1304.21(c)(1)(ii) - Ms. Thompson provides for the development of cognitive skills by encouraging each child to organize his or her experiences, to understand concepts, and to develop age appropriate literacy, numeracy, reasoning, problem solving and decision making skills which form a foundation for school readiness and later school success through story reading.
Ms. Thompson reads “The Very Hungry Caterpillar” in such a way that keeps the children engaged in the story. They predict what will happen next in the book and talk about their favorite parts. This is more clearly evident when one child rereads the story independently. He draws from his memory of the repeated readings in the large group setting and uses the illustrations as clues to retell the story.
1304.21(c)(1)(iv) - Sam demonstrates that the program environment helps children develop emotional security and facility in social relationships by running to Ms. Thompson and expressing his great enthusiasm for being able to read the book.
Sam is excited to tell his teachers that he can read “The Very Hungry Caterpillar” by himself. When Ms. Thompson asks Sam to read the book to her, he eagerly sits beside her and begins to read.
1304.21(c)(1)(vi) - Ms. Thompson provides each child with opportunities for success to help develop feelings of competence, self-esteem, and positive attitudes toward learning.
Sam’s enjoyment of “The Very Hungry Caterpillar” is revealed when he chooses to read the book several days after Ms. Thompson reads it to his class. When he finishes the book, he exclaims “I can read!” and rushes to find his teachers to share the excitement of his discovery.