• Explain How To Support Children's Early Language Development

The following experiences with children have been completed throughout 2014-2016: • Westminster College Preschool Lab • Hance Elementary School Field Experience • New Castle Head Start As I reflect on my experience in working with a variety of different types and ages of children, I realize the importance of Component 3a of Domain 3: Communicating with children. I was able to positively and effectively communicate with children of all ages from preschool to elementary age during my time at the many experience locations. While volunteering, it was necessary to use age-appropriate knowledge and proper tone for the children to keep engaged while speaking to their ability. As importantly as speaking, I needed to be a proactive and interactive

Community Outreach Academy has approximately 88% of English Language Learners and the mission of the school is to increase students’ language skills. All of the teachers are certified as ELL teachers. Teachers use many different strategies to increase the skills in students and one of them is SDAIE. In addition to that, a supplemental vocabulary curriculum by Steck-Vaughis being implemented for grades second through sixth. For Kindergarten through second grade, students receive a weekly lesson in bi-lingual instruction based upon their Treasures story vocabulary for the week.

Frequent assessment and ongoing observations should be continual when teaching phonemic awareness, this is so children who gain competency are not required to partake in activities that won’t necessarily benefit them. Additionally, Foorman and Torgensen (2001, as cited by Hamilton, 2007), claim that phonological awareness coaching is successful when delivered to small groups of students (no more than five), as well as the inclusion of alphabetic letters and less phoneme

DEVELOPMENTAL/ANTICIPATED OUTCOMES: 3.10 Phonological Awareness. The child will be able to observe and sing with the other children. The child will be able to recognize repetition. The child will be able to learn new words. METHOD OF PRESENTATION:

This video illustrated salient information to understand the knowledge about language development in early childhood. By introducing, communication development of children up to age five, possible supports for speech-language from pathologists and audiologists, and lastly, age-specific milestones. Communication is what we humans use in order to learn, interact with others and form relationships. As a matter of fact, from birth hearing is very critical because we learn, absorb and react in our life with it, being that, language acts like a bridge in our life that is associated with other traits. Indeed, our first five years are the most salient stages in life to build our communication skills.

In the emergent literacy theory skills are not dependent on one another. This means a child can learn a concept or procedural knowledge even if another area is weak. For example, a student can read the word without being able to write the word can independently. There is not one clearly defined path for a child to learn to read and write. Educators must acknowledge the differences in each component of emergent literacy and adjust teaching and scaffolding accordingly.

3). The older a child gets, the more difficult it is for that child to acquire a first language as easily as in the earlier years of life. If a child is “linguistically deprived” (Humphries et al., 2014, p. 35), research has shown that greater problems will arise in the future with that child developing critical “mastery of numeracy and literacy […], and higher-order cognitive processing” (Humphries at al., 2014, p. 32). It is imperative that a Deaf child is diagnosed early on in life, and given full access to his or her natural language (sign language) as early as possible to make sure that he or she can have access to language and communication which

Communication in special education needs setting When communicating with young children in Special education needs setting it is important that good practise is demonstrated. In this section, I am going to describe and explain the good communication skills all my practitioners’ uses to the child, their carers and other workers and the possible barriers to communication. I will look at how these barriers could be overcome in the special education needs setting. Verbal Communication Verbal communication is the ability to explain and present your ideas in clear English, to diverse audiences. This includes the ability to tailor your delivery to a given audience, using appropriate styles and approaches and an understanding of the importance of non-verbal cues in oral communication.

1. How do children acquire reading vocabulary? What are the levels of knowing a word? There are many different ways to acquire reading vocabulary for children: - Reading to children (reading aloud books and other materials that have some new words) - Getting children reading (engage children in activities to encourage independent reading: children are learning new vocabulary words through independent reading) - Engaging children in rich oral language (children are learning new words through talk, specially when they are listening and participating in high-level conversation) - Encouraging reading at home (sending books and interactive activities at home) - Raising words awareness (teachers have to draw children attention and interest to words around them by playing with words using the games or songs) - Teaching important words (teachers have to choose new words to teach

It has been well documented that parent-child play has an important influence on child development, and it is commonly used in early childhood as a predictive measure of child language development (National Institute of Child Health and Human Development Early Child Care Research Network, 2000; Tamis-LeMonda, Bornstein, & Baumwell, 2001; Clarke-Stewart, Vandell, Burchinal, O’Brien, & McCartney, 2002; Tamis‐LeMonda, Shannon, Cabrera, & Lamb, 2004; Ginsburg, 2007; Tamis-LeMonda, Baumwell, & Cabrera, 2013). During their early developmental years, especially before they enter into a school setting, children receive most of their verbal stimulation in the home from their caretaker(s). It is assumed in many instances due to culturally influenced

To understand what is LAD, we need to think deeper to a child’s experiences in learning language. Saffran, R. J. et al. (1996) states that, “Before infants can begin to map words onto objects in the world, they must determine which sound sequences are words. To do so, infants must uncover at least some of the units that belong to their native language from a largely continuous stream of sounds in which words are seldom surrounded by pauses. Despite the difficulty of this reverse-engineering problem, infants successfully segment words from fluent speech from seven months of age”.

Since the majority of brain development takes place in the beginning five to eight years of a child’s life, early literacy learning experiences are critical for a child’s success later in life. Children must be presented information that is developmentally appropriate for them while also presenting them with new concepts and information to further develop new skills. Literacy instruction will enhance skills for communication, reading comprehension, and writing. As reviewed earlier, there are different stages to language and literacy development, the first three stages taking place in the early childhood portion of a child’s life, namely, the emergent literacy, initial reading and decoding, and confirmation and fluency sages. Therefore, as mentioned,

During the pre-speech period, the baby internalizes the language. In this sense, the use of TPR in the classroom in many ways takes advantage of this ready-made learning capacity that everyone has. In a way, the teacher plays the role of the parent by giving prompts, setting patterns, playing games, and the student then tries to respond physically to the prompt. Afterwards, the teacher gives the correct response in a positive way like of which a parent

Are you an anxious mother-to-be? Or are you a new mom with a head full of questions and worries? “Am I doing this right?” or “God, is this normal? “ – I’m sure such thoughts are passing through your head every day. Don’t panic.

Migration has contributed to the richness in diversity of culture, ethnicities and races in Australia. Therefore, early childhood services and primary schools in Australia have contact with families from many culturally and linguistically diverse (CALD) backgrounds (Victorian Early Years Learning and Development Framework) (VEYLDF, 2016). In particular, the topic focuses on diversity issues and challenges surrounding a multicultural and multilingual classroom. Respect for the first language of families from multicultural and multilingual backgrounds is addressed to support the development of teaching and learning techniques and strategies. Relevant strategies and resources are addressed to ascertain current multicultural and multilingual challenges