My Personal Language and Literacy Development Journey

            When I was a child I don’t recall any fond memories of language and literacy development regarding my personal life. But I do recall when I was expecting and had my own children I read to them daily. I understood enough to know that children had to be read to daily to spark their interest. I recall one book especially by Dr. Seuss named Marvin K. Mooney that I had to read to both of my children even I loved it. I remember my oldest son falling in love with books so much that no matter where we went he carried a book with him. Furthermore I recall him reading his book at night when I was driving the car if he could catch a little light from the street lights he read it. His love for books exploded throughout his childhood even once he entered college. It didn’t matter what types of books he read but just as long as they were books. The love for reading became an obsession that he started reading nonfiction books and it was a most. This started another interested in reading, the dictionary and encyclopedias. His language and literacy development increased tremendously that he made it a point and a ritual to learn five new words a week. Even today at the age 34 he stills carryings books no matter where he goes. Therefore in return he demands his three sons and two nephews to read daily without any excuses and even write a book report regarding the book they have decided to read. He insists on having some type of enrichment program to help the children in my city to engage in reading, literacy, and math skills. He constantly takes the program children on educational field trips and by reading to him I believe this made him the man he is today. He gives his time and monetary items to one child that’s graduation from high school every year for their education.

This course has deepened my perspective regarding language and literacy development as a preschool educator by allowing my children compensate more and freely make more choices. Also I had no idea really what did language means to educate young children but now I know language help them to read and write. I understand that they need to prepare materials to help them learn to engage in conservation more. I want you to know this class is the most wonderful class I have taken since been a student at Walden University. On yesterday at work and today I tried to sharp their language and literacy development by allowing them to describe certain pictures and objects also words and majority of my students performed well with this new approach. Literacy skills are the path way to a successful and lifelong learning experiences for all children but especially preschool because at this particular time open windows are an opportunity for them to venture and succeed.

A Language and Literacy Development Journey

I am writing about a child named Hanna who lives in Madison. Hanna has autism. What factors might I have missed or should I consider? Also I would like to know I am just writing my paper correct or not? Am I on the right track?

The toddlers at age one should be communication and not crying as much. They should at this stage should have a limited vocabulary, imitate your voice, respond accordingly, and follow simple directions. Furthermore enjoys simple social games, such as “gonna get you!”, explores objects; finds hidden objects, responds to “no” uses simple gestures, such as pointing to an object, babbles with changes in tone; and may use single words (“dada”, mama”, “un-oh!”).

Hanna at the age one should have been performing the thing above but she was not doing anything above. Hanna was supported in the environment at home with her parents, grandfather, and siblings constantly communication with her by probing her to dialogue and response to them but it was unsuccessful. Furthermore the parents employed her personal speech pathologist in the home and the things should performed professionally did not gain any rewards. The first years of her life were only babbling and sounds but no words ever came out of her mouth. According to Brown’s Stages of Language Development Hanna should have been speaking two words sentences for example “Baby cry” or “No juice” (Pence Turnbull, & Justice 2012). In addition, Hanna was not speaking one word that was acquired at toddler stage first word, 50 words, and 100 words at this particular stage (p 201). Her grandfather was very mindful to pray over her daily and also included the pastor of their church to visit the home with some of the congregation to pray for her language development which did not avail during these constantly tries.

Furthermore approaches that were taken to foster Hanna to speak language and literacy development were allowing her to watch television, reading books daily to her, and pointing and naming items around the home. The mother also wrote words on strips of papers and placed them on the items in her bedroom and around the kitchen to help recognize the word along with the items. They placed a few items in the family room on tables, television (TV.) and mirror etc. In the beginning of her life these approaches and strategies did not seemed to help with her language development. Hanna had not moved from the stage of infancy to toddler because of her nonverbal speech of autism. She was still at the “imperative pointing and “declarative pointing” stage that symbolized requesting parents to retrieve an object and to call attention to infer socializing (Camaioni, Perucchini, Bellagamba, & Colonnesia, 2004).