UNIT 1 EARLY LEARNING ENVIRONMENT 7.

Learning Materials - Incorporate educational materials related to

 Cooking Area cooking, nutrition, and food safety to enhance the learning experience.
 Computer Area
8. Teacher Supervision - Ensure that a teacher is present during cooking
Cooking Area - is designated to introduce children to basic culinary concepts, promotes activities to guide and assist children as needed.
healthy eating habits, and provide oppurtunities for hands-on learning and sensoy
exploration.
Best practices to follow
The Benefits of Cooking Area
You can minimize health and safety risks with careful planning and by following a risk
 confidence – children are more likely to try new foods and widen their diet assessment.
 physical – cooking helps children practice physical skills, such as gross and
fine motor skills. This helps muscle development and hand-eye coordination. • check there is enough space
 emotional – children can feel competent and proud of themselves when
cooking • make sure the floor is clean and dry
 relationships – cooking activities can support team work and relationships • follow food safety and hygiene rules
between children and adults
• make sure food and water are fresh
 mathematics – children will learn numbers through counting and measuring
• think about the allergies of everyone in the setting – not just those taking part
Creating a cooking area in a kids' classroom involves several key elements to ensure • make sure the activity and tools are age-appropriate
safe and engaging learning environment:
1. Child-Safe Utensils and Tools - Use child-friendly cooking utensils and 1.4. Computer Area
tools that are safe and easy for kids to handle, such as plastic knives,
mixing spoons, and spatulas. The Benefits of Computer Area

2. Work Surfaces - Provide suitable work surfaces at an appropriate height • Support the development of fine motor skills
for children to work comfortably. Tables or countertops should be easy to
• Improve social and emotional development
clean and maintain.
• Promote collaboration and relationships
3. Storage - Organize storage spaces for ingredients, utensils, and cooking • Build cultural awareness
equipment. Clearly labeled containers or drawers can help kids locate • Help language development
items easily.
Creating a computer area in a kids' classroom involves several key elements to ensure
4. Safety Measures a safe and engaging learning environment:
➢ Implement safety measures such as teaching proper handwashing
techniques, using oven mitts, and handling hot items with care. Fire
1. Safety Measures - Implement safety protocols such as secure mounting of
safety protocols should also be in place.
computers to prevent tipping, use of child-friendly keyboards and mice, and
ensuring electrical outlets are childproof.
5. Cleaning Supplies - Keep cleaning supplies handy for children to clean
up after cooking activities. This encourages responsibility and teaches 2. Age-Appropriate Equipment - Select computers, software, and peripherals that
good hygiene habits. are suitable for young children, featuring colorful interfaces, engaging educational
games, and interactive learning tools.
6. Recipe Books or Cards - Provide simple and visual recipe books or
cards that children can follow easily. Include recipes for healthy snacks 3. Supervision - Ensure that children are supervised while using the computers to
or simple dishes. maintain a safe and controlled environment and provide guidance on appropriate
use of technology.
 4. Physical Space - Designate a dedicated area within the classroom for the - Flow and Accessibility: Ensure pathways are clear and allow for easy
computer station, with sufficient space for children to work comfortably and interact movement between zones and to encourage exploration while
with the technology. maintaining supervision for safety.

5. Accessibility - Ensure that the computer area is easily accessible to all children in  Furniture - Furniture in an early childhood classroom should suit the needs
the classroom, including those with mobility limitations, and consider the of the young learners using it. Choosing the right furniture for an early
arrangement of furniture to accommodate different learning styles. childhood classroom means considering what students can use without
taking away from their learning experiences.
6. Internet Safety - If computers are connected to the internet, implement - Age- appropriate: Use furniture that is appropriately scaled for young
appropriate filters and parental controls to restrict access to age-appropriate children to promote comfort and independence.
content and ensure online safety. - Flexible Arrangement: Incorporate movable and modular furniture to
easily adapt spaces for various activities.
7. Engaging Content - Curate a selection of educational software, interactive
games, and digital resources that align with the curriculum and cater to diverse  Gardens
learning styles and abilities. - Sensory Gardens: Plant a variety of herbs, flowers, and plants with
different textures and scents. Use tactile paths with stones or wood to
enhance sensory exploration.
UNIT 2 3. Design Elements (e.g. room size, outdoor space, layout, furniture, gardens, - Learning Spaces: Utilize gardens for hands-on learning about nature,
play equipment, color) growth, and ecology.

 Play Equipment
1.2. DESIGN ELEMENTS - Diverse Options: Provide equipment that promotes physical
development (climbing structures, balance beams) and imaginative play
 Room Size - Large enough to allow movement and different activity zones (playhouses, water tables).
but still cozy enough for small groups. Think adaptable space that can grow - Safety First: Ensure all equipment is age-appropriate and adheres to
with the kids. safety standards.

- Spacious: Ensure rooms are large enough to accommodate various  Color

activities and allow for free movement. - Warm and inviting: Use warm, soft colors to create a welcoming
- Flexible Use: Design spaces that can be adapted for different group atmosphere that feels safe and engaging.
sizes and activities. - Nature-Inspired Colors: Incorporate colors found in nature earthy
tones, greens, and soft pastels to create a harmonious and calming
 Outdoor Space atmosphere.
- Size and Features: High quality outdoor spaces should be at least two
times the indoor area.
- Natural Exploration: Incorporate gardens, grassy areas and shady UNIT 2 - Social/Interpersonal Environment
spots to promote outdoor learning and play.
- Varied Surfaces: Incorporate games and activities with mixed play Social/Interpersonal Environment - The social environment is the classroom environment
surfaces (sand, grass, mulch) to create a sensory-rich environment. that influences interactions between young children, teachers, and family members. A well-
designed environment fosters positive peer relationships, encourages constructive
 Layout - Early childhood classrooms must be able to flexibly transform — interaction between adults and children, and helps children achieve their social goals.
shifting from group time to individual exploration, lunchroom to nap space. Activities must be planned with various aspects in mind to create a positive social
“Making sure that every space in the room has two or three purposes can be environment.
a really important piece,” Dillon notes, “because otherwise you start losing
square footage” to large tables. Including families - Building rapport with families is crucial in designing a social
- Activity Zones: Designate areas for specific activities (e.g., reading, environment. Family members can include immediate, extended, and community members.
arts, play) to facilitate focused engagement. Family members can share strategies for encouraging social interaction in their homes and
cultures. Teachers should incorporate parents' beliefs into their instructional practices and
provide suggestions for encouraging and guiding children. Including family members in the
design process is essential to ensure a welcoming and supportive environment. Children should engage in various groups daily for social interaction and learning. Large
groups offer activities like circles, stories, meals, and outside times. Small groups allow
Partnership with Families in Social Environment Design more interaction with individual children, teaching new skills, providing feedback, and
 Offer volunteering opportunities for immediate, extended, and community practicing language skills. Homogenous groups teach targeted skills or meet the specific
members. needs of a subset of children, while heterogeneous groups include children with diverse
 Facilitate family meetings and connections. skills and abilities. Homogenous groups teach targeted skills, while heterogeneous groups
 Encourage families to share home and cultural materials and activities. provide opportunities for all children to learn positive social and communication skills from
 Collaborate with families to enhance child's social skills. their peers.
 Involve families in planning activities to meet individual child needs. This helps all children contribute to the classroom culture and receive the necessary support
for meaningful interactions with peers and teachers.
Teachers should also provide children with disabilities access to peer and adult interactions
daily. Children with disabilities may need additional support beyond their peers in order to When considering group size and composition teachers should:
gain complete access to the social environment. For young children with disabilities, • Make sure children have opportunities to get to know each other and engage when
teachers might: in groups, including snack and meal times, to promote interactions.
• Create activities that require children to work together and share materials.
o Provide instruction in friendship skills, such as asking a friend to play, sharing • Provide visual supports to promote social interaction and independence. Some
resources, and giving praise. Teachers should be purposeful in teaching about what children may not interact with their peers because they may not know what to do or
friendships look like, such as mutualism and how to control interactions. Teachers how to do it.
may need to instruct children on how to develop friendships with peers. However,
they also need to give children time and opportunity to engage in play activities during • Model, encourage, and teach positive social-interaction skills.
which these crucial relationships will evolve. • Model, encourage, and teach problem-solving skills.
• Consider limiting the number of children allowed in a given area at one time.
o Teach how to identify emotions and express feelings appropriately in a social context.
Children who do not learn to use emotional language will not be able to name or
understand their own feelings or those of others. Songs, such as "If You're Happy and
You Know It," games, puppets, and activities, including feeling faces, support children UNIT 2 - C. Social/Interpersonal Environment - Teacher and Child-Initiated Activities
in learning about emotions.
Teacher and Child Initiated Activities - From the term itself, teacher initiated activities
o Embed opportunities to interact with peers throughout the day. Teachers can supply are activities that is directed and planned by the teacher. Teachers are at the center of the
cooperative-use toys and materials to increase the opportunities for social interaction. activity. They are in control of the ins and outs of the activities, such as story time or a
Cooperative-use toys naturally lend themselves to two or more children playing small-group learning activity. Generally, a childinitiated activity is one that allows children to
together. Some cooperative-use toys include balls, wagons, a pair of telephones, and follow their interests and explore their passions. That is why child initiated activities are
board games. often called as free play. It is considered a form of play-based learning. Learners plan and
select the activity and the teacher participates rather than leads. Ideally, it involves
o Children's preferences should be used throughout the environment to encourage physical, social and cognitive learning within the learners abilities and capabilities. The best
social interaction. For example, suppose a child with a communication delay is example for child initiated activity is pretend play. Teacher and child initiated activities are
difficult to understand but enjoys the dramatic play area. In that case, she/he will likely activities led by both teachers and learners. Learners and the teacher plan, do and review
initiate more interactions with peers in that activity. The teacher could support that the activities together. It balanced the autonomy inside the classroom.
child's social interaction by facilitating her or his attempts at communicating with
peers while in that preferred setting. Characteristics of Teacher and Child Initiated Activities

 Know a child’s preferred playmates. Teacher-initiated and child-initiated activities are two distinct approaches used in early
 Facilitate social interactions by matching a child with peers who share interests or learning. These two approaches might be used in different ways to cater to the overall
other similarities. development of learners. But, both approaches play a crucial role in providing a well-
rounded early childhood education experience. Here are some characteristics of teacher
and childinitiated activities:
Group Size and Composition
Child-Led: Children take the lead in choosing activities based on their interests and Classroom Management: Provides structure and organization within the learning
preferences. (We let them choose) environment. (Like what we’ve mentioned awhile ago, it provides the flow of the
activity to avoid chaotic possibilities)
Exploratory: Emphasizes hands-on exploration, discovery, and play-based learning.
Example of Teacher and Child Activities
Autonomy: Encourages independence and decision-making skills in children.
Teacher and child-initiated activities can be classified into two:
Structured: Activities are planned and directed by the teacher to achieve specific learning
objectives. (In making lesson plan, we are following a certain format or structure. The A. Large group activities encourage children to work on a team and learn to collaborate
flow of the activity, to not forget to achieve the goal of the activity and attain the with others. It develops the social skills of the children as it requires them to communicate,
learning objectives.) share and cooperate with their peers.
 Musical Chairs is an age-old game that kids know and love. When playing this
Instructional: Teachers provide guidance, explanations, and demonstrations to facilitate game, gather one chair for each player. Then, remove one chair. Kids will stand
learning. (From the word, Instruction, what do you think teachers do?) around the seats, and hosts will play a song. Players will walk around the chairs and
sit down when the music stops. Whoever does not get a chair to sit in is out of the
Group Participation: Often involves the whole class or small groups working together game. For the next round, hosts will remove another seat. Play will continue until only
under the teacher's guidance. one chair remains. The last player to sit down wins! This game is a great bonding
exercise that encourages quick thinking.

 Capture the Flag is one of the most thrilling games for big groups of kids. To host
Qualities of Teacher and Child Initiated Activities this activity, divide the kids into two teams. Each group claims a territory on opposite
sides of the playing area. Next, both teams hide a flag in their territory. During
Learning takes place through joint activities and interaction with others. Based on the theory gameplay, players try to capture the other team’s flag while also protecting their own.
If a player tags an opponent trying to steal the flag, then they must go to jail. Other
of Lev Vygotsky, the teacher does not stand back and follow the child’s lead. It is child-
teammates can tag players to free them from jail. The game continues until one team
initiated and teacher-framed. It is a negotiated curriculum. Children will take initiative in successfully captures the other team’s flag. This game promotes teamwork while
their play when their curiosity has been piqued. Thus, it will provoke a response from them. physically engaging kids with plenty of running.

Benefits of Teacher and Child Initiated Activities

 To set up a relay race, divide the kids into teams and mark out a course with start
Engagement: Children are more engaged and motivated when they have a say in their and finish lines. Each team member takes turns running a set distance before passing
learning. the baton to the next teammate. The first team to complete the race wins. Relay races
provide physical activity and teach important skills like coordination and
Intrinsic Motivation: Fosters a love (they develop initiative to learn more) for learning sportsmanship. Relays are a fun way for kids to bond and work together toward a
and curiosity. common goal. Relay races can also consists of few members not more than ten
people.
Personalized Learning: Allows children to pursue topics that interest them, promoting
individualized learning experiences (What do you call the math areas, art area, discovery
 An Obstacle Course is a thrilling exercise suitable for big groups of kids. Items
area etc.? The presence of learning areas) like cones, hula hoops, and pool noodles create a fun, challenging circuit. Depending
on the ages of the kids, you can change the difficulty level to keep the course fair and
Learning Objectives: Helps in achieving specific educational goals and targets. enjoyable. The first team to complete the course is the winner. Kids get to improve
(Dugtungan nila: Activity about colors. For cognitive, identify the primary and their coordination and agility while racing each other. Obstacle courses are fun
secondary colors. Affective, display creativity through color combinations…. Produce bonding games that develop their problem solving and teamwork.
an artwork using primary and secondary colors)
 Treasure Hunt is an exciting adventure for kids. This game brings out players’
Skill Development: Teachers can focus on teaching specific skills or concepts to the entire problemsolving and teamwork skills. The teacher can use it to integrate their lesson in
class. (What skills have been developed in the activity?) Strategy, creativity, a way that the children will appreciate and enjoy more. For example, the topic is
 about shapes. Children can find the missing shapes by completing each station, 4. Structure: Establishing clear boundaries and routines helps toddlers understand
which is still related to the shapes. expectations and feel secure. Consistent routines and well-defined areas for
different activities provide a sense of order and predictability.
5. Social: Facilitating opportunities for social interaction and cooperative play helps
B. Small group activities encourage children to work on specific skills. Small group activity toddlers develop social skills and learn to interact with others. This includes
also requires children to work collaboratively to achieve a more specific goal. It develops a creating spaces where children can engage with peers and caregivers.
closer relationship with children and teachers as it is composed of few people. 6. Support: Offering emotional and physical support through responsive caregiving
and accessible resources ensures that toddlers feel nurtured and cared for.
Caregivers should be attentive to children’s needs and provide a supportive
 All you need for a caterpillar race is a starting line and a finish line. Split your environment.
classrooms into teams that have four to ten students. Each team will form a straight
line. Then, everyone places their hands on the shoulders of the student in front of Implications for Early Learning Environments
them. On the count of three, everyone crouches down like a caterpillar, being careful
not to let go of their friend’s shoulders. • Enhanced Child Development: By addressing safety and stimulation, children
 Story time. This activity can be done with the whole class or small groups. can engage in meaningful play that supports holistic development.
Together they’re going to tell a story. Provide a theme, or let them have free reign. • Increased Engagement: Well-designed structures that promote socialization
The first person will start the story by saying just four words. Then the next person will encourage children to play together, fostering a sense of community and
add on four words of their own. belonging.
 Group jump rope can be lots of fun if you have multiple adults or teenagers to • Environmental Awareness: Incorporating sustainability into outdoor structures
help out. You'll need an extra-long jump rope and plenty of space. Start swinging and teaches children the importance of nature and conservation, encouraging
have your students jump the rope in groups of two or three. They’ll have to work environmentally responsible behaviors from a young age.
together to not get in each other’s way while jumping together.
• Diverse Learning Opportunities: Outdoor environments that support various play
 Collaborative Drawing. The teacher can provide a specific object that the children
types imaginative, physical, and cooperative cater to different learning styles and
draw. For example, a sunny day. The teacher can also give a general idea and let the
preferences.
children decide what they want to draw. For example, a house.
 Play dough or building blocks. Children will create something they want to build
using play dough and/or building blocks. In this way, children learn to accept and deal
with the ideas of others. It also promotes creativity and collaboration. Children enjoy
building things from play dough and blocks because they can easily hold and UNIT 2 - Play and Inclusive Settings in Early Childhood Education
manipulate them.
The Importance of Play in ECE

UNIT II - B. Lowman and Ruhman’s Multi-S Approach on Play Environment Play is a fundamental aspect of child development, serving as a powerful tool for
learning and growth. In ECE, play-based learning is widely recognized as an effective
Lowman and Ruhmann’s multi-‘S’ approach is a holistic framework that encompasses approach to supporting children’s cognitive, social, emotional, and physical development.
several key elements essential for creating effective toddler environments. These elements
include: Play-based learning is a child-centered approach where children are actively
1. Safety: Ensuring a hazard-free environment means creating a space where engaged in learning through play. It allows children to explore, experiment, and discover at
toddlers can explore without the risk of injury. This involves child-proofing the area, their own pace, building upon their interests and strengths.
using non-toxic materials, and regularly inspecting for potential hazards.
2. Space: Providing ample space for movement and play, balanced with cozy areas Creating Inclusive Play Settings
for security, helps toddlers develop both physically and emotionally. Open spaces
allow for active play, while cozy corners offer a sense of safety and comfort. - Accessibility: Ensure the play area is accessible to all children, regardless of
3. Stimulation: Incorporating sensory-rich elements encourages curiosity and their physical abilities. This may involve providing ramps, pathways, and
learning. This includes a variety of textures, colors, sounds, and interactive adapted equipment.
materials that engage toddlers’ senses.
 - Diversity: Offer a variety of play opportunities to cater to different interests
and developmental levels. This could include areas for building, exploring, Physical Development: Strengthening the Body Physical activities and play-based
creating, and sensory play. exercises are integrated into the program to enhance gross and fine motor skills. Through
dance, outdoor play, and manipulative tasks, children develop coordination, balance, and
- Social Interaction: Encourage social interaction and cooperation through body awareness.
collaborative play activities. This could include group games, role-playing, and
storytelling. Emotional Development: Nurturing Well-being Early childhood is a crucial time for
emotional development. Educate centers employ strategies to help children identify and
- Emotional Regulation: Provide opportunities for children to develop express their emotions, develop empathy, and build resilience. Emotional well-being lays
selfregulation skills and manage their emotions. This could involve the groundwork for healthy self-esteem, positive relationships, and effective coping
incorporating calming corners, mindfulness activities, and social-emotional mechanisms.
learning programs.
Social Development: Fostering Relationships Social interactions are vital for children’s
- Respect for Differences: Foster a culture of respect and understanding for development. Educators facilitate opportunities for cooperative play, group activities, and
individual differences, including cultural backgrounds, learning styles, and collaboration, fostering essential social skills such as sharing, empathy, and effective
abilities. communication. Building positive relationships and understanding diversity are integral
components of a strong early childhood program
Play in the Natural Environment
- Enhanced Physical Development: Nature provides opportunities for gross Play-Based Learning: The Joy of Discovery
motor skills development, such as running, climbing, jumping, and balancing.
It also encourages exploration and sensory experiences, promoting motor The Power of Play in Early Childhood – Play is the language of children and their primary
coordination and balance. mode of learning. Engaging in play-based activities allows children to explore, experiment,
and make sense of the world around them. It promotes creativity, problem-solving, and
- Increased Cognitive Skills: Nature-based play stimulates curiosity and imagination, fostering cognitive and social development.
problem-solving skills. Children can observe natural phenomena, experiment
with different materials, and engage in imaginative play, fostering creativity Language and Literacy Development: The Gateway to Knowledge
and critical thinking.
- Improved Social-Emotional Development: Playing in nature promotes Building Strong Foundations for Communication – Early childhood is a crucial time for
social interaction and cooperation. Children learn to share, negotiate, and language development. Educare centers create a language-rich environment, offering a
resolve conflicts while engaging in collaborative play. The natural environment wide range of experiences that promote vocabulary growth, listening skills, and early
also provides opportunities for children to develop self-regulation skills and literacy. Storytelling, rhyming games, and conversations support language acquisition and
manage their emotions. communication skills

- Reduced Stress and Improved Well-being: Spending time in nature has Individualized Attention: Nurturing Each Child’s Potential
been shown to have positive effects on children’s mental health. It reduces
stress, promotes relaxation, and contributes to overall well-being. Tailoring Learning Experiences to Unique Needs A strong early childhood development
program recognizes and respects the individuality of each child. Educators adapt teaching
methods and activities to suit different learning styles, abilities, and interests, ensuring that
UNIT II - Basic Components of Quality and Effectively Early Learning that Nurture every child receives personalized attention and opportunities for growth.
and Inspire Learner Participation

What are the Main Components of Early Childhood Curriculum? A. Temporal Environment

Temporal Environment includes the management of the daily structure of routines,

Cognitive Development: Expanding the Mind A strong emphasis on cognitive development activities, and transitions. Predictable routines help children to understand what is
cultivates critical thinking, problem-solving skills, and a thirst for knowledge. Educators happening and for how long, what will come next, and when and how to change activities. In
introduce age-appropriate activities that stimulate curiosity, encourage exploration, and addition, young children need to learn how to prepare for and adapt to changes in routine.
build a foundation for future academic success Consider the way that you decide to use the time available in the program. Children need
large blocks of time to develop play themes and more complex ideas and interactions. ● Singing, Music, and Rhymes: Engage students through singing, rhymes, and
Young children also need opportunities for repetition, but with variety in order to gain and rhythmic activities to foster language development and auditory skills.
maintain engagement and build neural connections in the brain ● Word Meaning and Explanation: Use visuals, synonyms, and concrete examples
to explain word meanings and connect abstract concepts to tangible
UNIT 1: Early Learning Environment F - Literacy-rich Environment representations.
"The literacy-rich environment emphasizes the importance of speaking, reading, ● Retelling Stories: Encourage students to retell stories as a class, extending the
and writing in the learning of all students. This involves the selection of materials that will narrative into real-life scenarios.
facilitate language and literacy opportunities; reflection and thought regarding classroom
design; and intentional instruction and facilitation by teachers and staff." ~ The Access 4. Effective Reading Practices:
Center
● Open-Ended Questions: Ask open-ended questions to encourage critical thinking
Essential component of Creating Literacy-Rich Environment
and deeper comprehension.
● Think Time: Provide time for children to process questions and formulate their
1. Print Everywhere!
responses.
● Posted Alphabets: Ensure at least two alphabets are prominently displayed in ● Encouraging Feedback: Offer positive and constructive feedback to promote
every classroom, providing visual reference for students. confidence and engagement.
● Name Labels:Each child's name should appear throughout the classroom, ● Connecting Books to Lives: Relate stories to children's own experiences and
reinforcing name recognition and promoting a sense of belonging. interests.
● Item Labels:Every area and resource should have a text and image label, making ● Comparison and Contrast Questions: Prompt students to compare and contrast
the classroom environment more accessible and promoting literacy skills. Labels characters, events, and ideas.
should be placed at child's eye level for optimal visibility. ● “What Would You Do?" Questions: Encourage students to think critically and
● Functional Print: Incorporate functional print, such as weather charts, calendars, apply their understanding to real-life situations.
maps, and classroom schedules, to demonstrate the practical application of literacy ● Encourage Choice: Allow children to select stories that interest them, fostering a
in everyday life. love of reading.
● Read Books Related to Classroom Activities: Connect reading materials to
2. Diverse and Engaging Materials: current classroom themes and projects.

● Book Collection: Aim for a minimum of four books per child in the classroom, 5. Selecting Appropriate Texts and Illustrations:
encompassing a variety of genres and reading levels. Include picture books,
predictable/repeated refrain books, informational books, concept books, wordless ● Text Length: Choose texts that are neither too long nor too short, providing a
books, big books, magazines, and easy readers. balance between challenge and engagement.
● Fine Motor Skills: Provide ample opportunities for children to practice fine motor ● Text Enjoyment: Select texts that are enjoyable to read aloud, with a natural flow
skills through writing activities using large pencils, crayons, markers, chalkboards, and engaging language.
dry-erase boards, painting, sand writing, and various paper types. ● Illustration Size and Clarity: Ensure illustrations are large enough for all students
to see and are vivid and relevant to the text.
3. Imaginative Play and Language Development: ● Hidden Details: Include illustrations with hidden details that listeners can search

● Props for Retelling Stories: Provide a range of props, such as stuffed animals,
finger puppets, flannel story items, and occupations, to encourage imaginative play
and storytelling.
● Real-World Connections: Incorporate real-world elements like menus, recipes,
and traffic signs to connect literacy to everyday experiences.