Review of Literature
Research indicates that literacy stations, when properly implemented, promote student engagement and reinforce learning. The primary purpose of a literacy center is to increase language skills through independent activities that engage students. A study conducted by Tara Ula (2011) described literacy centers as “independent lessons that focus on mastery of previous information conveyed in a group” (Ula, 2011). Although a literacy center can be a physical space, materials for a literacy center can also be kept in folders or tubs from which students choose an activity. Activities offered in a literacy center can done individually or in small groups. Because these activities can be designed to enhance the skills of students at different levels of mastery, learning centers are particularly effective at providing students with the specific type of support or help needed for improvement (Ula, 2011). Given the positive learning outcomes that are attributable to literacy centers among early elementary aged children, I believe that literacy centers are an essential component of an effective curriculum, and I plan to implement a literacy center that emphasizes the development of collaboration and communication skills within the 21st century teaching framework.
Literacy Centers
The notion of student-led literacy centers are supported by the findings of a number of researchers, including Lev Vygotsky and Debbie Diller, both of whom found that certain types of interactions can help children reach new levels of learning. According to Vygotsky (1978), student learning takes place in a child’s zone of proximal development, meaning that learning occurs when activities are just beyond what a child can do independently without guidance. In practical application within a literacy center, this means that materials must be appropriately differentiated to provide learning opportunities for students at all skill levels in order for the literacy center to function effectively. By providing differentiated materials, the work is appropriately challenging – neither too difficult nor too simple – such that students are less likely to become distracted or frustrated. In Diller’s (2003) book, Literacy Work Stations: Making Centers Work, she found that teachers need to provide a model for what is expected of students and students must take responsibility for meeting these learning expectations in order for literacy work stations (centers) to be successful (p. 5). Consistent with Diller’s research, an essential role that I, as the teacher, will perform in my literacy center will be demonstrating, or modeling, for students how to use the materials so that students can work effectively in small groups with limited guidance.
In addition to incorporating ideas from Vygotsky and Diller, the current investigation seeks to implement teaching models supported by Piaget. According to Piaget’s findings, children develop meaning through direct experiences and conversations with others regarding those experiences (Piaget, 1963). In this regard, literacy centers are based upon the creating of learner-centric environments that provide an opportunity for students to collaborate, thereby giving them an opportunity enhance their understanding through interactions with other students. The need for learner-centered environments is also supported by the work of Edward Deci and Richard Ryan (1987) as stated in research published by George Deboer (2002). “Deci and Ryan (1987) found evidence that children put more effort into their school work when they are intrinsically motivated rather than teacher motivated” (Deboer, 2002). This research reinforces the need to give students a choice as a means to make learning relevant and promote engagement, a key characteristic of the literacy center model. By allowing a student to choose from a selection of different activities, a literacy center gives students a sense of control in the learning process.
Consistent with my own experiences, studies also show that student interest in a particular book is most profound when that book is first introduced by the teacher and is followed by an activity centered around the book (Green, Britt and Parker, 2002). A literacy center provides the forum to create literacy activities based around a book after it is first introduced by the teacher. The use of a literacy center is also consistent with the developmental needs of young school-aged children. From a developmental perspective, Eric Church (2002) discovered that kindergarteners establish their own opinions and have a need to share these opinions. However, when not given a chance to share their opinions as part of an activity, children are less likely to engage in that activity. In this regard, a literacy center provides a forum for children to voice their opinions in an appropriate manner.
Need for Play
Research studies continually reinforce the need for play in kindergarten. Unfortunately, there has been a shift from a play-based kindergarten environment to an environment focused on testing and standards (Miller and Almon, 2009). I view literacy centers as an opportunity to balance the need for structured learning with the need for play. According to Miller and Almon, “We now understand much better the rich experiences children need in order to become avid learners. Teachers need to understand the ways in which child-initiated play, when combined with playful, focused learning, leads to lifelong benefits in ways that didactic drills, standardized tests, and scripted teaching do not” (Miller and Almon, 2009). In my current Kindergarten classroom, students spend as little as 12 minutes working on literacy exercises and as much as 45 minutes playing independently when they are not part of a reading group. To address this inequality, I want to use this time to have students play literacy-focused games together, essentially creating a “learning by playing” environment in a small group setting. I am, however, mindful of putting too many students in a single group. Based on a study by Stout (2009), she states that literacy centers are best achieved when done in pairs and calls “three a crowd.” Finally, I plan to provide clear and specific expectations for students who participate in group games.
All of the research findings cited support the benefits of providing supplemental activities for students in a literacy center environment, particularly in early elementary classes. These studies indicate that literacy centers reinforce learning and increase student engagement in the learning process. As a result, I plan to integrate a variety of individual and small group literacy activities into my kindergarten classroom.
Citations
Church, E. (2002). On the road to independence. Early Childhood Today, 16(7), 34-35.
Deboer, G.E. (2002). Student-centered teaching in a standards-based world: Finding a sensible balance. Science and Education, 11, 405-417
Deci, E., Ryan, R. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53(6), 1024-1037
Diller, D. (2003). Literacy work stations; Making centers work. Portland, ME: Stenhouse
Green, S. K., Britt, C. & Parker, P. (2002). When Do They Choose the Reading Center? Promoting Literacy in a Kindergarten Classroom. Reading Horizons, 43(2), 103-113.
Miller, E., & Almon, J. (2009). Crisis in the Kindergarten: Why Children Need to Play in School. Education Digest: Essential Readings Condensed For Quick Review, 75(1), 42-45.
Piaget, J. (1963). Origins of intelligence in children, Norton, New York.
Stout, R. (2009). Putting Literacy Centers to Work: A Novice Teacher Utilizes Literacy Centers to Improve Reading Instruction. Networks: An Online Journal For Teacher Research, 11(1), 1-6.
Ula, T. (2011). How Literacy Centers Affect Beginning Reading Skills in The Classroom.
Vygotsky, L.S. (1967/1933). Play and its role in the mental development of the child. Soviet Psychology, 5(3), 6-18.
Literacy Centers
The notion of student-led literacy centers are supported by the findings of a number of researchers, including Lev Vygotsky and Debbie Diller, both of whom found that certain types of interactions can help children reach new levels of learning. According to Vygotsky (1978), student learning takes place in a child’s zone of proximal development, meaning that learning occurs when activities are just beyond what a child can do independently without guidance. In practical application within a literacy center, this means that materials must be appropriately differentiated to provide learning opportunities for students at all skill levels in order for the literacy center to function effectively. By providing differentiated materials, the work is appropriately challenging – neither too difficult nor too simple – such that students are less likely to become distracted or frustrated. In Diller’s (2003) book, Literacy Work Stations: Making Centers Work, she found that teachers need to provide a model for what is expected of students and students must take responsibility for meeting these learning expectations in order for literacy work stations (centers) to be successful (p. 5). Consistent with Diller’s research, an essential role that I, as the teacher, will perform in my literacy center will be demonstrating, or modeling, for students how to use the materials so that students can work effectively in small groups with limited guidance.
In addition to incorporating ideas from Vygotsky and Diller, the current investigation seeks to implement teaching models supported by Piaget. According to Piaget’s findings, children develop meaning through direct experiences and conversations with others regarding those experiences (Piaget, 1963). In this regard, literacy centers are based upon the creating of learner-centric environments that provide an opportunity for students to collaborate, thereby giving them an opportunity enhance their understanding through interactions with other students. The need for learner-centered environments is also supported by the work of Edward Deci and Richard Ryan (1987) as stated in research published by George Deboer (2002). “Deci and Ryan (1987) found evidence that children put more effort into their school work when they are intrinsically motivated rather than teacher motivated” (Deboer, 2002). This research reinforces the need to give students a choice as a means to make learning relevant and promote engagement, a key characteristic of the literacy center model. By allowing a student to choose from a selection of different activities, a literacy center gives students a sense of control in the learning process.
Consistent with my own experiences, studies also show that student interest in a particular book is most profound when that book is first introduced by the teacher and is followed by an activity centered around the book (Green, Britt and Parker, 2002). A literacy center provides the forum to create literacy activities based around a book after it is first introduced by the teacher. The use of a literacy center is also consistent with the developmental needs of young school-aged children. From a developmental perspective, Eric Church (2002) discovered that kindergarteners establish their own opinions and have a need to share these opinions. However, when not given a chance to share their opinions as part of an activity, children are less likely to engage in that activity. In this regard, a literacy center provides a forum for children to voice their opinions in an appropriate manner.
Need for Play
Research studies continually reinforce the need for play in kindergarten. Unfortunately, there has been a shift from a play-based kindergarten environment to an environment focused on testing and standards (Miller and Almon, 2009). I view literacy centers as an opportunity to balance the need for structured learning with the need for play. According to Miller and Almon, “We now understand much better the rich experiences children need in order to become avid learners. Teachers need to understand the ways in which child-initiated play, when combined with playful, focused learning, leads to lifelong benefits in ways that didactic drills, standardized tests, and scripted teaching do not” (Miller and Almon, 2009). In my current Kindergarten classroom, students spend as little as 12 minutes working on literacy exercises and as much as 45 minutes playing independently when they are not part of a reading group. To address this inequality, I want to use this time to have students play literacy-focused games together, essentially creating a “learning by playing” environment in a small group setting. I am, however, mindful of putting too many students in a single group. Based on a study by Stout (2009), she states that literacy centers are best achieved when done in pairs and calls “three a crowd.” Finally, I plan to provide clear and specific expectations for students who participate in group games.
All of the research findings cited support the benefits of providing supplemental activities for students in a literacy center environment, particularly in early elementary classes. These studies indicate that literacy centers reinforce learning and increase student engagement in the learning process. As a result, I plan to integrate a variety of individual and small group literacy activities into my kindergarten classroom.
Citations
Church, E. (2002). On the road to independence. Early Childhood Today, 16(7), 34-35.
Deboer, G.E. (2002). Student-centered teaching in a standards-based world: Finding a sensible balance. Science and Education, 11, 405-417
Deci, E., Ryan, R. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53(6), 1024-1037
Diller, D. (2003). Literacy work stations; Making centers work. Portland, ME: Stenhouse
Green, S. K., Britt, C. & Parker, P. (2002). When Do They Choose the Reading Center? Promoting Literacy in a Kindergarten Classroom. Reading Horizons, 43(2), 103-113.
Miller, E., & Almon, J. (2009). Crisis in the Kindergarten: Why Children Need to Play in School. Education Digest: Essential Readings Condensed For Quick Review, 75(1), 42-45.
Piaget, J. (1963). Origins of intelligence in children, Norton, New York.
Stout, R. (2009). Putting Literacy Centers to Work: A Novice Teacher Utilizes Literacy Centers to Improve Reading Instruction. Networks: An Online Journal For Teacher Research, 11(1), 1-6.
Ula, T. (2011). How Literacy Centers Affect Beginning Reading Skills in The Classroom.
Vygotsky, L.S. (1967/1933). Play and its role in the mental development of the child. Soviet Psychology, 5(3), 6-18.