Creative Language Creative Language ExperiencesExperiences

Chapter 18Chapter 18

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ObjectivesObjectives

Discuss speaking and listening skills in Discuss speaking and listening skills in young childrenyoung children

Define “emerging literacy” and the Define “emerging literacy” and the various skills it involvesvarious skills it involves

Explain how to choose and use Explain how to choose and use children’s books for teaching young children’s books for teaching young childrenchildren

List some guidelines to follow when List some guidelines to follow when reading to young childrenreading to young children

Objectives Con’tObjectives Con’t

Discuss the importance of poetry for Discuss the importance of poetry for young children’s language young children’s language developmentdevelopment

Discuss the needs of Discuss the needs of bilingual/bicultural young childrenbilingual/bicultural young children

Discuss the anti-bias curriculumDiscuss the anti-bias curriculum

Communication in Process…Communication in Process… On a warm afternoon the store was filled with On a warm afternoon the store was filled with

shoppers browsing the clearance clothes racks. shoppers browsing the clearance clothes racks. Among them were a grandmother and her daughter, Among them were a grandmother and her daughter, who pushed a toddler along in a stroller. The child who pushed a toddler along in a stroller. The child wore a large patch over her right eye. Soon she wore a large patch over her right eye. Soon she begins to cry “Off, off!” Her mother replies “The begins to cry “Off, off!” Her mother replies “The doctor said you have to wear the patch. We can’t doctor said you have to wear the patch. We can’t take it off.” The child continues to cry “off.” The take it off.” The child continues to cry “off.” The grandmother reiterates her daughter’s reply sternly. grandmother reiterates her daughter’s reply sternly. The little girl is still crying “off,” and when she The little girl is still crying “off,” and when she receives no response, she tugged on the arm of her receives no response, she tugged on the arm of her coat, saying “Off!” She wanted her coat off, not her coat, saying “Off!” She wanted her coat off, not her patch!patch!

Development of LanguageDevelopment of Language

We can never We can never underestimateunderestimate the ability of the ability of young children to get their messages young children to get their messages acrossacross

We should never We should never overestimateoverestimate our our understanding of a young child’s messageunderstanding of a young child’s message

Language is a part of a child’s total Language is a part of a child’s total developmentdevelopment

Definite pattern to a child’s use of Definite pattern to a child’s use of languagelanguage

Four Skills of LanguageFour Skills of Language Speaking, listening, writing, and readingSpeaking, listening, writing, and reading Ability in one skill is not always directed Ability in one skill is not always directed

related to competence in anotherrelated to competence in another Many children are great speakers, but horrible Many children are great speakers, but horrible

listeners!listeners! Emphasis in the ECE program is not on Emphasis in the ECE program is not on teachingteaching reading and writing, but on the skills reading and writing, but on the skills related to reading and writing that prepare related to reading and writing that prepare the child for more formal instruction in later the child for more formal instruction in later yearsyears

Emerging LiteracyEmerging Literacy

Developmental process involving the Developmental process involving the time immediately before a child learns time immediately before a child learns to read printed symbols, but also the to read printed symbols, but also the continuous development of pre-reading continuous development of pre-reading skills that begins at birthskills that begins at birth

Emergent literacy is preferred over the Emergent literacy is preferred over the term “reading readiness,” which term “reading readiness,” which describes a more narrow range of skillsdescribes a more narrow range of skills

Development of SpeechDevelopment of Speech Speech – form of language in which words Speech – form of language in which words

or sounds are used to convey meaningsor sounds are used to convey meanings Developmental sequence with which Developmental sequence with which

speech is acquired generally follows the speech is acquired generally follows the basic sequence on page 357, figure 18-1basic sequence on page 357, figure 18-1

Development of speech progresses to Development of speech progresses to clear and distinct words that carry specific clear and distinct words that carry specific messages (verbal communication)messages (verbal communication)

Development of Rules of Development of Rules of SpeechSpeech

Sequence of language developmentSequence of language development Sounds without meaning to single Sounds without meaning to single

words, to two-word sentences, to words, to two-word sentences, to more complex structuresmore complex structures

Children learn the names of objects Children learn the names of objects first and gradually make finer first and gradually make finer discriminationsdiscriminations

Concepts of time and space are Concepts of time and space are difficult to comprehenddifficult to comprehend

Rules of Speech Con’tRules of Speech Con’t

Children draw generalizations about Children draw generalizations about how words come together to form how words come together to form sentencessentences Cooked is correct, but tooked is incorrectCooked is correct, but tooked is incorrect Plural of house is houses, shouldn’t goose Plural of house is houses, shouldn’t goose

be gooses?be gooses? Children should be encouraged to talk Children should be encouraged to talk

and not be restrained by criticism or and not be restrained by criticism or correctionscorrections

LiteracyLiteracy Means mastery of language (speaking, Means mastery of language (speaking,

listening, writing, and reading)listening, writing, and reading) Begins in infancy and continues throughout Begins in infancy and continues throughout

lifelife Build on what the children already know Build on what the children already know

about oral language, reading, and writingabout oral language, reading, and writing Child’s literacy grows when we encourage Child’s literacy grows when we encourage

them to view themselves as people who can them to view themselves as people who can enjoy exploring oral and written languageenjoy exploring oral and written language

Enhancing Language Enhancing Language DevelopmentDevelopment

Mastery of language requires social Mastery of language requires social interactioninteraction

May be accomplished through self-May be accomplished through self-initiated play as well as in small-initiated play as well as in small-group activitiesgroup activities

Language Experiences during Language Experiences during Self-Initiated PlaySelf-Initiated Play

More language is usedMore language is used Interaction is very important to Interaction is very important to

communicationcommunication Activities such as playing with blocks, Activities such as playing with blocks,

and pounding and rolling clay offer and pounding and rolling clay offer children rich opportunities to speak, children rich opportunities to speak, listen, and exchange ideas with listen, and exchange ideas with othersothers

Language Experiences in Language Experiences in Small-Group ActivitiesSmall-Group Activities

More likely to talk to each other and More likely to talk to each other and to the teacher with less anxietyto the teacher with less anxiety

Sharing time is best when it involves Sharing time is best when it involves 3-5 children3-5 children

The sharing is meaningful in smaller The sharing is meaningful in smaller groupsgroups

Understanding Understanding Bilingual/Bicultural Young Bilingual/Bicultural Young Children’s Lang. Develop.Children’s Lang. Develop.

Teacher’s attitude and knowledge is Teacher’s attitude and knowledge is crucial in making the ECE program crucial in making the ECE program accepting and appreciative of diversityaccepting and appreciative of diversity

Accept individual differencesAccept individual differences Accept attempts to communicateAccept attempts to communicate Additive philosophy Additive philosophy Provide a stimulating, diverse Provide a stimulating, diverse

linguistic environmentlinguistic environment

Con’tCon’t

Incorporate culturally responsive Incorporate culturally responsive experiencesexperiences

Use informal observationsUse informal observations Provide an accepting classroom Provide an accepting classroom

climateclimate

The Anti-Bias Curriculum The Anti-Bias Curriculum (ABC)(ABC)

developed by NAEYC’s ABC Task Force developed by NAEYC’s ABC Task Force and Louise Derman-Sparksand Louise Derman-Sparks

inclusive environment plans the inclusive environment plans the curriculum to address the cultural curriculum to address the cultural differences represented by the children differences represented by the children in the group and in the society in generalin the group and in the society in general

language arts curriculum is a good language arts curriculum is a good starting point for ABCstarting point for ABC

Development of ListeningDevelopment of Listening

good listening involves receiving and good listening involves receiving and processing incoming informationprocessing incoming information

good listeners are activegood listeners are active physical conditions affecting the physical conditions affecting the

listenerlistener deafness, hunger, fatigue, illness, and deafness, hunger, fatigue, illness, and

physical environmentphysical environment

Emergent ReadingEmergent Reading

emergent reading (pretend reading) - emergent reading (pretend reading) - children practice reading like behaviors children practice reading like behaviors that build their self-confidencethat build their self-confidence

children imitate adults when they are children imitate adults when they are “reading aloud” with an adult reader“reading aloud” with an adult reader

children combine several information children combine several information sources - pictures and print of book, input sources - pictures and print of book, input from adults, own memories, personal from adults, own memories, personal experiences, etcexperiences, etc

Pre-Writing SkillsPre-Writing Skills

provide opportunities to practice hand-provide opportunities to practice hand-eye coordination and small muscle eye coordination and small muscle skills needed to be able to writeskills needed to be able to write

for preschoolers, reading and writing for preschoolers, reading and writing are closely relatedare closely related

writing becomes a part of the language writing becomes a part of the language experience when student dictates a experience when student dictates a story for the teacher to write downstory for the teacher to write down

Poetry ExperiencesPoetry Experiences

exposure to poetry raises children's exposure to poetry raises children's level of general language level of general language development and vocabulary development and vocabulary developmentdevelopment

playful approachplayful approach Finger plays, poems accompanied by Finger plays, poems accompanied by

body movementsbody movements acting out a poemacting out a poem

Selecting Appropriate Selecting Appropriate PoemsPoems

choose poems that you know the choose poems that you know the children will like; interests and likeschildren will like; interests and likes

you should like it, too!you should like it, too! focus on popular topicsfocus on popular topics

Children’s BooksChildren’s Books

traditional part of the language arts traditional part of the language arts programprogram

developmentally appropriate developmentally appropriate obvious illustrationsobvious illustrations look at page 368-369 for book look at page 368-369 for book

guidelinesguidelines

Book CenterBook Center

place for children to experience the place for children to experience the world of booksworld of books

be in a “quiet” areabe in a “quiet” area have unique seating, decorations, have unique seating, decorations,

display areadisplay area begin a system, like color codingbegin a system, like color coding

Reading to ChildrenReading to Children

choose books that fit the children’s choose books that fit the children’s attention spanattention span

select a suitable spotselect a suitable spot comfortable seating for allcomfortable seating for all hold the book so all can see ithold the book so all can see it read with expression and animationread with expression and animation encourage comments and questionsencourage comments and questions

StorytellingStorytelling is NOT reading from a book to childrenis NOT reading from a book to children it is the telling of a story to children with or it is the telling of a story to children with or

without props such as a flannel board or without props such as a flannel board or puppetspuppets

fablesfables fairy talesfairy tales legendslegends folk talesfolk tales poetrypoetry

Tips for StorytellingTips for Storytelling

find the right story to tellfind the right story to tell learn itlearn it use simple, natural gesturesuse simple, natural gestures polish the storypolish the story

practice, practice, practicepractice, practice, practice

ACTIVITY!!ACTIVITY!!

Divide into three even numbered groups.Divide into three even numbered groups. Each group will get a set of vocabulary Each group will get a set of vocabulary

wordswords ““I went to get the mail, and when I opened I went to get the mail, and when I opened

this envelope…”this envelope…” Each student takes a turn drawing a slip of Each student takes a turn drawing a slip of

paper, then adds a sentence to the story paper, then adds a sentence to the story that includes the vocabulary word. Continue that includes the vocabulary word. Continue until all words have been used.until all words have been used.