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Cool

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The importance of developing early literacy skills in preschool children is well documented. Literacy competence in our youngest learners helps ensure later success in school. Therefore, as parents and teachers of preschool children who have visual impairments, we purchase books with braille only to find the braille is meaningless for our youngest learners. Sighted children are looking at the pictures and participating in "reading" the book. In an effort to provide the same or similar opportunity for children who have visual impairments tactile representations need to be added.

There certainly are tactile books on the market for toddlers that our children enjoy. And there are books that are produced specifically for children who have visual impairments that include tactile representations. But there are classics and many childhood favorites that would need to be adapted in order for our children to access.

Adapting braille books for our youngest learners will get their hands on books and engage them in the learning process. Their sighted peers are being exposed to print as they look at picture books long before they are able to read print. Children who have visual impairments need to "see" braille long before it becomes meaningful too. In addition, providing tactile representations help our students begin to develop tactile discrimination skills they will need as they begin to learn to read braille.

How to Choose a Book to Adapt for Our Youngest Readers

When choosing a book to adapt for our youngest learners, consider books with repeated lines such as Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. Walk into any preschool classroom or day care center and you will likely find children who are able to sit and "read" this book independently.

Look for books that are available in board book format. The thickness of the page supports the tactile representations and is easier for our children to turn independently.

Look for books that are available in braille. Seedlings Braille Books for Children is a wonderful resource for braille books.

Three of my favorites for the youngest learners are Brown Bear by Bill Martin Jr/Eric Carle, The Very Busy Spider by Eric Carle and It Looked Like Spilt Milk by Charles G. Shaw.

Determining Which Items to Represent

Determining what items in the book to represent is a challenge. Keep it simple. Choose one or two items per page. Read the text and decide what is important. Don't just look at the pictures. For instance, in The Very Busy Spider by Eric Carle there is a picture of a cow. The text reads "Moo! Moo!" said the cow. "Want to eat some grass?" Rather than choose to represent the cow, you might choose to represent the grass.

Deciding How to Represent Items

Deciding how to represent an item or what materials to use is another challenge.

Keep in mind the child's perspective. For instance, a bit of an artificial tree branch might be a better choice to represent a Christmas tree than a triangular shape of craft foam of a Christmas tree.

Consider distinguishing features of the item. For instance, whiskers might be a better representation for a cat than fur, since fur can represent so many animals.

Use simple shapes when appropriate. Outline shapes of most objects are too complex for our students to identify. However, a craft foam shape of a pumpkin is simple.

Just be sure it is small enough for our students to see its whole shape with their fingers. Size matters.

And finally, make it visually appropriate when possible. For instance, use a yellow feather for the yellow duck for the sighted peers or siblings that might be enjoying the book with your student.

I have been a preschool teacher for children who have visual impairments for many years. Over the years we have adapted a number of books. I need to give credit to my Instructional Assistants who have worked with me on a number of projects. Many of our projects have changed and evolved over time. We are always looking for materials that might work better than what we currently are using. There certainly isn't any "right" material to use for a particular representation or the "right" item to represent. Keep in mind some basic guidelines and just do the best you can. It's an art not a science.

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Adapting Braille Books for Our Youngest Learners

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The importance of developing early literacy skills in preschool children is well documented. Literacy competence in our youngest learners helps ensure later success in school. Therefore, as parents and teachers of preschool children who have visual impairments, we purchase books with braille only to find the braille is meaningless for our youngest learners.

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Add this to your PD

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view transcript

Teacher:
No, he's going for his checkup remember? But wait, wait, what if the doctor wants to give me a...

Children:
Shot.

Teacher:
Oh no. So how does he feel now?

Children:
Sad

Child:
Worried.

Teacher:
He's sad, he's a little worried isn't he? Why is he worried?

Child:
He's not, his mom will be there.

Teacher:
His mom would be there, right. Why is he worried?

Child:
Because he will get a shot.

Teacher:
Yeah. What about a shot worries him?

Child:
Because it hurts.

Teacher:
It might hurt a little bit doesn't it? Yeah.

Child:
Guess what? And then I was worried when I went to the doctor and I was worried if I got a shot.

Teacher:
I don't want to get up, said Froggy. It's time for your checkup, said his mother. Now!
So now he's worried and he's a little bit...

Child:
Scared.

Teacher:
And he's a little bit grumpy. I don't want to get up, hrumph. Can I see those grumpy faces?

Children:
[Making grumpy faces]

Teacher:
You don't think he's happy?

Child:
He's sad to wear some diapers.

Teacher:
Do you think he's a little embarrassed maybe? Do you think he's a little embarrassed? Can you sit up please, criss cross.

Child:
I think he's embarrassed to wear those diapers.

Teacher:
You think he is a little bit?
She tapped his knee with a little rubber hammer. Nothing. She tapped it a little harder. Bonk! And up flew his foot right into her chin. Clack. This time Dr. Mugwort did fall on the floor. Oops, cried Froggy, Uh oh, looking more...

Child:
Red than green.

Teacher:
Uh huh. Why does his face look red?

Child:
Because this is red. [Child points to carpet in book]

Teacher:
Look at his red face. Why does his face red?

Child:
Because he fell down.

Teacher:
Well no he didn't fall down. He kicked the doctor and she fell down. So he's a little...

Teacher:
He's a little embarrassed again isn't he?
So he's been embarrassed twice now.
See Mom, said Froggy, I told you I was fine.
So how do you think he feels since he didn't have to get a shot?

Teacher:
So how do you think he feels cause he didn't have to get a shot?

Child:
He was embarrassed.

Teacher:
He was embarrassed when he kicked the poor doctor but he's happy right? And maybe a little bit relieved like when something you think is going to happen that makes you worried, and it doesn't happen then you might be like ah, I'm so glad that didn't happen. And you're relieved. Do you think he feels relieved? That he didn't get a shot. Do you think he feels relieved that he didn't get one? Yeah?

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view transcript Teacher: No, he's going for his checkup remember? But wait, wait, what if the doctor wants to give me a... Children: Shot. Teacher: Oh no. So how does he feel now? Children: Sad Child: Worried. Teacher: He's sad, he's a little worried isn't he? Why is he worried?

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Check out the teacher resources
Book Nooks

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors.

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CASEL’s integrated framework promotes intrapersonal, interpersonal, and cognitive competence.

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence; Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development. Download more information on the framework (available in and Spanish).

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Ludacris Llama Llama Red Pajama Freestyle

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Ludacris Llama Llama Red Pajama Freestyle

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Check this out on Youtube

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Ludacris Llama Llama Red Pajama Freestyle

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Check out the virtual lab for support!

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Promoting Social-Emotional Development: Experiences and Activities | VLS

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After you have gathered information about children's interactions or self-expression in your classroom, you should use it to decide what experiences you want to provide or strategies you want to use. In doing so, consider the social-emotional needs of the children in your classroom and the daily routines, experiences, and activities taking place in your classroom.

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PBS activities to support Social Emotional Development

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PBS activities to support Social Emotional Development

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Also, sign up for the free webinars:  http://app.public.pbs.org/e/es?s=2143&e=1633631&elq=b81884ea76a048b4aee442ff687ae869&elqaid=3595&elqat=1&elqTrackId=6a9ca8a54a094f168b5318fd7b2327dc

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Concrete ideas to foster social-emotional literacy use

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Concrete ideas to foster social-emotional literacy use

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Here is a list of Children's Books by Social-Emotional Topics created by the presenters.

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Visit this blog to view an example of using assessment tool to foster Social and Emotional Literacy.

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References: How to Promote Young Children’s Social and Emotional Health through Picture Books

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References: How to Promote Young Children’s Social and Emotional Health through Picture Books

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Powerpoint: How to Promote Young Children’s Social and Emotional Health through Picture Books

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Powerpoint: How to Promote Young Children’s Social and Emotional Health through Picture Books

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NYC Conf SE through  Picture books by Leonard and Voss May 2019

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 How to Promote Young Children’s Social and Emotional Health through Picture Books 

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 How to Promote Young Children’s Social and Emotional Health through Picture Books 

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Jessica Leonard, Ph.D.
jessica.leonard@slu.edu

Joy Voss, Ph.D.
joy.voss@slu.edu

Saint Louis University, MO

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Saint Louis University is a Catholic, Jesuit institution that values academic excellence, life-changing research, compassionate health care, and a strong commitment to faith and service.