1. Language & Literacy Practicum in Child Development 1

2. Standards & Criteria  NAEYC Program Standards  1a Knowing and understanding young children’s characteristics and needs.  3d Knowing about assessment partnerships with families and with professional colleagues.  5a Understanding content knowledge and resources in academic disciplines.  5b Knowing and using the central concepts, inquiry tools and structures of content areas or academic disciplines.  DAP Criteria  1E4 Children hear and see their home language and culture reflected in the daily interaction and activities of the classroom.  3A1 Teachers consider what children should know, understand, and be able to do across disciplines, including language and literacy.  CA Department of Education Competencies  Listening and Speaking, which includes language use and conventions, vocabulary, and grammar.  Reading, which covers concepts about print, phonological awareness, alphabetic and word/print recognition, comprehension and analysis of age-appropriate text, and literacy interest and response.  Writing, which focuses on writing strategies, including the emergent use of writing and writing-like behaviors.  CA Department of Education Competencies for English-Language Development  Listening, which includes understanding words, requests and directions, and basic and advanced concepts  Speaking, which focuses on using English to communicate needs, expand vocabulary, become skillful at engaging in conversations, use increasingly complex grammatical constructions when speaking, understand grammar, ask questions, use social conventions, and tell personal stories.  Reading, which covers appreciating and enjoying reading, understanding print conventions, demonstrating awareness that print conveys meaning, developing awareness and recognition of letters, demonstrating phonological awareness, and manipulating sounds, such as rhyming.  Writing, which includes understanding the communicative function of writing and engaging in simple writing and writing-like behaviors.

3. Development of Language  Development of Speech  Form of language in which words or sounds are used to convey meanings. The ability to speak is not necessarily related to the ability to understand.  In development of speech, there are differences among children in the age at which they begin to learn to speak and the rate with which they achieve competence.  Development of rules of Speech  Children learn to speak, they begin to put words together in patterns and gradually learn the grammatical rules of their language.  They follow a sequence of language development from sounds without meaning to single words to two-word sentences to more complex structures.  Children usually learn the names of objects first and gradually make finer discriminations.  Development of Listening  Listening is active. Both teachers and children get involved with what they hear, both intellectually and emotionally.  Active listeners give complete attention to what they hear. They are active in that they process the information, make pertinent comments, and ask relevant questions.  Physical conditions affecting the listener (deafness, hunger, fatigue, illness, and physical environment) can impair the listening process or influence the quality of listening.  The environmental climate or atmosphere should motivate listening.  The atmosphere needs to be one in which children are free to express their ideas; they should feel that their contributions will be accepted and respected.  Literacy  Literacy is a mastery of language-speaking, listening, writing, and reading.  Literacy learning, begins in infancy and continues through life.  In helping children develop literacy, we must respect the language the child brings to schools and use it as a base for language and literacy activities.  To develop literacy, we build on what the child already knows about oral language, reading, and writing.  Children's literacy grows when we encourage them to see themselves as people who can enjoy exploring oral and written language.