I learn many new strategies that can be used to help infants and toddlers increase their language acquisition. I learned that language is there since a child is born; for example if a child cries this is a form of language and a way for the child to communicate its needs to the parent. It helped me see the importance of parent talking and expanding their children vocabulary through positive reinforcements. I see relational frame theory as an extension of B.F. Skinner work on operant conditioning yet different because it uses language as a way to extend learning. Conclusion Language is important but one needs to know that there is more to language than sounds and words.
Competency Goal III Competency Goal III is to support social and emotional development and to provide guidance. There are three main areas to succeed in this, the things are self-concept, sociality, and guidance. One focus on Competency Goal III is self-concept. Children’s environments support the development of positive self-concepts. Giving children he chance to have their own space will help them develop a sense of self-identity.
Lev Vygotsky provided many contributions to development that impacted what we know about how children learn and the kinds of environment that should be provided for optimal development of language. Vygotsky believed that the environment provides children with information that supports language development. Similarly, he theorized that language begins with communication between children and individuals in their environment. He developed the Zone of Proximal Development (ZPD) which is the distance between what a child can do independently and what a child can do with support from an adult. Therefore, the main role of an adult is to help children bridge the distance between what they can do independently and what they can do with some support.
Vygotsky suggested that the child learns language in social interaction and then thinks in terms of that language. However, Vygotsky emphasized the importance of both history and context in the meaning each unit (word) of that language has in the thinking of the individual. Language plays an important role in a child’s development (Gredler, 2009). According to Vygotsky, children use speech not only for social communication, but also to help them solve tasks. Vygotsky (1962) further argued that young children use language to plan, guide, and monitor their behavior.
At Robert F high school, we will offer more in school learning time. We will be adding time for academics, personal stylized learning, and teacher collaboration. With data systems we will individualize instruction, and incorporate new technical ways of educating. We will ask the students what works for them in their classroom experiences. Using Classroom Observation Protocol Using Classroom Undergraduate STEM showed correlation between students and learning.
Should all high school students be required to complete parenting classes? In parenting classes, one learns pregnancy prevention, knowledge of pregnancy, basic skills such as cooking and cleaning, tending to babies and children, growth and development, and the health and safety of the child. All high school students should be required to complete parenting classes because these will assist them in the preparation for parenthood. The benefits of parenting classes encourage prevention of many teen pregnancies and often teach CPR a skill for everyone to learn. This class is an important lesson for adolescents who have not learned.
Once children’s needs, interests and stage of development are recognised, practitioner can plan activities and resources accordingly. Children must be observed frequently as their needs, interests and stage of development keeps on changing. The activities given to children should be according to their current abilities which will enhance their development. Practitioner observes a specific child, and the outcome of the observation will enable practitioners to plan for that child. A practitioner may observe a child in the mark- making or writing area and notice that the child finds it difficult to hold a pencil.
Giving choices and allowing children to choose their daily activities helps to build autonomy. Hedrick (1996) suggest that providing choices for children is a fundamental aspect of high-quality early childhood curriculum. It is also cited in as one of the principles of developmentally appropriate practice which states, “Following their own interests, children choose among various activities…” (Bredekamp & Copple, 1996). As we provide children with choices in their daily activity, educators need to understand the importance of the choices given to children in their class. Such classroom set up reflects a child - centered approach rather than teacher - centered.
Routines are important to keep children safe as routine provide a consistent and predictable flow of what happens when. Consistent routines in a child’s life allows them to have stability and structure. In my setting there is a clear routine for the dropping off and collecting a child. When children arrive the routine is for them to be signed in by their parent on the sheet provided by the EYPs, the parent/carer then talks to the key person and discusses any concerns or key information which needs to be shared. The parent then helps the child to find their name on the peg rack and put their bag onto their section; in my nursery they don’t provide breakfast so when the parent leaves there is free play time.
What is multicultural education? Speaking about multicultural education provides us a big panorama of diversity. According to Wilson (1985) is designed for the cultures of several different races in an educational system, it provides students knowledge about the culture of diverse groups. It’s an emerging discipline with content, concepts, paradigms and theories from interdisciplinary fields. Multicultural education seeks to give diverse students an equal change in school, life and contributing to build a healthy community.