Language and Literacy should be learned in a “game” format to encourage children enough for studies since this program level requires preschoolers to be ready for learning and not to learn the school program.
Since the vast majority of toddlers cannot read at this moment of their life, children should be interested more in the process of reading rather than in its result. To encourage them to read books, teachers should provide profound research on special books that would engage toddlers in reading. For instance, the book font should be easy and interesting to read, for example, by providing the individualized first uppercase paragraph letter. Moreover, the text should be accompanied by pictures and audio tracks.
First and foremost, it is crucial to encourage children to make them write since this process in its traditional form is hard to execute due to the lack of studies at such an early age. To comply with the demand, there should be put many colored pens and pencils, which do not significantly influence the result of writing but considerably increase children’s engagement in the process. Moreover, “alphabet pads” are the other way to increase preschoolers’ attention since their main task would be following the letter path that is already written with pen or pencil. This repeating process develops fingers’ muscle memory and increases the accuracy of writing in the future. Last but not least, teachers might implement the rubric “the letter/word of the day,” which requires children to write the same letter/word multiple times with enough accuracy to gain the prescribed prize. For instance, the prize might be a piece of healthy cake or a new individualized toy.
It is crucial to organize the writing process informally since even the name “writing section” already formalizes this activity for children. To make it more informal, teachers can settle the board with the ability to write with different colors. As a regular activity, children can play “word” games where they ought to guess and write the explained word.
There is a wide variety of labeling methods in preschool entities. However, one of the most important factors of labeling is a high level of readability. In addition, since children do not know how to read many words, every label should be named many times by the teachers so that children will memorize the meaning of the word. Finally, the labels should be printed in an interesting-to-read format: color letters and unfamiliar font. In some cases, children can be engaged in the process of creating labels themselves so that they will definitely memorize objects they labeled themselves.
Any additional learning materials should be placed in “informal places” where children will percept them as games or toys. One of the most effective materials could be illustrated dictionary for children, where there will be distinct pictures accompanied with the name of the people/objects placed there.
There should be many photo materials to choose from to demonstrate an effective learning story, accompanied by the specific method used during that process. As a result, the learning method should be precise in actions to have a comprehensible picture. For instance, there might be a teacher showing the photocards of the objects or situations while preschoolers would be guessing their names. In addition, the methods might contain teamwork methods, where children, for example, might be engaged in the puzzle team competition, where the final picture should be a specific word. Thereafter, children ought to not only tell the world but also explain its meaning.