Working with Taylor’s family was fun and easy. I discovered that the family is accommodating. They were excited to see me and always ready to work with me, including the child. Sarah, the child, was always happy to see me. The parent was understanding and even assisted in making my activities with Sarah easy. Sarah’s mother taught her that she could be left with me. She gave Sarah an explanation that she had to run some errands. However, I informed Sarah’s mother on the importance of being around to help the child with literacy activities. I used different techniques to engage the family members. I explained to Sarah’s mother the relevance of being around during the literacy activities. I would start by explaining the events for each week to the parents. The parent would then explain Sarah in a language she understood what was expected of her during the exercises.
The Play and Technology article provides information on how play and technology can be intersected to develop literacy. Educators can use technology as a tool for creating, collaborating, and communicating play. Technology provides means of communication through visual and making meanings of things, which is essential for preschoolers. Technology tool offers an opportunity for children to create new ideas through different apps, instead of the normal coloring and puzzle work. Sarah is exposed to YouTube, which she accesses using an iPad or her parent’s iPhone. Technology can be used as an avenue for making meaning through the different apps available for children. The apps have features such as puzzles, coloring, drawing, plays and videos, making it possible for the child to make meaning of something. Children learn how to collaborate as they follow a video on YouTube and show interest in learning more about it. It also helps to learn communication through listening and learning new words.
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