Early Childhood Competencies

5. Using Content Knowledge to Build Meaningful Curriculum

5.5 Understands the basic components and the unique needs of delivering high-quality and numeracy instruction to English Language Learners.

Evidence 1:

Signing With Infants and Toddlers, Training, 1.5 hours, 2011, Professional Development Certificate, Video Link to infant using sign language

Description:

This training was presented at the Vermont Association Early Childhood conference. The training focused on linking the importance of early communication and literacy through the use of sign language. Teaching sign language through games, songs, and stories were discussed. This training was for children ages birth to 3 years.

Analysis/Reflection:

This workshop focused on the many ways to incorporate sign language into early childhood programs through everyday activities. In my program, all infants are taught basic infant sign language as it provides the ability to communicate earlier than speech. Since young children's receptive language develops earlier than their expressive language, giving them an early communication tool gives them an advantage in expressing their needs and wants, many times avoiding tantrums and/or aggressive behavior.

Link to infant using sign language

5.5

5.5

Evidence 2:

My professional experience, both employed at Otter Creek Child Care Center and my own program Mountain Road Preschool, working directly with English Language Learners and Dual Language Learners. Photo's

Description:

My time of employment at Otter Creek Child Care Center and Mountain Road Preschool working directly with several children that were Dual Language Learners or English Language learners.

Analysis/Reflection:

Through my extensive experiences as a home provider, lead infant/toddler teacher at Otter Creek Child Care Center, and lead preschool teacher, I understand that our youngest learners need environments that support their early literacy development. During my time at Otter Creek Child Care Center, just blocks away from Middlebury College, our program enrolled many children from the language school who were either Dual Language Learners or English Language Learners. My co- teacher and I used sign language with all the children in our classroom, regardless of age or language background. Our classroom also incorporated using their native language when possible. An example of this was to purchase books in Spanish to read to the child that was learning both Spanish and English at home. Some examples were Good Night Gorilla, and Goodnight Moon, in addition to many simple and baby sign language books.

I myself know a few words in Spanish, and when we had this child I learned more common words to help bridge the gap of communication. Sometimes when I talked to this child I used the Spanish word and then used the English word immediately after to associate them with each other.

5.5

Evidence 3:

VELS, DAP & RP = Supports for Each Young Language Learner, VAEYC Training, 2 hours, 2016, Professional Development Certificate

Description:

This two hour workshop looked at high quality, evidence-based resources to use in the classroom to help support young Dual Language Learners and their families. Through the Vermont Early Learning Standards, educators can learn ways to support, encourage, and recognize ways to respond appropriately to young English Language Learners. This workshop focused on children birth to grade 3.

Analysis/Reflection:

Through this workshop I learned many new ways to support Dual Language Learners and English Language Learners. This approach guides educators along the lines of strategies for supporting students. Ways to help these students consist of creating a welcoming environment, asking families to share information about their culture, provide opportunities for families to share stories about their home, supporting the child's continued development, developing my own knowledge of their first language, and remember that each child is an individual and no one strategy fits all.

Over the years, I have learned over the years some strategies for working with Dual Language Learners. For instance, I research their home language, and, if possible, learn some of the more common words. I also provide books with both languages to read to the child, as well as learn to read the book in their home language. Strategies like these can help the child and family feel more comfortable and welcomed into a program.

5.5

5.5

Evidence 4:

Website links for information to support English Language Learners in early educational classrooms.

https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/home-language.html

http://www.supportrealteachers.org/strategies-for-english-language-learners.html

http://www.teachpreschool.org/2009/12/teaching-english-language-learners-in-preschool/

http://www.colorincolorado.org/article/8-strategies-preschool-ells-language-and-literacy-development

Description:

The above website links are web pages that I have researched for information for educators who work with English Language Learners.

Analysis/Reflection:

I would use these resources to better prepare myself to work with an English Language Learner. Although I have only worked with one English Language Learner a couple Dual Language Learners working at Otter Creek Child Care Center, I would use this information to incorporate into my own program to allow a better communication exchange between myself and the child.

Some of the techniques to work with English Language Learners were: slow down my speech and use shorter sentences; avoid expressions or sayings that are only common in the United States; use as many mediums as possible to convey the information, such as oral, written, or physical demonstration; give the child time to process the information; use bilingual pictures for imagery cues to match language; and cue words with pictures or objects.