Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day – especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language. Language learning there is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound “ma – ma – ma” of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us. Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child’s brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants! Adult’s help children learn language primarily by talking with them. It happen when a mother coos and baby-talks with her child. It happens when a father listens to the fractured, rambling, breathless story of his 3-year-old. It happens when a teacher patiently repeats instructions to an inattentive student.
It is evident that children have different levels of learning and understanding and being creative is the responsibility of the teachers. Understanding and knowledge is of different levels when it comes to children and therefore to foster language development there is a lot that the teachers have to put to work. For instance, use of visuals, drawings among other strategies, that means teachers have the obligation to apply different techniques that are suitable for the children and point out the best among all techniques. Children learn language from parents, caregivers, guardians among other people who associate with the child. Encouraging children to learn and embrace the most comfortable way of learning would be the best option. In a classroom, children need to have the sense of belonging and fail to feel out of place, and that calls for teachers to incorporate different languages including sign language.
For the classroom floor plan that accelerates language development, I choose to include an art center, library section, math center, and dramatic play sector as the four primary requirements in fostering language development.
The center is created so that kids can have easy access to the materials placed on shelves below as well as take part in direct activity instructed by the teacher. Language is developed in art making since it is a social activity for young children. Children get an opportunity of communicating with fellow boys and teachers through the use of descriptive words while talking about their projects (Dixon & Addy, 2004). A multitude of projects can be created by providing many flexible materials. Based on their observations teachers can operations that foster the language development. The teacher’s role is to encourage the use of oral language between kids, asking lots of open-ended queries, and imposing the significance of safety with pieces of equipment. Color mixing is one of the activities I would have children carry out in the art center.
The region is created by offering lots of manipulative items that kids can apply to building mathematical skills. Such things include; peg boards, counting bears, puzzles, cards among others with the objective to encourage children in language skills in math development. In this center, children will take part in counting, classification of shapes, mathematical operations among others (Willats, 2005). The center helps children in building the time concept and it is a right place to hang out on a daily basis. The teacher has the responsibility of guiding the children and explaining more about what they are learning.
Dramatic play center
The best place for fostering language development in children is the dramatic play center. Every child enjoys playing and in one way or another, they learn something new. The center helps in memory capacity increment through developing imagination by offering children with the chance to reflect on the past, and incorporate the current issues and the upcoming events.
In this case, the language the children will use is not bound by any immediate surroundings. In this case, the teacher has minimum duties because the natural course gets in play. The children learn through expressing themselves in a stress-free environment by encouraging language acquisition.
The section pertains to the interest of books, letters, and word knowledge and, therefore, it is necessary for building language. The book covers face outward, and the shelves are at a low level for easy reach of the books by the children (Schirrmacher, 2006). Depending on the children preference there is different furniture for the children. Language acquisition is the primary concept grasped in this center. The teacher plays a role in guiding the children and helping in pronunciations. There is a vast array of books on the shelves depending on the elementary level of the child.
Math section Library center
Important in language development Helps in literacy development and increasing knowledge input.
-through problem solving through offering
The children with an opportunity to discuss Dramatic play center
Impacts and causes.
Foster child language
Dixon, G., & Addy, L. M. (2004). Making inclusion work for children with dyspraxia: Practical strategies for teachers. London: RoutledgeFalmer.
Schirrmacher, R. (2006). Art and creative development for young children. Australia: Thomson Delmar Learning.
Willats, J. (2005). Making sense of children’s drawings. Mahwah, N.J: L. Erlbaum Associates.
Language development interview
1. What are some of the developmental objectives of language development and acquisition in various stages of development?
2. Briefly, explain the factors that affect language development among learners.
3. How does nurture affect language development?
4. How does nature affect language development?
5. What are the three ways to meet developmental needs of children in early childhood in regards to language development and acquisition?
The overall developmental objectives of language development at any given stage in life are to support all spheres of human being development. These aspects of life are spread out across the social, emotional, cognitive, and physical and language acquisition spheres of life. Language development enables children and learners in general enhance their social-emotional development. It is quite important for children to learn about themselves and others. This cannot be achieved effectively without language development. Acquisition of language skills enables one to play with other children, regulate their behavior and learn to be members of a group. Language development also aims at enhancing cognitive development among children. It enables them to learn about the world, understand how objectives are used, sustain attention and understand cause and affect relationships.
Children are encouraged to learn problem-solving strategies at early developmental stages in life. Language development plays a key role in ensuring that is achieved. To learn about various ways of communicating such as using expressive and receptive language improves one’s participation in conversations. This is because they can understand how words and phrases are used. Children who have taken various milestones in language development can enjoy reading books and being read to, show awareness of print and pictures and experiment more with drawing and writing. Language development is also aimed at enhancing children’s skills such as developing symbolic and logical thinking, approaches to learning and problem-solving skills. This will encourage children to express their feelings and relate positively with others.
There is a significant agreement that the process of language development is a combination of social, cognitive processing, perceptual, conceptual and linguistic factors. However, theorists have differed in the emphasis and the degree of the impact of these factors on language development. They have however agreed that they are all important. Language learning is influenced by various human experiences and capabilities. The verbal environment and individual is exposed to influences their learning capabilities. From the early ages, learners from highly verbal families have improved hearing capabilities than children from low verbal families. Research data has shown that the impact of early parental language predicts language scores at advanced developmental stages.
Behaviorists have proposed that the learners’ environment is the most crucial factor in language development. If a learner is exposed to rich language early enough, they will experience proper language development. This suggests that language acquisition is as a result of nurture. Children’s experiences at early developmental stages influence the bases for early language interpretation. This position has been defined by the premise that language development is as a result of social experiences. One of the most significant proponents of the nurturing approach is B. F Skinner, who believes that human beings are capable of learning a language because they have the time, brain capacity and the opportunity that is required to learn.
For various aspects of language development, we do not fully know whether nurture or nature is the dominant influence. Some behavioral theorists have stressed the importance of learners as innately possessing the ability to use language (nature) while others stress the effects of daily experiences on language development (nurture). Child language researchers are still looking for ways to determine how nurture and nature work in unison to achieve language acquisition.
Parents and teachers should encourage complex verbal reasoning as one way to enhance language development. Children should be presented with frequent physical and hands-on opportunities that encourage reasoning. This can be achieved by asking open-ended questions, describing actions as they are performed and tying experiences to remote events. Secondly, parents and teachers have been encouraged to increase the application of de-contextualized language. This will encourage children to talk about various objects and events. They will also be able to learn perspective-taking in various settings. Thirdly, the development of personal narrative skills is very essential in boosting language development. By doing this, learners can be able to relate events in a sequential manner. This can be achieved through enhancing supportive communication and providing opportunities for learners to practice their language skills.
Jeff’s, T., Behrmann, M., & Bannan-Ritland, B. (2006). Assistive technology and literacy learning: Reflections of parents and children. Journal of Special Education Technology, 21(1), 37-42,44. Retrieved from http://search.proquest.com/docview/228407386?accountid=32521
Piper, T. (2012). Making meaning, making sense: Children’s early language learning . San Diego, CA: Bridgepoint Education.
Content Area of Developmental Focus:
Age 6-10/ k-5
Length of Lesson, K -5
|Goal||Strategy training aims to provide learners with the tools to do the following:
· Self-diagnose their strengths and weakness in language learning
· Become aware of what helps them to learn the target language most efficiently
· Develop a broad range of problem-solving skills
|Objective||Student will be able to read aloud and will understand a simple novel of second language.
Practices strategies for second language comprehension
Test of second language comprehension for oral and written question and group discussion
|The International Reading Association and the National Council of Teachers of English have a shared purpose to ensure that all students are knowledgeable and proficient users of language so that they may succeed in school, participate as informed citizens, find challenging and rewarding work, appreciate and contribute to our culture, and pursue their own goals and interests as independent learners throughout their life.|
|Working samples, Language samples, Narrative analysis, Testing to the limits, Rating scale and Review of records.|
I will be introduce the International Reading Association and the National Council of Teachers of English have a shared purpose to ensure that all students are knowledgeable and proficient users of language so that they may succeed in school, participate as informed citizens, find challenging and rewarding work, appreciate and contribute to our culture and pursue their own goals and interests as independent learners throughout their life.
|· The vision guiding these standards is that all students must have the opportunities and resource to develop the language skills they need to pursue life’s goals and to participate fully as informed productive members of society.|