Reflection Day 15 (language Arts Day 2)
Reflection on Books
--- Understanding Differences ---
“For the optimal development and learning of all children, educators must accept the legitimacy of children’s home language, respect (hold in high regard) and value (esteem, appreciate) the home culture, and promote and encourage the active involvement and support of all families, including extended and nontraditional family units” (Early Childhood Experiences in Language Arts p. 129).
For dual language learners (p. 140-141, 147)
- Gesture and use objects and pictures that give children additional clues, such as a picture-based daily schedule.
- Link up English-speaking “partners” in noncompetitive games.
- Continue to encourage the development of the mother tongue to promote cognitive development as a basis for learning the second language.
- Include two-way immersion program, tutor-assisted, and newcomer program.
--- Achieving Language and Literacy Goals through Program Planning ---
For all learners
“Teachers use every opportunity to add meanings in a natural, conversational way during the preschool day” (p. 181).
--- Promoting Language and Literacy ---
“The teacher is a model for listening as well as speaking. Words, expressions, pronunciations, and gestures are copied, as is listening behavior” (p. 213).
EXPANSION; One teaching technique that promotes language skill is simple modeling of grammar or filling in missing words and completing simple sentences (p. 213).
EXTENSION; Early childhood educators use a technique that is building on a child’s statement, the teacher adds information, factual date, or additional meaning (p. 219).
--- Developing Listening Skills ---
Listening Activities
- Moving to music (p. 245).
- Discussing music, rhythms, and sounds (p. 245).
“Educational activities that give practice and help perfect auditory skills usually deal with; 1) sustaining attention span, 2) following directions or commands, 3) imitating sounds, 4) identifying and associating sounds, 5) using auditory memory, and 6) discriminating between sounds” (p. 249).
--- Realizing Speaking Goals ---
“Each child should be helped to increase his skill in waiting for a turn to speak” (p. 403).
--- Group Times ---
“Singing can serve as a magnet that pulls the group together, and a quiet song is a great means of relaxing and bonding a group” (p. 439).
--- Puppetry and Beginning Drama Experiences ---
Dramas and puppetry provide countless opportunities for children’s speech growth (p. 465).
--- Developing a Literacy Environment ---
“Computer; besides computer use with software programs and use as a word processor, the computer has become a versatile piece of equipment” (p. 589).
--- History of Methods ---
“The first thing necessary is to renounce all former creeds and to proceed by means of the method in the search for truth” (The Montessori Method p. 29).
“The fundamental principle of scientific pedagogy must be, indeed, the liberty of the pupil; - such liberty as shall permit a development of individual, spontaneous manifestations of the child’s nature” (p. 28).
*Dr. Montessori used scientific research/observations to develop her method.
*Dr. Montessori was inspired by Seguin and Itard.
*The teacher plays a role, as she should be pleasant, good to look upon, and lead child to the strength and beauty of life.
* Teacher – encouraging, kind, comforting, laving, and respectful àteach to the soul and spirit.
--- Intellectual Education ---
The three period lesson
1. Information
2. Practice
“The silence which follows the error leaves the field of consciousness clear, and the next lesson may successfully follow the first” (p. 226).
3. Assessment
“In dealing with normal children, we must await this spontaneous investigation of the surroundings; this voluntary explosion of the exploring spirit. The children experience a joy at each fresh discovery. They are conscious of a sense of dignity and satisfaction which encourages them to seek for new sensations from their environment and to make themselves spontaneous observers” (p. 227).
Reflection on Books
--- Understanding Differences ---
“For the optimal development and learning of all children, educators must accept the legitimacy of children’s home language, respect (hold in high regard) and value (esteem, appreciate) the home culture, and promote and encourage the active involvement and support of all families, including extended and nontraditional family units” (Early Childhood Experiences in Language Arts p. 129).
For dual language learners (p. 140-141, 147)
- Gesture and use objects and pictures that give children additional clues, such as a picture-based daily schedule.
- Link up English-speaking “partners” in noncompetitive games.
- Continue to encourage the development of the mother tongue to promote cognitive development as a basis for learning the second language.
- Include two-way immersion program, tutor-assisted, and newcomer program.
--- Achieving Language and Literacy Goals through Program Planning ---
For all learners
“Teachers use every opportunity to add meanings in a natural, conversational way during the preschool day” (p. 181).
--- Promoting Language and Literacy ---
“The teacher is a model for listening as well as speaking. Words, expressions, pronunciations, and gestures are copied, as is listening behavior” (p. 213).
EXPANSION; One teaching technique that promotes language skill is simple modeling of grammar or filling in missing words and completing simple sentences (p. 213).
EXTENSION; Early childhood educators use a technique that is building on a child’s statement, the teacher adds information, factual date, or additional meaning (p. 219).
--- Developing Listening Skills ---
Listening Activities
- Moving to music (p. 245).
- Discussing music, rhythms, and sounds (p. 245).
“Educational activities that give practice and help perfect auditory skills usually deal with; 1) sustaining attention span, 2) following directions or commands, 3) imitating sounds, 4) identifying and associating sounds, 5) using auditory memory, and 6) discriminating between sounds” (p. 249).
--- Realizing Speaking Goals ---
“Each child should be helped to increase his skill in waiting for a turn to speak” (p. 403).
--- Group Times ---
“Singing can serve as a magnet that pulls the group together, and a quiet song is a great means of relaxing and bonding a group” (p. 439).
--- Puppetry and Beginning Drama Experiences ---
Dramas and puppetry provide countless opportunities for children’s speech growth (p. 465).
--- Developing a Literacy Environment ---
“Computer; besides computer use with software programs and use as a word processor, the computer has become a versatile piece of equipment” (p. 589).
--- History of Methods ---
“The first thing necessary is to renounce all former creeds and to proceed by means of the method in the search for truth” (The Montessori Method p. 29).
“The fundamental principle of scientific pedagogy must be, indeed, the liberty of the pupil; - such liberty as shall permit a development of individual, spontaneous manifestations of the child’s nature” (p. 28).
*Dr. Montessori used scientific research/observations to develop her method.
*Dr. Montessori was inspired by Seguin and Itard.
*The teacher plays a role, as she should be pleasant, good to look upon, and lead child to the strength and beauty of life.
* Teacher – encouraging, kind, comforting, laving, and respectful àteach to the soul and spirit.
--- Intellectual Education ---
The three period lesson
1. Information
2. Practice
“The silence which follows the error leaves the field of consciousness clear, and the next lesson may successfully follow the first” (p. 226).
3. Assessment
“In dealing with normal children, we must await this spontaneous investigation of the surroundings; this voluntary explosion of the exploring spirit. The children experience a joy at each fresh discovery. They are conscious of a sense of dignity and satisfaction which encourages them to seek for new sensations from their environment and to make themselves spontaneous observers” (p. 227).