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.