06 Jun Reflect on what you learned in Module 7 and 8. Ho
Reflect on what you learned in Module 7 and 8. How will you apply this to your own teaching? Write at least 300 words
https://youtu.be/7Kq9YpVIwrI
Module 8:
SEI Together:
How to Use Language and Literacy Skills to Create Meaning in Experience
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Module 7 Review
- Share charts on children’s behavior completed this week.
- What did you learn about how you as a teacher can help children understand their own and others thoughts and feelings? Did you try the strategies you thought might work? What happened?
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Module 7 Review
- Did you try the broccoli goldfish experiment?
- Did you get the same or different results?
- What does this tell you about the children you teach?
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Learning Goal
Teachers will understand how to use language to promote language and literacy skills in children.
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Research Shows….
…that children are developing communication and early literacy skills from birth…
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…and they learn to differentiate and understand sounds and words long before they speak.
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Major Tasks of Teachers
One of the major tasks for teachers is to help young children develop communication and literacy skills by:
- Connecting language to children’s everyday experiences and feelings.
- Expanding children’s vocabularies.
- Helping children use language to analyze, move beyond the here and now, sequence, and predict.
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Major Tasks of Teachers
- Helping children appreciate the joy of language.
- Helping children learn early language skills.
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Module 8 Outcomes
Teachers will become better at:
- Providing language-rich environment from infancy on.
- Talking about children’s experiences,
play-by-play, like a sports announcer. - Elaborating children’s phrases in longer sentences and with new words.
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Module 8 Outcomes
Teachers will become better at:
- Writing down and posting children’s words so that children can see them.
- Asking questions that encourage thinking, talking, about past, present, future.
- Asking questions that promote speculation:
“what ifs.”
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Dr. Catherine E. Snow, Harvard
Quote
- Research shows that families in which children are read to regularly are families whose children are more likely to arrive at school ready to learn, with bigger vocabularies and a greater capacity to participate effectively in classrooms.
- Ask children questions that encourage thinking and talking about the past, present and future.
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Get Ready!
- Video in foreign language.
- What do you think is being said?
- How do you know or think you know?
- Video with subtitles.
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What Do You Think?
- How did it feel to not understand what was being said?
- How did you try to figure out what was going on?
- Have you had an experience like this in your own life?
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Did You Know?
Research Video:
Kuhl, Snow, Golinkoff & Hirsch-Pasek
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Quote
Parentese: It’s a voice and a face that is quite unique. The voice is sing-song, the pitch is higher, the language is slowed down, and there are huge exaggerated pitch contours when the mother or father speaks to the child. The sounds in the speech are like golden nuggets—they are very clearly articulated and they are stretched out in time and their frequency differences are much bigger.
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Dr. Patricia K. Kuhl, Professor of Speech and Hearing
Sciences, University of Washington Co-Director, Center for Mind, Brain and Learning
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Babies will prefer parentese no matter who is speaking it. Infant directed speech is a real acoustic hook for the babies – it really pulls them in. When parents use parentese they are making it easier for babies to differentiate the sounds of language and for the brain to map these differences.
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What Do You Think?
- What did you learn from the research about what most helps children develop language, communication and literacy skills?
- Make a list of ways adults can help expand children’s language, communications, and literacy skills.
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What Can You Do?
- Read examples in Participant’s Guide.
- Write 2 examples.
- Think of ways that teachers can help children develop language, communication, and literacy skills.
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Module 8 Tips
- Imitate sounds very young children make.
- Name objects young children see and touch.
- Repeat what children say in longer sentences.
- Use words children understand and do not understand.
- Talk about children’s experiences, play-by-play, like a sports announcer!
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Module 8 Tips
- Have extended conversations with children-more than a sentence or two.
- Write down and post children’s words so that children can see them.
- Ask questions that encourage thinking, talking about past, present, and future.
- Ask questions that encourage speculation – “what ifs.”
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Module 8 Tips
- Read to children in ways that help them think, talk about what is happening in the stories-so they are active participants.
- Help children become increasingly aware of and enjoy sounds of language.
- Have lots of books around children.
- Sing songs and tell stories to children, especially about them.
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Dr. Patricia K. Kuhl, University of Washington
Quote
At six months of age, babies can discriminate all of the sound units used in all languages of the world. I like to call them citizens of the world because of that. By 12 months, their brains are mapping the information in their native language.
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Dr. Catherine E. Snow, Harvard
Quote
In the U.S., in general, we see that parents who read to their children have children who arrive at school better prepared to do well. There are lots of reasons why being read to can be good for kids. One of the most important is that it makes books fun. It makes for positive associations with books. It’s important to remember that if reading books with children isn’t fun for the children, it’s probably not doing them much good.
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Dr. Catherine E. Snow, Harvard
Quote
The more words children know, the more questions they can ask, the more they can make connections between different topics. A word you just use once and don’t explain at all is less likely to be acquired than a word that comes back again and again.
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Dr. Patricia Kuhl, University of Washington
Quote
As parents and as caregivers of a whole generation of kids, what we have to be tuned into is not in our typical way of sharing information but the engagement process. We have to adjust what we do to match the needs of the communication partner. It’s very important that we attract and keep their attention, and that what we are doing with them, in schools in particular, is matched to the things they are interested in.
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Dr. Catherine E. Snow, Harvard University
Quote
Children learn language in a situation where they talk to you about what they are interested in and you respond.
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Moving On & Doing More
- Chart 2 children's emerging language skills and what you can do to promote their language, communication and literacy skills development.
- Practice language development skills.
- Tape record yourself reading to children.
- Evaluate yourself by using the “Reading to Children Checklist.”
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Closing Thoughts
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