Early Childhood Standards of Quality for ... - State of Michigan

ELE: Language and Early Literacy Development6. Understand and respond appropriately to non-verbal expressions andgestures.7. Show progress in listening to and understanding both their homelanguage and English (if non-English-speaking children).Examples of Experiences and Strategies• Children are greeted by name and with a short conversation to buildattention and listening skills.• The daily routine includes participatory stories and poems.• The program includes action games, finger plays, and songs.• Adults create opportunities for children to practice turn taking inconversations.• The program includes role models who are home languagecommunicators of the child’s natural language; e.g., deaf role modelswhose first language is ASL, role models in spoken languages other thanthe primary spoken language of the program.Questions for Reflection1. To what extent do adults carefully attend to children’s requests andsuggestions?2. How does the daily routine support adults in their use of simple, clearphrases with preschoolers?3. To what extent do adults have realistic expectations of children’s verbal,signed, and listening skills?4. How do adults help children learn audience skills?5. Early Learning Expectation: Children begin to develop strategiesthat assist them in viewing a variety of multimedia materialseffectively and critically.Children typically:1. View multimedia materials for a variety of purposes; e.g., to gaininformation, for pleasure, to add to their understanding of written materials.2. Use different strategies for understanding multimedia; e.g., makingpredictions using what they already know, using the structure of themedia, linking themselves and their experiences to the content of themedia, asking relevant questions.3. Begin to compare information across sources, question the content andproducer’s choices, and discriminate between fantasy and reality (criticalviewing).82 Michigan Department of Education