Young children learn new vocabulary with great agility and speed, but their learning is dependent on the range of words they are exposed to. Teachers can naturally facilitate children's vocabulary learning using a variety of strategies, including making conversation and posing thoughtful questions. But there is also an important role for direct…

Researchers widely recommend storybook reading for promoting the early language and literacy of young children. By listening to stories, children learn about written syntax and vocabulary and develop phonological awareness and concepts of print, all of which are closely linked to learning to read and write. Teachers usually know a read-aloud…

In this excerpt from the book "From Lullabies to Literature: Stories in the Lives of Infants and Toddlers," the authors offer dos and don'ts for sharing story experiences with very young children. They include tips such as keeping groups intimate, showing pleasure and enthusiasm, being expressive, and using props. The authors suggest story…

In this article, the author shares her experience in setting up a unique imitative play through which children try on roles and imitate "grown-up" activities, thereby developing feelings of confidence and competence. As children play, they gain communication and negotiation skills; if conflicts arise, they engage in creative problem solving.…

A reading corner allows children to have a space that offers opportunities for reading. Reading corner activities that children undertake to find challenges are discussed. Group reading activities and their benefits are considered. (DG)

Discusses some of the common explanations for the effects of story reading at home upon children's later reading achievement, and offers an alternative explanation along with implications for classroom practices. (CM)

Explains ways in which a kindergarten teacher can encourage reading among children by sharing books with them; sharing ideas about the conventions of print, art and writing; and discussing children's ideas for pictures, stories, and writing. (BB)

Describes the formation of story awareness in young children, suggesting methods for assessment and activities to facilitate its development. (KS)

Explains how story telling can help young children learn about the emotions and aspirations of others and the skills needed to support someone in stress. (HOD)

Discusses a reading project, Beginning With Books, designed to promote literacy among low-income preschool children and provide them with books. Describes the project's development and the procedure for operating the Gift Book Program. Lists 51 books suitable for a toddler book collection. (RJC)

Describes Bedtime Story Nights, a county-wide project where parents could observe techniques for reading aloud to their children. Parents and 2- to 8-year-olds met monthly in the evenings for 30 minutes of stories, rhymes, and snack. Details benefits for children and parents, site variations, and family reactions to the program. Includes tips for…

Young children's experiences with literature should be enjoyable, but the experiences can also be planned and enriched to develop children's knowledge and appreciation of language and literature. Five goals for a program of literature experiences for 3- to 7-year-old children are presented and discussed. (Author/RH)

The most successful approach for promoting interactions with books and fostering voluntary reading habits in the early childhood classroom involves daily reading aloud of storybooks by teachers, a classroom library, availability of trade books for children's use, and encouragement of children's emergent readings of storybooks. (BB)

This bibliography covers such topics as cooperation; people with diverse abilities; diverse families; diverse gender behaviors; the environment; low income and job loss; multicultural and antibias issues; interracial families; Spanish people; African Americans; Native Americans; Jewish Americans; Vietnamese Americans; Hawaiians; and other American…