CD 452 Professional Development Reflection The first lesson I chose was Power of Language for Infants and Toddlers. Each lesson taught how to build relationships, language, and every word builds a healthy brain. It taught how to respond to a child in a positive way, there are 5 elements to the responses. What I learned was the Power of Language video taught that with dual learners, you should incorporate some of their language throughout the day. Talking to infants and toddlers can help them to develop and build a strong foundation for literacy. The 5 interactions for response is tune in: pay attention to the child. Facial expressions: get down eye to eye to the child’s level, and smile. Touch: could be a hug, rub on their back, or sitting in your lap, Gesture: hugging, smiling …show more content…
Rhyming builds sounds a child needs to lean literacy and prepare they to read. Responsive interaction involves tuning in and using gestures, facial expressions, and child directed speech. Phonological awareness is the ability to identify the sounds of language. The things I learned was the benefits of rhyming develops relationships, phonological awareness, vocabulary and knowledge. It also builds creativity, imagination, and an understanding of world cultures. There are 7 practices to bring rhyming to life: 1. All about fun. 2. There is an actor in you. 3. Be ready 4. Tune in to the children even more. 5. Participation helps them thrive. 6. Video and rhyme don’t mix. 7. We’re all cultural creatures. I will use rhyming in my classroom by knowing my children and their likes, encourage participation, have one on one interactions, and promote phonological awareness. I will use T-I-P-S I will be T- tuned in to the children. I- introduce the book, P- promote language and S- summarize the book. I will do this type of activity 5 to 8 times a
I would adapt my communication for a child by making sure I was speaking to them at a level they will understand & also choose words suitable for their age. I would also make sure I come down to their level whether that meant sitting or kneeling so that we are at the same level. Physically we are on an equal level and not towering over them which wont make a great start for effective or positive communication and could make the child feel uneasy. Young children tend to be more tactile and may need to express them selves with touch especially if they come to you upset about something. They may simply wish to hold your hand when they talk to you which can be reassuring both physically and also make them feel they have you attention and will listen
It is the duty of all the early years practitioners and the teachers in the UK to ensure that the children in their care are learning and developing according to the Early Years Foundation Stage curriculum for the children from 0-5 and for the children who are from four years upward the National Curriculum. Pritchard (2008) defines learning as a way of acquiring knowledge or getting the knowledge of how things are done. Communication and Language is the one of the prime areas of development of the children in EYFS curriculum (2012), whereby children are supposed to be observed, assessed and supported in their understanding, listening and speaking. Walker (2012) states that children should be given opportunities to access a rich language environment in order to be confident and be able to express themselves as well as be able to listen in various situation. According to EYFS (2012) children between
It encourages cooperation and team-work. It allows children whom are more reclusive to move forward through sound participation. CS II c: Wordless books- This activity helps infants/ preschoolers to start from the beginning, understanding basic story structure. In addition, this task would require them to use more of their creativity and imagination.
Your body language should be open and responsive, you would smile and nod with encouragement. Adapting your approach depending on the childâ€TMs needs. Question: Question 2b Answer: As expressed before, it is important to adapt how you communicate with others depending on whom you are communicating with.
· Providing one-on-one nurturing and support. · Teaching fun, age-appropriate curriculum. At my past places of work, I was regularly rewarded
Incorporating small reading allows all students participate and interact in reading out loud. The challenge of having different book assigned can have many benefits for students development, because they are able to move within reading levels as they advance their
Accommodations a child may need to be successfully included in a childcare program; When teaching… Present information through demonstration instead of just verbal instruction; use both Written words provide visual cues Signs along with spoken word When communication verbally… Short sentences while communicating verbally Breaking instructions down into small “chunks” so they understand Patience while the child is speaking; allow them so speak slowly Ask parents for help ways they can help there children develop Language & speech therapists are also a useful resource if the child has been referred to one *children with Down syndrome have trouble communicating. Whether that means using language or understanding it, a child can become very
Communication and language development would not however be an automatic feature as part of a childâ€TMs development and is almost entirely dependent on the process of learning. In the early years the child would learn from parents and older siblings, using simple words and hand gestures. As the child matures they would gain more of an understanding of language through teachers and more commonly, socially through friends. They would gain more skills in learning how to communicate and understand
This made Seuss begin his endevor of creating children's books. Ann Neely states, “ Children in stages of early literacy need to develop strong foundations on phonological awareness… I think the rhyming can be used in a variety of ways in this regard.” The colorful pictures and simple words help children learn to read still to this
Always making sure the children understand what is being said and explained. With all children, young people and adults the vocabulary and verbal expression has to be at the correct level of understanding for the age. Children will need simpler terms than a young person and will have a shorter length of concentration and attention. Children should never be interrupted and never dismiss anything they say
These parents were given a list of the 25 words that were listed on the videos and had to teach their
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From the earlier stages of development, children learn to understand other people by tone, facial expressions, and gestures. Although these are important aspects to communication if a child is only using gestures to communicate and not words, then there might be a difficulty in language development. On average “Children will typically be able to say 50 words by the time they reach 2 years. At this age, they will start to put short two-word sentences together. Language learning increases dramatically and by three years children are using three to four-word sentences and can be easily understood by familiar adults.
Class Observation Summary #1 My two day observation took place at Summit Academy high school. It is a school of about 700 students located in the city of Romulus MI. The teacher, Mrs. Jill Carbone allowed me to observe the 6th hour class for two days for 60 minutes each day. This class is composed of 11 English language learners (ELL); ten of the students are Spanish speakers and one student is Urdu speaker.
“Phonemic awareness is also nurtured in spontaneous ways by providing children with language-rich environments and emphasizing wordplay as teachers read book aloud and engage children in singing songs, chanting poems, and telling riddles” (Tompkins, p.115). I learned that most teachers begin with consonants and then vowels to teach C-V-C pattern words. There are 8 useful rules for phonics that are two sounds of c, two sounds of g, CVC pattern, Final e or CVCe pattern, CV pattern,