| Supporting the Literacy Development of Three-, Four-, and Five-year-olds: Making Collages |
Context: |
| The verbal and social learning that takes place during an activity such as collage-making stimulates language development. As a session activity, collage-making offers children many opportunities to discuss what they are doing and to interact with their peers at the collage table. If the collages have a particular theme, specific vocabulary can be targeted as well. By modeling this activity with volunteers working with preschool-aged children, you can help them gain an understanding of how to make collages with the children they work with. This training may take place once or several times throughout the year—based on the needs of the group. |
Goals: |
- To gain insights into how children use collage materials and what kind of language the activity generates
- To learn strategies for encouraging children to discuss what they are doing while they interact with peers
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Materials/Preparation: |
| Gather a wide range of interesting materials. These can either be tactile (chosen for their physical texture) or visual (chosen for their physical appearance). Tactile items can include burlap, bark, different types of paper or cloth, cardboard, fur, feathers, cotton, or felt. Visual items can include patterned or colored cloth or paper, cellophane, netting, and other eye-catching items. You will also need glue and a surface for mounting, such as cardboard. Place materials in containers on each table. |
Activity: |
| The collage process can take many forms. Two possibilities are: (1) Texture collage experience: Offer two contrasting textures, such as rough burlap and soft cotton. Pass the pieces around and, with their eyes closed, have participants describe how the pieces feel. Participants can then create collages with the materials on their tables. (2) Visual collage experience: Using colored paper, practice tearing and ripping paper. Discuss the motivation behind the choices made. Participants use the pieces to make a collage.
The leader of this session should note the conversations that occur around the collage-making process, paying special attention to the vocabulary used. This information can be used in a debrief about the types of language that children are likely to use during this activity. After the collages have been made, the leader can share his or her observations and the participants can share their conversations and thoughts on the process.
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Key Questions and Points to Remember: |
- What other types of activities can you plan for young children that support language development?
- What are some ways to gather a variety of collage materials to use with children?
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Developed by LEARNS, a partnership of the Northwest Regional Educational Laboratory (1-800-361-7890) and Bank Street College of Education (1-800-930-5664). For additional activities or assistance, please call. |
