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PARENTS | |
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Head Start has long recognized the importance
of supporting parent’s efforts to attain family self-sufficiency and to be
their child’s first and most important teacher.
Adult literacy levels limits the economic self-sufficiency of many Head
Start families, therefore Head Start incorporates a family approach to promoting
the literacy development of the families it serves.
The agency supports the concept of emergent literacy and provides
training to staff and parents in the following areas:
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| MATERIALS AND ACTIVITIES | ||
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Supporting emerging literacy
and numeracy development through materials and activities according to the
developmental level of each child. Strategies
used for promoting reading and writing with preschool children are building on
the foundation set in infancy. Reading
and writing related activities are infused in each interest area and throughout
the curriculum. For example, equipping the
block corner with a basket containing markers, index cards or poster board, and
masking tape, children can make signs for their buildings. Displaying books with
pictures of buildings, bridges, and construction sites will enable children to
learn that they can get ideas from books. By
making literacy development a part of all Head Start activities, children can
make discoveries about letters, the sound and symbols of language, and the
purpose of reading and writing all day long in everything they do.
Having sign-in sheets so children can write their names when they arrive,
writing thank-you notes to classroom visitors or people visited on a trip, or
pointing out street signs can show children that print is an important means of
communication.
Reading
books to and with children occurs daily in the classroom. Children who have
enjoyable experiences with books want to be readers themselves and are more
likely to become life-long enthusiastic readers. Books should reflect the
cultural backgrounds of the children and be relevant to their experiences.
Parents and community volunteers will be encouraged to participate in the
UMCHS, INC. programs. |
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| ENVIRONMENT | ||
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Classrooms
will have a print rich environment. A print rich environment is one in which
signs and labels that have a function are visible at children’s eye level
throughout the room. Reading and writing materials are available to children at
all learning centers and encouraged by staff. The alphabet is available to
manipulate and explore. Literacy
should not be contained in one area but woven throughout the classroom. |
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| FAMILIES | ||
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Family
members are encouraged to talk with their children and share books with them.
Reading and talking about books is the single, most effective way for families
to promote literacy. Parents and
older siblings are encouraged to visit the
classroom and read to children. |
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| BOOKS | ||
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Home
visitors can take books provided by UMCHS Inc., on home visits for families to
check out on regular basis, and provide assistance for reading opportunities.
Parents are encouraged to use the public library and to obtain a library card.
Regular visits help cultivate a familiarity and comfort with library
facilities. The program provides
books to enrolled children three times during the program year through the RIF
(Reading is Fundamental) Program. Reach Out and Read program provides literacy
development through books and literacy education. |
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| LITERACY GOALS | ||
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Home visitors involve the whole family in the Family
Partnership Agreement by identifying literacy desires, goals, needs, and
strengths. The information provided
assists the program and community agencies in determining which resources and
referrals would best respond to the family’s literacy goals. With needs
identified, the Home visitor and the family develop and implement a planned
system of referral for appropriate services to meet the interests and goals of
the family/individual.
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Copyright 2001 ©
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