dr. hasbi sjamsir, m.hum., supporting the speaking abilities of the very young

7/29/2019 Dr. Hasbi Sjamsir, m.hum., Supporting the Speaking Abilities of the Very Young

1/25

By :Setiyati

Anna Dwi Maya

Marhani

Iwan Wahyudi


2/25

A. Fact file on speaking.18 files18th file :Oral language deficits often are connected withAttention-Deficits Hyperactivity Disorder (ADHD),

which is characterized by developmentallyinappropriate levels of hyperactivity, impulsivity andinattention symptoms that are pervasive across timeand setting and impair daily functioning. Childrenwith ADHD may comprehend surface detailsadequately but show deficits on tasks that require

relatively higher degrees of vigilance, effort, andcontrolled processing(McInnes, Humphries, Hogg-

Johnson, & Tannock, 2003)


3/25

Express affection and sincere interest inchildren

Send congruent verbal and nonverbalmessages

Invite children into extended conversationand interaction with peers and adults

Listen attentively to what children have to say

Use childrens interest as a basis forconversation


4/25

Speak courteously to children Plan or take advantage of spontaneous

opportunities to talk with each childinformally

Refrain from making judgmental commentsabout the children, either to them or withintheir hearing. (Kostelnik, Stein & whiren,

1988)


5/25

Basic types:1. Right-there questions call on children to

think literally and give short answers thatcould be found right in the story.

2. Inference questions call on children to readthe lines and fill in information that in notdirectly stated-for instance.

3. Personal connection question invite childrento connect books witth their own lives andexperiences.


6/25

Benefits of open-ended questions1. Let the children know that they have your

undivided attention.

2.

Allow children to participate more fully inconversation and talk more,

3. Require more elaborate answers and longersentences from children


7/25

Opportunities to ask open-ended question1. When the children show an interst in a

particular object or thing.

2.

When sharing books together.3. During quiet and relaxed times


8/25

When Ms. Donovan thinks about the talk of the

children that attend her preschool in a thriving

suburb of northern Virginia, the most strikingfeature is :

1. the different languages

2. cultures

3. ethnic groups they represent.


9/25

There is Graziella, who recently immigrated

to the united States from the philippines;

Mongolia

a girl from Kenya who speaks English,

Kiswahili, and her tribal language

Li, who speaks a cantonnese dialect of

Chinese and has very little English.


10/25

Contributions of the teacher

Contributions of the family

Contributions of other professional

Consequences of collaboration


11/25

1. Bilingualism is an asset and should be fostered

2. There is an ebb and flow to childrensbilingualism

3. Different cultural patterns in language use

4. Code switching is a normal language

5. Children learns L2 in many different ways

6. Language is used to communicate meaning

7. Language flourishes best in a language-richenvironment

8. Children should be encouraged to experimentwith language


12/25

Speech production depends on precise

physiological and neuromuscular

coordination of :

1. respiration

2. phonation

3. Resonance

4. articulation


13/25

Neurological Factors

Structural and physiological Factors

Environmental Factors


14/25

When 3-year-old Lizbeth overhears her family

talking about an ice hockey game at the Civic Area,

she hears the sounds and tries to imitate them,

even though she cannot produce the words

independently and does not comprehend their

meaning


15/25

Four-year-old Darlene lives in Pennsylvania.Her aunt lives in California, and she knowsits far away.

Five-year-old Stephan is going for a ride inhis grandfatherstalkingcar.


16/25

Three types of non communicative speech

commonly observed in children under the ageof 6 or 7 are :

1. Repetition

2. Monologue3. Dual or collective monologue


17/25

1. Play Talk

2. Negotiation Talk

3. Excluding Talk

4. Challenge Talk

5. Emphatic Talk

6. Information and Understanding Talk


18/25

Mastery of nonverbal behavior

Familiarity with conversational rules

Ability to sequence

Capacity to interpret messages

Ability to formulate and produce a response


19/25

How would you respond to these situation?

A 3-years-old named Robbie pronounced his name

as Wobbie

Alaina tells you that she saw cows standing in a

grassture during her trip to Kentucky


20/25

Eye contact Proximity to the listener Body posture Gestures Touch

Amount of talk Beliefs about the reasons for talking How speakers present themselves Who controls the topic Concept of politeness Time lapses between speaking turns Ways of expressing ideas


21/25

Instead of denying feelings, put them in to

words. instead of difficulty scolding, give information

instead of demanding a confession, describe theproblem

instead of giving orders, offer choices

instead of lecturing, say it briefly

instead of emphasizing childrens difficulties,describe their success.

instead of talking, put in writing

Instead of being judge and jury, solve problemtogether


22/25

Dictation story

Group discussion

Convey enthusiasm and enjoy interacting withchildren

Keep the group small and stable

Plan carefully yet be flexible

Begin promptly when children start to gather Adjust the pace and include variety


23/25

Encourage discussion through supportivecomments.

Ask skillful, open-ended question

Draw the group to close before it falls a part

Focus on childrens communication, rather theirmaterial possessions

Model the kinds of behavior you want to see in

the children Recognized that young childrens contributions

may be wish fulfillment, rather than factualreporting

Allow the children to take the lead and say whatthey want to say, rather than quiz them


24/25

Interview

Co-playing

Creative dramatic

Reenactment of imaginary scenes andeveryday events

Role-playing solution

Presenting a puppet show Dramatizing a portion of a story

Narrated theater

Scripted drama

Sound amplification

Say something about


25/25

When teachers build on the oral languagelearning which it has already taken place athome before, it may make the children learnto speak more completely and confidently.

The teacher can make a significantcontribution to childrens expressivelanguage abilities by appreciating the richdiversity in the language of the students and

emphasizing functional language activities.

dr. hasbi sjamsir, m.hum., supporting the speaking abilities of the very young

Documents