Literature sharing among young children of the age 4 - 8 years is a process that starts at conception and continues all through an individual's lifetime. However, children vary in their levels of literacy acquisition, their development takes through numerous phases. Sharing literature that is functional and associated with real life experiences is a critical component of learning to read and write (Beecher, 2005). This paper examines strategies of sharing literature that assist to productively and appropriately attain and develop young children's language, particularly of the age 4 - 8 years. These strategies will include sharing literature through books, poems, songs, and rhymes; sharing literature through a literacy-rich environment; and sharing literature using information and communication technologies.
Sharing literature using well-known rhymes, songs, poems and stories makes young children more confident and provides them with a sense of control as they develop their comprehension about how literature works. The shared literature time is a vital medium for assisting young children advance their essential elements about books such as How the World Began by Dorothy Straight, which provide the stepping-stone for future literature learning. Children books have become an essential component of early literature sharing, for the reason that their enlarged pictures and print assist, young children build fundamental concepts about literature. The process of conducting literature sharing can be modeled using charts, books and other literature materials crafted to accustom young children with the conventions, forms, and functions of literature. This model of sharing literature using books will encourage young children to react to literature using several hands-on activities that include music, art, writing, drama, and computer technology. Young children share literature through the encouragement they receive from adults as well as giving them individual writing materials where they can convey their contemporary ideas and curiosity through writing and drawing objects. Early scribbles and marks by children develop into understandable signs as children portray their shared literature through words, drawings, and ultimately through stories and poems (Downes, 2006).
Developing an environment that is rich in literature is another strategy that can be employed to support children's learning through writing and reading. According to Beecher (2005), a literacy-rich home environment is a strong link that family members can involve themselves sharing literature with young children. This literacy-rich environment involves shared reading, promoting positive attitudes toward literature, providing print material in the home (Lynn, 2007). This strategy has been considered effective on sharing literature with young children, particularly at home. This strategy underpins the significance of understanding and appreciating young children's home learning environment and illustrates models upon which to share literature within the existing home environment (Giorgins & Glazer, 2008). On the other hand, early education and care initiatives that promote sharing literature with young children necessitate an environment rich in literature. This strategy entails a literature center, which entails books as well as other printed learning materials coupled with a well-piled writing area, which is a critical element of the learning environment. Accordingly, children play fields should have 'print pops' that are appropriate for sharing literature by promoting real life writing and reading experiences (McRae, 2006). This strategy will entail valuable resources and information that will support instructors to assess their teaching environments with respect to literature, and then improve these environments to advance literature sharing experiences across the program of study (Giorgins & Glazer, 2008). In essence, this strategy aims at providing quality children's literature to all children as its central theme. An environment rich of children's literature provides them with the motivation required for learning how to write and read. It is a facilitator for young children sharing literature.
Although young children are engaging with learning centers and schools while they already understand and have acquired a high level of confidence about information and communication technologies, for the reason that they have immersed and interacted with the technologies since birth (Lynn, 2007). Sharing literature using information and communication technologies have revolutionalized the manner in which instructors think about sharing literature, particularly young children. Educators have to interact with young children to make meaningful connections with children's earlier experiences and consequent sharing of literature so as to make certain that it is relevant and continuous (Beecher, 2005). This strategy of sharing literature using information and communication technologies has the prospects of providing rich mediums of sharing literature with young children in a positive, attractive, and interactive approach. The quality of programs and technology to share literature should be multi-sensory, coupled with built-in feedback functions as well as be able to record and reflect on the tasks. Sharing literature using information technology promotes and improves learning in young children by initiating and involving them in problem solving in fun manner (Downes, 2006).
Conclusively, sharing literature with young children using information technology enhances their confidence by developing their social skills as they interact and learn from the teacher, as well as other children. Sharing literature using information and communication technologies enhances children's learning by making it non-linear and integrated by actively engaging the young children in creating knowledge, skills, and comprehensions through a supportive learning environment (Giorgins & Glazer, 2008). This strategy brings together the fundamental beliefs about how young children can understand and convey their world using information and communication technologies.