CREATIVE LANGUAGE EXPERIENCES

CREATIVE LANGUAGE EXPERIENCES
DEVELOPMENT OF LANGUAGE
•
Language is part of a child’s total development.
•
Distinct skills involved in the development of language
•
1.
Speaking
1.
Listening
1.
Writing
1.
Reading
Developing skills that are related to reading and writing help prepare a
child for more formal instruction in these skills in later years.
DEVELOPMENT OF SPEECH
• Speech is a 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.
• There are differences among children in the age at which
they begin to learn to speak and the rate with which they
achieve competence.
• The child’s speech at first consist of sounds that are
vague and difficult to understand and then to clear distinct
words that carry specific meanings (known as controlled
verbal communication).
DEVELOPMENT OF RULES OF SPEECH
• Children begin to put words together in patterns and gradually learn the
grammatical rules of their language.
• Children usually learn the names of objects first and gradually make finer
discrimination.
• Children draw generalizations about how words come together to form
sentences. Then they over-generalize, not realizing that there are
exceptions to rules.
• Children should be encouraged to talk and not be restrained by criticism
or corrections.
• Child who has many verbal interactions with adults is likely to develop
greater verbal proficiency and confidence.
 LITERACY
• Is a mastery of language- speaking, listening, writing and reading.
• To help children develop literacy, we must respect the language the
child brings to school and use it as a base for language and literacy
activities.
• A child’s literacy grows when we encourage children to see themselves
as people who can enjoy exploring oral and written language.
 ENHANCING LANGUAGE DEVELOPMENT
• A true mastery of language requires social interaction.
• A classroom in which children are given many opportunities to interact
with others is one in which language development is fostered.
UNDERSTANDING BILINGUAL/BICULTURAL
YOUNG CHILDREN’S LANGUAGE DEVELOPMENT
• The rich cultural mix in a school is an exciting opportunity for
children and teachers to learn about other cultures on a daily
basis.
• The early childhood teacher plays a critical role in the lives of
linguistically and culturally diverse young children.
• A teacher’s attitude and knowledge base is crucial in making
the early childhood program accepting and appreciative of
diversity.
•
Teachers of young children are currently implementing a
variety of educationally sound strategies for this special
population.
1.
Accepting individual difference with regard to languagelearning time frames.
2.
Accept children’s attempt to communicate.
3.
Maintain an additive philosophy by recognizing that
children need to acquire new language skills instead of
replacing existing linguistic skills.
4.
Provide a stimulating active, desire linguistic environment
with many opportunities for language use in meaningful
social interaction.
5.
Incorporate culturally responsive experiences for all
children.
6.
Use informal observations to guide the planning of
activities, interactions, and other conversations for
speakers of other language.
7.
Provide an accepting classroom climate that values
culturally and linguistically diverse young children.
THE ANTI-BIAS CURRICULUM (ABC)
• Creative teacher promote an inclusive environment, one
which addresses both the daily life realities of cultural
diversity as well as the potentially biased attitudes and
behaviors that are part of this reality.
• The anti-bias curriculum (ABC) developed by the NAYEC’s
ABC Task Force and Louise Derma-Sparks ( Derma-Sparks
ABC Task Force, 1989)
• Teachers of young children need to select literature that
reflects the perspectives, experiences, and values of all
ethnic and cultural groups.
DEVELOPMENT OF LISTENING
• Good listening involves receiving and processing incoming
information.
• Good listeners are active that is they get involved with what
they hear, both intellectually and emotionally.
• Abstraction is beyond the thinking capabilities of the young
child in preschool and early elementary years and teachers
need to be aware of these language limitations.
• Physical conditions affecting the listener can impair the
listening process or influence the quality of listening.
• The environmental climate or atmosphere in the early
childhood program should motivate listening.
EMERGING LITERACY
• Not all children should be expected to learn to read in the
same way, at the same rate, or at the same age.
• Children begin by reading pictures, taking great delight in
recognizing objects with which they are familiar.
• As adult read to children, thereby exposing them to words in
the books they read, children begin to understand that printed
words say something.
EMERGENT READING
•
During pretend reading- also called emergent
reading or reenactment, children practice
readinglike behaviors that build their
confidence in themselves as readers.
•
Independent emergent reading starts when
children participate in adult read-alouds.
•
Both participation in read-aloud sessions and
emergent reading give children opportunities to
learn about the language and the meaning of
reading in natural setting
PRE-WRITING SKILLS
• In the preschool and early childhood period, a child is developing the
physically skills needed to write later on in schools.
• The goal is to provide young children with opportunities to practice the
hand-eye coordination and small muscle skills needed to be able to write.
• Use children’s artwork in conjunction with reading and writing.
• Asking children if they would like to give their work a title reflects the
teacher’s valuing their work.
• Young children can also use photographs to tell stories that the teacher
writes down.
• Using cartoon board and cartoon balloons enhances writing and reading
motivation.
• Various language experience approaches encourage literacy
POETRY EXPERIENCES
•
Poetry is part of the magic that motivates children to love
reading. Benefits of poetry:
–
Poetry’s often playful approach to language helps children think about language
forms as well a meaning.
–
Children take pride in learning to recite short poems
–
Fingerplays, or poems recited and accompanied by appropriate body movements,
help develop coordination and muscle tone.
–
Acing out poetry can be fun and beneficial drama and speech activity for children of
all ages.
–
Children can be encouraged to illustrate favorite poems to display in the classroom
or to take home, thus stimulating artistic expression and development while aiding
language development.
–
Smooth, natural transitions from one activity can be made through the use of
carefully selected poems.
SELECTING APPROPRIATE POEMS
•
Poem selection need to be made carefully with
children’s interests and needs in mind.
•
Choose poetry that meets all developmental levels
in the group.
•
Criterions for selecting poetry
1. Teacher should like the poem.
1. When selecting, think about what the children are likely to find
appealing.
1. Focus on popular topics.
CHILDREN’S BOOKS
• Books must be right for the developmental level of the child.
• The pictures should be easily seen; the story easily
understood by young listener.
• Very young children need simple, uncluttered alphabet
books.
• Illustrations must be obvious and straightforward.
• Emergent readers depend on illustrations to create meaning.
THE BOOK CENTER
• A library or book center is an important pat of every early
childhood classrooms as well as elementary classrooms.
• Reading center needs to be away from more active goings –
on in the room.
• Create unusual seating place.
• Place certain kinds of books on the shelves so that they are
readily available at all times, such as Mother Goose books,
poetry books
• Books reflecting ethnic diversity should always be available
for children’s use.
•
The variety of subjects available for use with older children reflects their
expanding interests and personalities.
•
Guidelines for story groups
1.
Select a suitable spot-one that is quiet away from distracting nose and activities.
1.
There is no law saying that reading aloud is always a large group activity.
1.
See that everyone is seated comfortably.
1.
If using a book, be sure to hold it so that all can see it.
1.
Be sure you like the story you read.
1.
Know your story well.
1.
Read the story unhurriedly with an interesting well-modulated voice.
1.
Do not comment so much throughout the story as you read it or point out that you break
the thread of the story and spoil its effect.
1.
Encourage comments and questions, but not to such a degree that it interrupts the flow
of the story.
•
Guidelines for reading to toddler age group.
1.
While you read, follow the line with your fingers.
2.
Give toddlers a choice of books.
3.
Choose interactive books.
4.
Use books that toddlers can carry.
5.
Show your pleasure.
STORYTELLING
•
In storytelling, the teacher weaves the story using his or her
voice and expression to compel the child’s attention and
interest.
•
When you develop storytelling curriculum be sure to
include a good variety of these story types:
1.
2.
3.
4.
5.
Fables
Fairy tales
Legends
Folk tales
Poetry
•
Tips for storytelling
1.
Discover the right story to tell.
1.
Learn the story.
1.
Speak naturally.
1.
Use simple, natural gestures.
1.
Polish the story.
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A puppet is a natural prop and a multisensory vehicle for story telling.
–
A flannel board or story board is another excellent addition to your
storytelling.

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