Meier's "The Young Child's Memory For Words" Book Review
In the book “The young child's memory for words” Meier comments on the importance of the positive impact teachers have on literacy activities and the social and educational change it causes.
As suggested, the best option of being introduced to the world of literacy work is when it is combined with play. Making children sit still at their desks for long periods is the complete opposite of a positive impact every teacher wants to make. Meier (2014) states that teachers “often have to bring the literacy activity to children” (p. 66). Therefore, children learn best when the information presented to them is integrated into a play. Meier (2014) states that the impact teachers have is great since they are empowered to lead the process of “fostering positive and long-lasting memories for reading, books, words, and written language” (p.7). As a result, the way teachers introduce literacy work to children further determines the quality of their long-lasting knowledge.
As an example Meier talks about the instance when children get acquainted with new stories: they catch the character and want to read the same story several times. This is one of the examples of positive and successful experiences with literacy that, to some extent, raises the chances of studying success. On the other hand, there are cases where children are demanded to use literacy in the situations that are not only challenging to them, but boring as well (Meier, 2014). As a result, the more positive a literacy experience is, the better the studying outcome will be.
In his book on child’s education Meier states that the perfect idea of a studying process is where literacy work and play are combined, and where children are not bored with the tasks presented to them, but are excited about doing them. Such an attitude is stated to be crucial for long-term high-quality knowledge.
References
Meier, D. (2004). The young child's memory for words (1st ed.). New York: Teachers College …
