29 mayo, 2008


Lehengo filako neskatilaren argazkitxo bat, erditze on bat opa diot!

Imanoltxu! Ea pixkat gehiago irauten duzun tripatxoan.. ta amari ingeleseko azterketak egiten utzi e! zorte on!!

...eta nire blog-ari jarraituz... badakizu!! txiki-txikitatik literatura munduan murgildu behar duzu semea, hasieran zuk irakurriz ipuin errazetatik zailetara; denborarekin bera izango da liburuak gustura hartuko dituena!!

27 mayo, 2008

First Books

Children learn through repetition, so it's best to begin reading a rhyming book when introducing your child to reading. The rhythm and catchy phrases also help keep the child's attention, a definite plus when you're introducing reading to your child. Children's minds are like sponges; they catch on to everything. After reading the same book to them a few times, children will have memorized the rhyme or repetition in the story and they can begin to read along with their parents. Read what interests your child the most. The younger the child, the more they enjoy the repetition type stories. They love to know what comes next.

Don't Stop!

Once your child begins reading on their own, it doesn't mean you have to stop reading to them.
It is important for parents to continue to read to their children, even if their children already know how to read.
Consider your continuation to read to them as a treat. They like that attention you give them when you read to them. Reading with your children can give you a topic to discuss together. You find out things your children are interested in. Once you get the feel of what your child is interested in, it is highly recommended researching whatever it is on your own. Your child will think you are at the coolest parent when you discuss their interests and that you actually know what they are talking about.

Be Creative

What reading does to a child's imagination and creativity alone is worth reading to them in the early stages of their lives. Children will often pretend and act out their favorite stories, which can be a great opportunity for Mom and Dad to get involved as well. Give everyone who is participating a character of the book, as if you are doing a play. Mother Goose books are fun and interactive to act out. This can give your child a clear picture of the story.

Self-esteem

Beginning to read at an early age helps build your child's self-esteem and increase their vocabulary.

With a good foundation in language from the beginning, reading becomes much easier. Children learn to form their sentences clearer than without books in their everyday lives. They feel more positive about themselves and it prepares them to read to a bigger audience. This is all very helpful in their readiness to begin kindergarten.

Reading to Toddlers

The U.S. Department of Education recommends that parents read to their children at least 20 minutes a day. Start there, then slowly expand on that time frame.
When a child begins reading and being read to at an early age, an interest in reading becomes routine in their lives. Reading at approximately the same time every day is helpful. For example, if you make "family reading time" after dinner every day, your child will adapt to that routine and soon will be bringing you a book for story time after dinner. If you have difficulty reading to your children, tell them stories. Hearing about their grandparents or family history experiences will be interesting and rewarding to them.

26 mayo, 2008

At what age do kids usually start reading?

Depends on what you mean by reading--most kids can write their own name before kindergarten, but that is rote memory. They should know their letters by the end of kindergarten, and should know the accompanying sounds that go with them. Most children can read by the end of first grade (age 6), but the ability level varies drastically. A child who can't read by the end of first grade needs intensive attention and possibly screening for a learning disability if he/she is receiving help already and isn't progressing. Reading daily to your child is essential in building reading skills (read for at least 15 minutes a day).

Graphic novels

Graphic novels have exploded in popularity in recent years. But what exactly is a graphic novel? The precise definition can be difficult to pinpoint. Usually, a graphic novel is published in book format and has a complete story line. Zahra Baird writes, "A successful graphic novel starts with a stellar story told with words and pictures that augment the story, providing insight that text alone cannot do."* Graphic novels cross numerous genres and include adventure stories, science fiction, historical fiction, retellings of classic literature and biography. While graphic novels usually appeal to teenagers and middle school students, there are many books appropriate for younger children. The following is a selection of graphic novels that showcase the variety available.

23 mayo, 2008

Los expertos afirman que los niños deberían aprender a leer a partir de los tres años

Cada vez hay más expertos en educación que afirman que los niños deberían empezar a aprender la base de la lecto-escritura, esto es aprender a leer letras, sílabas, sonidos…, a partir de los tres años en lugar de esperar al ciclo de primaria, es decir, a los seis años, pues aseguran que un aprendizaje precoz fomenta la habilidad para el estudio.

Los niños tienen la capacidad y lo que es más importante, motivación. Los niños que ven una botella de Coca-Cola, saben que se trata de esa bebida por sus símbolos y ésa es la base de la lectura.

Los niños que tienen un aprendizaje temprano de la lectura, tienen una mejor comprensión lectora, que es la base del lenguaje y tendrá mayor posibilidad de obtener buenos resultados en el resto de asignaturas.

Cada vez hay también más padres volcados en el aprendizaje temprano de sus hijos, en casa empiezan con las vocales y en algunos casos a unirlas con las consonantes, cuando estos niños llegan a primaria, tienen ese camino andado.

Además hay claves que ayudan a motivar a los niños a querer conocer las letras. Los tebeos motivan a querer saber lo que se dice, las viñetas son bastante estimulantes, situarlos en lugares que estén a su alcance, será un buen recurso para los pequeños.

Beneficios de fomentar lectura temprana

Es conocido que durante los seis primeros años de vida los niños construyen los cimientos para ser lectores competentes, por lo que los especialistas recomiendan que los bebés tengan contacto con los libros desde bien pronto.

La Asociación Española de Pediatría de Atención Primaria (AEPap), con motivo del Día Internacional del Libro, ha recordado que promocionar el hábito de la lectura desde edades tempranas influye no sólo en la capacidad lectora sino en el desarrollo integral del niño o niña.

Ya desde que nacen, el contacto con los libros promueve la denominada “lectura emergente”, en varias fases.

* Antes de los 2 años la lectura emergente significa la toma de contacto con el texto impreso, comenzando por diferenciar dibujos y objetos de las grafías, conocer que ambos se relacionan entre sí, y más adelante empezar a conocer la estructura de las historias narradas, que contienen principio, desarrollo y final.

* A nivel cognitivo-emocional, la lectura emergente significa acercarse a otras realidades y, aunque muy ligada a los sentidos (estadio sensorio-motor), es transmisora de emociones (a través de las voces, el tono…). La lectura emergente es también acercarse y familiarizarse con un nuevo objeto lúdico que es el libro, para el cual se puede dedicar un momento mágico del día.
* A partir de los 2 años, el niño deja de ser prelingüístico, por lo que esta lectura emergente se dirige ahora hacia el progreso del lenguaje y al enriquecimiento de su vocabulario. Con ello se va formando los cimientos para el posterior desarrollo de la lectura.
* Cuando el niño inicie el aprendizaje de los grafemas (algunos expertos afirman que debería ser a partir de los 3 años) empezará, a su vez, la interpretación de que esos pequeños trazados son las letras. A partir de este momento se abre un camino de infinitas posibilidades para el desarrollo de la persona.
* Incluso la lectura pasará a convertirse en un acto individual, privado, en el que el niño o niña disfruten de los mundos mágicos de las lecturas y sigan desarrollándose como personas a partir de los libros y por ellos mismos.

En todo este proceso recordemos que es esencial el ejemplo, el leer delante de los pequeños y crear hábitos y momentos familiares en torno a un texto escrito, que pueden ser desde cuentos, a recetas de cocina, catálogos de juguetes, periódicos… Se trata, al fin y al cabo, de familiarizarlos con el papel escrito.

Amazon vende libros a través del celular

TextBuyIt es el nombre que la conocida tienda online Amazon le ha dado a su nuevo servicio de venta a través de celulares. Se trata de brindar esta posibilidad a sus usuarios registrados, quienes a través de unos pocos pasos pueden acceder a la información sobre el producto que quieren, y comprarlo.

Los pasos son los siguientes: activar en nuestra cuenta de Amazon la posibilidad de hacer pagos por teléfono móvil. Luego, a través de un mensaje de texto 262966 (Amazon) buscar algún item que nos interesa, seleccionar el de nuestra preferencia. Una vez hecho esto, debemos esperar una llamada para confirmar la operación.

Suena fácil, pero no salgan corriendo a probarlo, ya que por los momentos únicamente está activado para usuarios de los Estados Unidos.

Pero no solamente promocionan la compra de productos, sino también el pago a terceros a través de otro sistema que llaman AmazonTextPayIt en el que seguramente se quedan con un fee ya que todo pasa por su plataforma.

Creo que éste es apenas un comienzo de lo que muy pronto veremos como usual: el pago y contratación de servicios a través del celular.

13 mayo, 2008

ikuspegi eraikitzaileak irakurketa eta idazketaren arloan defendatzen dituen oinarriak

Orain dela urte batzuk, eskola konduktistaren eraginez, bost urte eta erdirekin edo seirekin hasi behar zela esan ohi zen haurrari irakurtzen eta idazten erakusten.
Hori ez da horrela, haurrari txikia denetik eman behar zaizkio hizkuntza idatziarekin harremanetan sartzeko aukera guztiak. Ikastea ezaupideen prozesua eraikitzea dela pentsatzen dugu, baina eraikuntza hori ez dela hutsetik hasita egiten, beste partaide batzuekin elkarlanean baizik. Konduktismoak ikuspegi erredukzionista ezarri du irakaskuntzan azken hamarkada hauetan: erantzun zuzenak haurrari buruan sartzen ahalegindu gara, haurrak erantzun zuzenen eta okerren arabera ebaluatzen. Irakaskuntza, alabaina, ikasketa prozesua baino zerbait gehiago da. Konstruktibismoaren oinarrizko irizpideak dioenez, ikasleak ez dira hutsetik abiatzen, aldez aurretik badituztela, alegia, ezagupide batzuk eta horietan oinarrituz jaso behar ditugula zubiak aprendizaia berriak lortzeko. Hitz gutxitan esateko, konstruktibismoa bi oinarri dituen metafora da: gizakiak bere ikasketaren protagonista izan behar dioena, batetik, eta ezagupide oro testuinguru sozial jakin batean gauzatutako produktua dioena, bigarrenik.

07 mayo, 2008

First books (ages 0-3 >)

In the very beginning books mean nothing to a new baby. The child however is by no means a passive agent, so even small babies can soon be actively occupied in learning about their environment by a continuous process of assimilating and adjusting to new experiences. At some time picture-books can start playing their part in exploring by providing children with simplified images of the outside world. If children under 1 year old appear to enjoy some picture-book it will probably not be because the can recognize the illustration but because other factors (colours, shapes, materials, comfortability…)

By around the age of one and a half they will generally have developed the ability to recognize familiar objects in picture for mainly whole objects (but close attention to detail and naturalistic colour may only be preferred around the age of seven or so). But even quite small children are interested in more than simply recognizing familiar objects, in this way, children should both have books that they can start managing for themselves where they can understand at first glance at least a number of the pictures, and also books which may have more need of an adult interpreter to go through the pages by looking at illustrations that symbolize objects and events in the outside world, children will start developing their own reactions.

NURSERY RHYMES

As well as enjoying pictures, children will also react to the sound and rhythm of language. Children from the very earliest are attracted simply by the sound of the human voice. Long before, children can speak for themselves. They can react non-verbally to adult speech. For some children traditional nursery rhymes may still be the first literature they experience. It does seem that radio and TV have begun to interfere with the transmission of nursery rhymes as favourite nursery rhymes still belong to an oral tradition.

Nursery rhymes are almost always brief simply presenting a situation usually without further explanation or justification. They usually have rustic settings that have now disappeared for most children but their vocabulary is still fairly easy to remember and repeat.

STORY AND PICTURE-BOOKS (3-7)

As they grow older children are better able to describe what is actually happening in illustrations. Even so picture-book stories will still have to be simple focusing on the main character and with great repetition stories that attempt to spread the main action into sub-plots will remain too complex. A distinction can be made between picture-books where illustrations complement a generally rather spare text and story-books in which illustrations play a more subordinated role to a longer text. In picture-books where the story should not go much beyond a certain number of words in order to hold a child’s concentration successfully, the economy that can appear when pictures complement rather than repeat a text, is a valuable one because it’s given the young reader the chance to learn to use pictures as an essential part of the story. This possibility of reader involvement is another characteristic of the successful picture-book and is important for children still unskilled in reading words.


COMICS

A good kind of literature available for this age-group can be found in comics, which are normally associated with humour and melodramatic adventure. But infant comics aimed at children between 4-7 are nothing like this. They carry pages of things for a child to do like pictures to colour, dolls to cut out, puzzles, dots that gabe to be joined, games which offer the child an opportunity to experiment with early perceptual and motor-coordination skills.

EARLY FICTION (7-11)


By now children with experience in books may have learnt to recognize the typical convections of early fiction so that they will expect certain stereotyped characters to behave in certain ways. Perhaps the most typical sort of reading for this age-group is the world of domestic adventure usually set in a world of reality but full of unreal fantasies. These adventures often involve heroic children who act without any real adult help.

Books for these children should normally posses simple vocabulary, short and clear sentences and concrete plots since children’s concentration will still be limited.

JUVENILE COMICS

Books written about children’s literature often omit any reference to comics which are highly relevant. Their kind of humour and even their violence can be enjoyed without worries since it never really seems to hurt.

It’s at this stage too that separate publications begin for boys and girls, now that readers are becoming more interested in establishing their sexual identity.

For all young people who are beginning to grow away from their previous fantasies, but who still want to preserve some of their former sensation of power in the imagination, comics can be a very useful fall-back.