Running Head: YOUNG CHILDS MEMORY

Book Review: Young Childs Memory for Words

Dewi Blanco
Pacific Oaks College
HD 445: Writing Our Stories: Reflections on Literacy Development

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Book Review: Young Childs Memory for Words

The book The Young Childs Memory for Words touches on the subject of literacy in a
way I had not been introduced to before, memory. The author, Danier Meier, connects the childs
interest in learning and experiencing books, how memory relates to literacy in all aspects of
talking, reading and writing, the memorization of concepts and skills, and creates a whole child
approach as complicated as every aspect of a childs development.
As a teacher in early childhood I was interested in the development of language first, then
reading and writing. I could relate to the way the author explained the development of language
as it relates to the concepts of literacy development, from the first sounds and phonology and
later on the building of vocabulary and learning of meaning. When I worked with younger
infants I had a closer experience in seeing children develop the first sounds, those that could help
them haave their needs met, baba for bottle and uuuh for up. The author emphazises how
even these first utterances are a foundational part of the childs literacy development.
The author briefly explains different approaches to curriculum and early childhood
teaching. Im a teacher in a Reggio inspired school. His explanation of the process of building a
project based on the childrens interests is brief and concise, but well represented. In my
experience the interests of the children offer an incentive for multifaceted learning. I am able to
use their curiosities and wonders to teach concepts about print, writing, reading, math processes.
He explains the steps in this journey are often initiated by the children, from whom the teachers
take cues in providing new materials and new strategies for promoting the childrens
understanding. (Meier, 2004, p. 45). This has been my experience with different materials.
Recently while working with two-year-old children, I presented them with slabs of clay as an
introduction to the material. After a few days I noticed that their work had moved to smaller

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scale, so I began cutting smaller slabs, soon I introduced props and things that would create
prints such as shells and rocks. As the material continued changing, the children began talking. I
introduced a notebook and began writing down their stories, which we read out loud during our
reflection meetings. This for us was the beginning of developing our understanding of print.
The author also talks about creating a literacy environment, he explains the importance of
creating a space where writing to communicate is valued. He talks about creating a writing and
drawing center, using print for routines and displaying materials and information. I found this
very useful in the classroom. In order for children to understand that writing is an important tool
for them, they need to see us using it, they need to deem it necessary to communicate. In my
classroom I often carry around with me a tiny pocket size notebook and a pen, whenever
something happens, I make it a point to write it down in front of them, always explaining that I
write it down to remind myself later by reading it, or we bring out the tiny notebook and read the
stories of the day in our reflection meeting. We also encourage writing notes to parents when we
miss them, writing miss you notes when classmates are away, and sending notes to the office
when needed.
This book overall was an interesting read with useful information and strategies to bring
literacy to every aspect of the classroom environment and how to integrate it to the curriculum
on a daily basis.

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References

Ashton-Warner, S. (1963). Teacher. New York, NY: Simon & Schuster, Inc.
Meier, D. R. (2004). The young child's memory for words. New York, NY: Teachers College
Press.