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- Volume 30
- Issue 3
- Publication Date: Summer 2007
Using a Weekly Story to Plan Creative Activities and Promote Early Literacy in Preschool
Susan A. Fowler, Tweety Yates and Beverly Lewman
Early childhood teachers are faced with many more choices and decisions regarding the development of their curriculum than ever before. The development of state standards for young children in prekindergarten (pre-K) programs not only provides guidance but also places demands on content that must be addressed. Recommended practices from national associations also shape the classroom schedule, pedagogy, and curriculum (e.g., National Association for the Education of Young Children; Division for Early Childhood and The Association for the Gifted of the Council for Exceptional Children; National Association for Gifted Children). At the same time, the diversity of children enrolling in preschool, childcare, and pre-K programs is increasing as states and local communities expand access for children considered at risk for later schooling problems. The number of children in formal programs continues to increase as families view a preschool experience prior to kindergarten as the norm and in many cases as a way of meeting childcare demands. Many preschool classrooms are characterized today by the diversity of students and families, who may vary by race, ethnicity, religion, language, values, economic conditions, and family composition (Lynch & Hanson, 2004).
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