I find it fascinating that a child in Pre-K is getting the technology exposure and foundational tools that will preface the next 12 years of his or her educational journey. If the child already has a computer at home, perhaps they have been exposed sooner than others, but for the most part, Pre-K may be the first experience a child has with a computer or technology (with the exception of possibly a cellular phone). With an early exposure and understanding of the computer and technology, a student will grow and adapt accordingly to the ever-changing, cutting edge digital world in which we live. By building a basic but strong and supportive technological foundation at such an early age, the following 12 years should be nothing but refining and polishing the mastered skills that truly get started in grade Pre-K.
In very broad terms, the Pre-K student should know and use technology. More specifically, the state has created 5 guidelines that Pre-K students should be exposed to during years 3 and 4. Within these guidelines are foundations that more specifically focus on the main ideas. Guideline 1 focuses on the social and emotional development of the student. The child should be learning a strong sense of self. The child should become familiar with self concept by building confidence, self control by acknowledging rules, social competence by building positive relationships, and social awareness by displaying appropriate social skills and manners.
Guideline 2 is Language and Communication, or simply, speaking. The sub-topics of Guideline 2 include listening comprehension, or understanding, speaking skills which are communication interactions, speech pronunciation which includes vocabulary and speech, vocabulary skills and opportunities to practice that vocabulary, and sentence and structure skills which should allow expression through new vocabulary and correct grammar use.
Guideline 3 is Emergent Literacy in reading which could also be described as the foundation of reading. Under this guideline students should be exposed to a strong motivation to want to read and should be surrounded by a positive reading environment, phonological awareness which touches on auditory skills, alphabet knowledge which is a foundation of reading and writing, and comprehension of text which includes a comprehension of stories when discussed and read aloud.
Guideline 4 is Emergent Literacy in writing. These are the forms, features, and functions children must know. Elements include: a motivation to write demonstrated by writing activities, independently conveying meaning demonstrated by writing behaviors, a formation of letter skills, or simply writing neatly, and finally, a concept about print skills, or written words.
Guideline 5 includes Mathematics and an understanding of math. Elements include counting numbers, addition and subtraction, geometrical shapes, measurement and skills, and classifications, pattern skills, sorting, creating, and making.
This may seem a bit much for a tiny 3 or 4 year old student, but the abundance of technology resources has never been more accessible to aide, educate, and mold the skills that will carry a student through grade 12 and beyond.
In very broad terms, the Pre-K student should know and use technology. More specifically, the state has created 5 guidelines that Pre-K students should be exposed to during years 3 and 4. Within these guidelines are foundations that more specifically focus on the main ideas. Guideline 1 focuses on the social and emotional development of the student. The child should be learning a strong sense of self. The child should become familiar with self concept by building confidence, self control by acknowledging rules, social competence by building positive relationships, and social awareness by displaying appropriate social skills and manners.
Guideline 2 is Language and Communication, or simply, speaking. The sub-topics of Guideline 2 include listening comprehension, or understanding, speaking skills which are communication interactions, speech pronunciation which includes vocabulary and speech, vocabulary skills and opportunities to practice that vocabulary, and sentence and structure skills which should allow expression through new vocabulary and correct grammar use.
Guideline 3 is Emergent Literacy in reading which could also be described as the foundation of reading. Under this guideline students should be exposed to a strong motivation to want to read and should be surrounded by a positive reading environment, phonological awareness which touches on auditory skills, alphabet knowledge which is a foundation of reading and writing, and comprehension of text which includes a comprehension of stories when discussed and read aloud.
Guideline 4 is Emergent Literacy in writing. These are the forms, features, and functions children must know. Elements include: a motivation to write demonstrated by writing activities, independently conveying meaning demonstrated by writing behaviors, a formation of letter skills, or simply writing neatly, and finally, a concept about print skills, or written words.
Guideline 5 includes Mathematics and an understanding of math. Elements include counting numbers, addition and subtraction, geometrical shapes, measurement and skills, and classifications, pattern skills, sorting, creating, and making.
This may seem a bit much for a tiny 3 or 4 year old student, but the abundance of technology resources has never been more accessible to aide, educate, and mold the skills that will carry a student through grade 12 and beyond.
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