shared common ground, shared activity, and joint attention” (p.37). I am wondering about the shared storytelling on paper as a practice. What do you think?
Second response: I like how you could use drawing to reflect your grandson thought on the paper. I often use shared storytelling on a paper as a practice with my children in the classroom. Here are my steps to apply this strategy with a group of children and you can use it with one child as well. First: I ask children to choose a story they love and want me to read. We then give a vote and agree on reading one story.
Second: I read the story to children using a share reading strategy (How to use shared reading? (Links to an external site.)) and explicit referencing to print.
Third: I conduct follow-up activities such as drawing/writing the story. Children are asked to draw/write the same story on paper (uninterrupted drawing/writing).
Last: I ask children to reflect on their drawings/writing using some open-ended questions (Questions for storytelling through drawing (Links to an external site.))
In fact, literacy learning begins from drawing, then writing, and then reading (Vygotsky, 1978). Vygotsky saw “children’s drawings as a preliminary stage in the development of written language” (Vygotsky, 1978, p. 113). He argued that we should regard such drawings as a particular kind of speech. Further, research has shown that drawing plays an essential role in early childhood literacy practices not only because it represents an important step in emergent literacy but also because it provides the artist creativity, voice, and the capacity to deal with both the imaginary and fundamental ways (Morrow, 2016, p. 230). Most children naturally love the act of drawing, and many researchers argued that children learn alphabetical letters from their work in art (Harste, Woodward, & Burke, 1984). Early childhood educators should “pay attention to what children draw, and their meta-cognition or what children are thinking aloud while drawing” (Morrow, 2016, p. 230) to foster their children’s literacy skills.
References:
Harste, J. C., Woodward, V. A., & Burke, C.L. (1984). Language stories & literacy lessons. Chicago: Portsmouth, N.H. Heinemann.
Lindner, B. (n. d). Draw a Story: Storytelling Through Drawing. Retrieved March 31st, 2021 from Draw a Story: Storytelling Through Drawing | Scholastic | Parents (Links to an external site.)
Morrow, L. M (2016). Literacy development in the early years: Helping children read and write. New Jersey, NJ: Pearson.
Reading Rocket. Shared Reading. Retrieved April 2nd, 2021 from Shared Reading | Classroom Strategies | Reading Rockets (Links to an external site.)
Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard

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