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Creative Language Experiences

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					Creative Language
   Experiences

    Chapter 18
   http://www.storycove.com/
                 Objectives
   Discuss speaking and listening skills in
    young children
   Define “emerging literacy” and the various
    skills it involves
   Explain how to choose and use children’s
    books for teaching young children
   List some guidelines to follow when
    reading to young children
             Objectives Con’t

   Discuss the importance of poetry for
    young children’s language development
   Discuss the needs of bilingual/bicultural
    young children
   Discuss the anti-bias curriculum
     Communication in Process…
   On a warm afternoon the store was filled with
    shoppers browsing the clearance clothes racks.
    Among them were a grandmother and her
    daughter, who pushed a toddler along in a
    stroller. The child wore a large patch over her
    right eye. Soon she begins to cry “Off, off!” Her
    mother replies “The doctor said you have to
    wear the patch. We can’t take it off.” The child
    continues to cry “off.” The grandmother
    reiterates her daughter’s reply sternly. The little
    girl is still crying “off,” and when she receives no
    response, she tugged on the arm of her coat,
    saying “Off!” She wanted her coat off, not her
    patch!
      Development of Language

   We can never underestimate the ability of
    young children to get their messages
    across
   We should never overestimate our
    understanding of a young child’s message
   Language is a part of a child’s total
    development
   Definite pattern to a child’s use of
    language
          Four Skills of Language
   Speaking, listening, writing, and reading
   Ability in one skill is not always directed
    related to competence in another
       Many children are great speakers, but horrible
        listeners!
   Emphasis in the ECE program is not on
    teaching reading and writing, but on the
    skills related to reading and writing that
    prepare the child for more formal
    instruction in later years
           Emerging Literacy

   Developmental process involving the time
    immediately before a child learns to read
    printed symbols, but also the continuous
    development of pre-reading skills that
    begins at birth
   Emergent literacy is preferred over the
    term “reading readiness,” which describes
    a more narrow range of skills
    Development of Speech
 Speech – form of language in which
  words or sounds are used to convey
  meanings
 Developmental sequence with which
  speech is acquired generally follows
  the basic sequence on page 357,
  figure 18-1
 Development of speech progresses to
  clear and distinct words that carry
  specific messages (verbal
  communication)
Development of Rules of Speech
   Sequence of language development
   Sounds without meaning to single words,
    to two-word sentences, to more complex
    structures
   Children learn the names of objects first
    and gradually make finer discriminations
   Concepts of time and space are difficult to
    comprehend
           Rules of Speech Con’t

   Children draw generalizations about how
    words come together to form sentences
       Cooked is correct, but tooked is incorrect
       Plural of house is houses, shouldn’t goose be
        gooses?
   Children should be encouraged to talk and
    not be restrained by criticism or
    corrections
                   Literacy
   Means mastery of language (speaking,
    listening, writing, and reading)
   Begins in infancy and continues
    throughout life
   Build on what the children already know
    about oral language, reading, and writing
   Child’s literacy grows when we encourage
    them to view themselves as people who
    can enjoy exploring oral and written
    language
Enhancing Language Development

   Mastery of language requires social
    interaction
   May be accomplished through self-initiated
    play as well as in small-group activities
      Language Experiences during
           Self-Initiated Play
   More language is used
   Interaction is very important to
    communication
   Activities such as playing with blocks, and
    pounding and rolling clay offer children
    rich opportunities to speak, listen, and
    exchange ideas with others
    Language Experiences in Small-
           Group Activities
   More likely to talk to each other and to the
    teacher with less anxiety
   Sharing time is best when it involves 3-5
    children
   The sharing is meaningful in smaller
    groups
    Understanding Bilingual/Bicultural
    Young Children’s Lang. Develop.
   Teacher’s attitude and knowledge is
    crucial in making the ECE program
    accepting and appreciative of diversity
   Accept individual differences
   Accept attempts to communicate
   Additive philosophy
   Provide a stimulating, diverse linguistic
    environment
                    Con’t

   Incorporate culturally responsive
    experiences
   Use informal observations
   Provide an accepting classroom climate
The Anti-Bias Curriculum (ABC)

   developed by NAEYC’s ABC Task Force
    and Louise Derman-Sparks
   inclusive environment plans the curriculum
    to address the cultural differences
    represented by the children in the group
    and in the society in general
   language arts curriculum is a good starting
    point for ABC
        Development of Listening

   good listening involves receiving and
    processing incoming information
   good listeners are active
   physical conditions affecting the listener
       deafness, hunger, fatigue, illness, and
        physical environment
            Emergent Reading

   emergent reading (pretend reading) -
    children practice reading like behaviors
    that build their self-confidence
   children imitate adults when they are
    “reading aloud” with an adult reader
   children combine several information
    sources - pictures and print of book, input
    from adults, own memories, personal
    experiences, etc
            Pre-Writing Skills

   provide opportunities to practice hand-eye
    coordination and small muscle skills
    needed to be able to write
   for preschoolers, reading and writing are
    closely related
   writing becomes a part of the language
    experience when student dictates a story
    for the teacher to write down
           Poetry Experiences

   exposure to poetry raises children's level
    of general language development and
    vocabulary development
   playful approach
   Finger plays, poems accompanied by body
    movements
   acting out a poem
    Selecting Appropriate Poems

   choose poems that you know the children
    will like; interests and likes
   you should like it, too!
   focus on popular topics
             Children’s Books

   traditional part of the language arts
    program
   developmentally appropriate
   obvious illustrations
   look at page 368-369 for book guidelines
                Book Center

   place for children to experience the world
    of books
   be in a “quiet” area
   have unique seating, decorations, display
    area
   begin a system, like color coding
          Reading to Children

   choose books that fit the children’s
    attention span
   select a suitable spot
   comfortable seating for all
   hold the book so all can see it
   read with expression and animation
   encourage comments and questions
                  Storytelling
   is NOT reading from a book to children
   it is the telling of a story to children with
    or without props such as a flannel board
    or puppets
   fables
   fairy tales
   legends
   folk tales
   poetry
             Tips for Storytelling

   find the right story to tell
   learn it
   use simple, natural gestures
   polish the story
       practice, practice, practice
                ACTIVITY!!

   Divide into three even numbered groups.
   Each group will get a set of vocabulary
    words
   “I went to get the mail, and when I
    opened this envelope…”
   Each student takes a turn drawing a slip
    of paper, then adds a sentence to the
    story that includes the vocabulary word.
    Continue until all words have been used.

				
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