Journal Article Analysis Format

EPC 101
Title of the Article:
Literature and the Construction of Meaning:
The Preschool Child’s Developing Sense of Theme
Author/s
Susan Lehr
Journal, year, pages
Journal of Research in Childhood Education, 1990, Vol.5, No.1
Pages 37-46
 I. Abstract

This study focused on the four-year-old's ability to generate and identify

themes. Ten four-year-old children were individually videotaped as they listened to
stories and then were interviewed to assess their understanding of theme. Relating
text to life experiences and identifying with the feelings of characters were two
critical elements to the four-year-old's understanding of theme. The children were
not able to generate theme statements when probed after the story, but talked about
thematic elements, an early development of sense of theme. When given theme
statements from which to choose, children were able to identify an appropriate
theme statement, suggesting that four-year-old children construct meaning based on
their perceptions of the characters and events in the book and the events in their own
lives.

II. INTRODUCTION

I think, this statement is really nice to reflect about, because being as a student
and teacher, so being as a teacher, I have to educate the children in the early years of
development, because they are well-known in building their personality and shaping
their character. Preschool offers an educational framework for children between the
ages of 3 to 6 that significantly contributes to their development and addresses their
needs at the start of their journey through the state education system. It is important
for this first encounter to be a constructive experience for children and their family,
establishing a sense of trust and confidence that will accompany them from
preschool throughout the whole school system. In their preschool class children join
their peer group, forming various social interactions. They learn social mores and
acceptable behavior patterns; they also develop sensitivity, awareness and empathy
as well as moral values and social integrity. Through their diverse experiences the
children become acquainted with the world and their natural curiosity leads them to
investigate further, solve problems and realize their potential in a variety of subjects.
Young children are prompted to play in a wide range of playing experiences:
symbolic games, role playing, as well as structured’ rule based games. Children learn
to creatively express themselves in a variety of ways; preschool provides them with
the space to experience movement and develop their self-confidence and sense of
competence and control.
I think, social development also can help the child get along with others. Teachers
work with children on respecting others and working together. By playing
and learning together, children build their social skills, language skills, and self-
control.
And being as teacher we have to make the kids to use their words instead of
behaviors to show how they feel
1. Teach Your Child Simple Feeling Words.
2. Create Opportunities to Talk About Feelings.
3. Teach Your Child How to Deal with Feelings.
4. Reinforce Positive Ways to Express Feelings.
5. Model Healthy Choices.
6. Look for Teachable Moments.
During early childhood, children start to develop a self-concept, the attributes,
abilities, attitudes and values that they believe define them. By age 3, (between 18
and 30 months), children have developed their Categorical Self, which is concrete
way of viewing themselves in "this or that" labels.
High school students, studying child development, work with the 3, 4, and 5 year old
children that attend our program. The high school students prepare lessons for the
children daily, all of which focus on the preparatory skills needed for the preschool
children to be successful in kindergarten. They also complete weekly observations to
gain a better sense of the preschool children’s developmental and educational needs.
The preschool director is a certified Family and Consumer Sciences high school
instructor, with several years of child development and preschool experience. It is the
responsibility of the director to review students’ lesson plans regularly and to be
certain all plans are developmentally and academically appropriate. All lesson plans
are required to meet the early childhood state learning standards. Through this
unified high school student and director relationship, a quality program is
established for our preschool children.
 III. Sample participants

Weekly Themes and Activities Each week, the children participate in various
activities that revolve around a different theme. As they participate in each themed
lesson, they work towards acquiring a wide variety of skills in the various early
childhood content areas, including, language arts, fine arts, mathematics, physical
development/ health, science, social science, and social/emotional development.
Actually, we are able to visit various quarters of the school, including, the gym,
athletic fields, library, computer lab, culinary arts room, science labs, and theater.
The preschool room itself has a world of learning centers too, some of which include,
a dramatic play station, an art station, science center, reading center, computer
center, manipulative play center, and plenty of space to engage in large group gross
motor skill activities too.
Special Events we go on two field trips each school year. We also invite guest
speakers to visit our classroom, including, firefighters, police officers, the high school
nurse, storytellers, and even siblings! The high school drama class always invites us
to various plays throughout the school year as well. It is always so much fun to see
some of our favorite fairytales and classic childhood stories come to life. Another
special event is our annual performance in the Hersey Holiday Assembly. Holidays
are always special too! From trick or-treating and singing holiday carols throughout
the various high school classrooms, to exchanging valentines and trying to catch
leprechauns, we always have so much fun! Lastly. During this event, the preschool
children perform their favorite songs and reminisce about their best preschool
memories. Friends and family members are all welcome to come celebrate with us.

IV. Methods/Procedures

I think , it is good that, the children are three or four year-old must have class during
the Morning preschool program that meet from 8;30 to 11:00am on Monday
Wednesday and Friday, that what I observed in my country East Timor also
especially in my Place. Actually, being as a teacher my method of teaching is to
development of communication skills and teamwork. However, I have experience
with all main teaching methods, including explanation, demonstration, learning by
teaching, as well as some unorthodox methods, for example learning by playing.
When I prepare my lesson plans, I always think carefully about that and try to apply
the most suitable methods in each lesson. I always try to mix it up, so the students
experience the unknown, and the lessons are not routine, or boring.
I can’t say that I prefer one method to another. Each method has certain benefits
and should be applied in some situations. In one class I may prefer explaining,
especially if pupils struggled with discipline. Then in some other classes, students are
more creative, so I may prefer collaborating. I typically try to apply various methods
and observe the reaction of the students, measuring both their progress and interest.
After a few lessons I typically know which method works with them, and which does
not.
As any good teacher knows, all students do not learn in the same way. In addition, it
is common for a class of students to be at a variety of levels in any particular subject.
Teachers need to use different teaching methods in order to reach all students
effectively. A variety of teaching strategies, knowledge of student levels, and an
implementation of which strategies are best for particular students can help teachers
to know which teaching methods will be most effective for their class.
The first step to choosing a teaching method is to assess the students. This assessment
can be formal or informal. Formal assessments include standardized tests, tests from
the textbook or curriculum being used, or teacher-created tests. These assessments
can give you an idea of the previous instruction that the students have received as
well as their academic level. The students in your class may have undergone various
teaching methods and quality of instruction in previous years.

V. Results

The preschool experience for our happy one that is educational, nurturing, and
joyful. Children develop a long lasting enthusiasm for learning, as they receive a
great deal of one on one attention, and work towards acquiring the foundational
skills needed to succeed in their many upcoming years of schooling. Our overall goal
of kindergarten readiness is one that focuses on socialization, communication,
attentiveness, and responsibility. As the children work towards acquiring these skills,
they gain a sense of independence and self-confidence.
VI. Conclusion
Relating the text to life experiences and identified with the feelings of characters are
two critical elements to the four year old’s generation of theme.
Being as children, they must also learning of reading as an interactive process, for
the parents spent much of their stories reading time relating even in the stories to the
everyday lives of their children. donna King spoke of making associations with the
story, while Jill Langdon spoke of many experiences that they shared trough books.
Her picture of family literacy is one that nurtures and explores meaning in a variety
of ways with children. They relate to real life, so that when one of children in her
study heard a story about a lost giraffe, the mother used the story as an opportunity
to underscore the value of not wandering off. The child responded by recalling time
that he had gotten lost. Children’s Reponses clearly indicated that links are made
between real life events and events in books and that the perspective of the character
is not beyond their understanding Donaldson, 1978, Lehr,1988b, white,1954/1984.

VII. Recommendations

Dear Mr./Mrs./Ms. [Last Name],

It’s my absolute pleasure to recommend Susan Lehr for skid more college with childhood
educational international.
I thoroughly enjoyed my time to read the Literature and the Construction of Meaning:
The Preschool Child’s Developing Sense of Theme, and came to know about Journal from
Susan Lehr as a truly valuable asset to absolutely any school. She is honest, dependable,
and incredibly hard-working. Beyond that, she is an impressive soft skill who is always
result.
Her knowledge of [specific subject] and expertise in [specific subject] was a huge
advantage to our entire office. [He/she] put this skill set to work in order to [specific
achievement].
Along with her] undeniable talent, has always been an absolute joy to work with. [He/she]
is a true team player, and always manages to foster positive discussions and bring the best
out of other employees.
Without a doubt, I confidently recommend that I can to join as a teacher in future As a
dedicated and knowledgeable employee and an all-around great person, I know that she is
a good example to as a student.

References
Christie. D, Schumacher, G 1977.
Child Development, 46, 589-602.
Donaldson, M. 1978. Children’s minds. New York: Collins.
Flood, J. 1977, May. Parental styles in reading episodes with young children, the
reading teacher, and 30,864-867.
Goodman, burke, C 1972. New York: Macmillan.
Huck, C, Helpers Hickman, J.1987, children’s literature in the elementary
classroom, New York, Holt, Rinehart, Winston.
Joel’s, R, W. 1887 Picture books that bring comprehension to life. Childhood
Education, 63,362.365.
Lehr, S. 1988a.