ECE 315 Language Development in Young Children
ECE 315 Language Development in Young Children
Week 5 Journal
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Practice and Reflection
As an educator, a large portion of learning and growth comes from reflection and refinement.
For this week’s journal, use this self-reflection rubric to evaluate the effectiveness of your lesson plan from Week Four. Elaborate on the areas of strength in your lesson plan, as well as those areas in need of improvement.
In addition, provide an evaluation of at least three of your classmates’ lesson plans that were uploaded to the Doc Sharing Tab last week. Using the rubric, provide justification and an explanation of how you scored their areas of strength and areas in need of improvement.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your journal entries.
FINAL PROJECT
Language Acquisition ePortfolio
As you advance in your studies, you will continue to build your knowledge base in hopes of reaching your professional goals. This assignment is a culmination of the learning gained throughout this course, with hopes for you to build upon this as you grow in your academic journey. As a professional, you will want to showcase the knowledge you have gained, as well as demonstrate who you are as a unique, reflective practitioner entering the professional world. This project will allow you to develop a language-focused component that you would be able to add to your personal ePortfolio for future professional use. An ePortfolio is an organized collection of your work that is able to be accessed electronically. An ePortfolio may contain examples of some of your best work that you are able to share with others electronically, including potential employers. As you complete more courses, you are able to add more to your ePortfolio resulting in a reflective collection of who you are as an educator. The goal is for you to be able to use this as you enter the professional world. You can learn more about the creation of an ePortfolio at Virtual Educators.
For the Final Project, you will organize a language acquisition section that could later be added to your professional ePortfolio. ECE 315 Language Development in Young Children
Choose one of the following ePortfolio methods to showcase your language acquisition learning.
-
- Power Point Presentation
- Google ePortfolio: This is an actual working website that you can enable for others to view.
Summarize each of the following components, created earlier in the course and revised using the feedback received. Be sure to explain the purpose of each. For example, you can summarize why you included your design of a language-rich environment for children as it relates to the support of language acquisition. For each bullet, you must include your summary and the actual assignment.
- Guided Introduction (Week One)
- A summary of your beliefs regarding language acquisition
- Language-Rich Environment (Week Two)
- Stages of Language Development Analysis (Week Three)
- Literacy Lesson Plan (Week Four)
- Language Reflection (You will choose another project complete within this course that you feel is a valuable reflection of your learning.)
- A summary of how you will support children’s language acquisition in your professional role
- Language Resource File in APA format (Week Five)
Your ePortfolio should be creative, but also professional and demonstrate the knowledge you have obtained. It is helpful to be thoughtful with your content and creative with your delivery.
Your Final Project should be submitted as one project. The ePortfolio should address the material using college-level writing and critical thought. In addition, it should include graphics, visuals, and media, as appropriate. Contents should be designed to clearly and concisely address the material with research justification. Your ePortfolio must be formatted according to APA style, including a title page and a reference page. You must use a minimum of five resources in addition to the course text. There is no length requirement for the ePortfolio so long as all of the required components have been included. ECE 315 Language Development in Young Children
Make sure you put the reference under each assignment.
-
lesson_plan_reflection_template.docxLesson Plan Reflection Template
Week 5 Journal
1. What was easy for me in planning the lesson? Why? 1. What components were difficult for me to complete when planning the lesson? Why? 1. What do I want to improve on when creating lesson plans? 1. How will this assignment help me in my future role? Evaluation of Peer’s Lesson Plan: Strengths:
Areas of Reflection:
Evaluation of Peer’s Lesson Plan: Strengths:
Areas of Reflection
Evaluation of Peer’s Lesson Plan: Strengths:
Areas of Reflection
Virtual Educators is a blog for Web 2.0 educators. It contains information on technology integration into curriculum and quick tips on digital design, web development, animation, 3D, databases, programming, podcasting, wiki, video and audio editing.
Tuesday, February 5, 2008
An eportfolio, also known as an electronic portfolio or digital portfolio, is a type of learning record that provides evidence of student achievement. The eportfolios were originally used in arts, music, and architecture instead of traditional exams. Today, eporfolios are used across the curriculum in K-12 and higher education. ePortfolios are widely used in schools, higher education, continuing professional development, as well as for job applications and professional advertisements. I have my professional portfolio at Interfolio. This online portfolio offers one place to store cover letters, resume, confidential reference letters, transcripts, etc. and to distribute these materials on demand to any organizations and institutions. I also have my personal eportfolio, which includes my resume, educational philosophy and teaching goals, transcripts, recommendation letters, samples of my work, and samples of my student work. I have it online and more extensive version on DVD. ePortfolio allows to present your work during an interview or show it to a potential employer online. This is also a useful tool for self-assessment, self-promotion, and advertisement. ECE 315 Language Development in Young Children
How to Create an ePortfolio?
Based on the Rubric for Electronic Portfolio, the process of an eportfolio development could be divided into 7 steps: Step 1. Selection of Artifacts and Written Communication
All artifacts and work samples should be well-organized and directly related to the purpose of the eportfolio.
Step 2. Reflections
All reflections should identify and describe short-term goals and include goals for continued learning as well as effectively critique of work.
Step 3. Use of Multimedia All of the high quality photographs, graphics, sound files or video should enhance ePortfolio. All files should be properly linked and displayed. They should be easily viewed or downloaded.
Step 4. Captions Each artifact should be accompanied by a caption that explains the importance of that particular work including title, author, and date. Step 5. Ease of Navigation All of the portfolio navigation should have links back to the main table of contents or Home page. All external links should connect to appropriate websites. Step 6. Layout and Text Elements The ePortfolio should be easy to read. Fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings should enhance the presentation. Horizontal and vertical white space should be used appropriately. Background and colors should enhance the readability and aesthetic quality of the text. Step 7. Writing MechanicsThe text should have no errors in grammar, capitalization, punctuation, and spelling. ECE 315 Language Development in Young Children
What to Include in a Teacher’s Professional ePortfolio?
I. Background information
· resume
· background information
· educational philosophy and teaching goals
II. Teaching artifacts and reflections documenting
· overview of unit goals and instructional plan
· list of resources used in unit
· two consecutive lesson plans
· lesson podcasts
· videotape of teaching
· links to websites, blogs or wikis
· student work examples
· evaluation of student work
· reflective commentary by the teacher
· additional units/lessons/student work as appropriate
III. Professional information
· list of professional activities
· letters of recommendation
· formal evaluations
Tools for Creating ePortfolios
Microsoft Word — word processor Microsoft PowerPoint — presentation builder PDF document Websites in iWeb or Dreamweaver Audio – recorded in GarageBand or online program Audacity Video – edited in iMovie, Final Cut Pro or Adobe Premiere WikiSpaces.com — wiki WordPress.com — blog GoogleDocs — online word processor Google Pages — online web site builder GoogleDocs — online presentation builder ProtoPage — web 2.0 web page My Portfolio — online software
ePortfolio Examples
· ePortfolio of Diana Abernathy Dell
· Diana Dell’s second ePortfolio
Scott Merrick’s portfolio includes his teaching philosophy, curriculum vitae, professional development evidence, and even a teacher toolbox page to share resources with other teachers.
Need More Information about ePortfolios?
Helen Barrett’s site – Electronic Portfolios and Digital Storytelling for lifelong and life wide learning. This site provides links to information about electronic portfolio development, digital storytelling and other useful resources.
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week_1.docx
Week 1
Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day – especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language. Language learning there is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound “ma – ma – ma” of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us. Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child’s brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants! Adult’s help children learn language primarily by talking with them. It happen when a mother coos and baby-talks with her child. It happens when a father listens to the fractured, rambling, breathless story of his 3-year-old. It happens when a teacher patiently repeats instructions to an inattentive student. ECE 315 Language Development in Young Children
Reference:
www.scholastic.com/teachers/articale/how-young-children-learn-language.
Week 2
Introduction
It is evident that children have different levels of learning and understanding and being creative is the responsibility of the teachers. Understanding and knowledge is of different levels when it comes to children and therefore to foster language development there is a lot that the teachers have to put to work. For instance, use of visuals, drawings among other strategies, that means teachers have the obligation to apply different techniques that are suitable for the children and point out the best among all techniques. Children learn language from parents, caregivers, guardians among other people who associate with the child. Encouraging children to learn and embrace the most comfortable way of learning would be the best option. In a classroom, children need to have the sense of belonging and fail to feel out of place, and that calls for teachers to incorporate different languages including sign language.
For the classroom floor plan that accelerates language development, I choose to include an art center, library section, math center, and dramatic play sector as the four primary requirements in fostering language development.
Art Center
The center is created so that kids can have easy access to the materials placed on shelves below as well as take part in direct activity instructed by the teacher. Language is developed in art making since it is a social activity for young children. Children get an opportunity of communicating with fellow boys and teachers through the use of descriptive words while talking about their projects (Dixon & Addy, 2004). A multitude of projects can be created by providing many flexible materials. Based on their observations teachers can operations that foster the language development. The teacher’s role is to encourage the use of oral language between kids, asking lots of open-ended queries, and imposing the significance of safety with pieces of equipment. Color mixing is one of the activities I would have children carry out in the art center.
Math Center
The region is created by offering lots of manipulative items that kids can apply to building mathematical skills. Such things include; peg boards, counting bears, puzzles, cards among others with the objective to encourage children in language skills in math development. In this center, children will take part in counting, classification of shapes, mathematical operations among others (Willats, 2005). The center helps children in building the time concept and it is a right place to hang out on a daily basis. The teacher has the responsibility of guiding the children and explaining more about what they are learning. ECE 315 Language Development in Young Children
Dramatic play center
The best place for fostering language development in children is the dramatic play center. Every child enjoys playing and in one way or another, they learn something new. The center helps in memory capacity increment through developing imagination by offering children with the chance to reflect on the past, and incorporate the current issues and the upcoming events.
In this case, the language the children will use is not bound by any immediate surroundings. In this case, the teacher has minimum duties because the natural course gets in play. The children learn through expressing themselves in a stress-free environment by encouraging language acquisition.
Library Center
The section pertains to the interest of books, letters, and word knowledge and, therefore, it is necessary for building language. The book covers face outward, and the shelves are at a low level for easy reach of the books by the children (Schirrmacher, 2006). Depending on the children preference there is different furniture for the children. Language acquisition is the primary concept grasped in this center. The teacher plays a role in guiding the children and helping in pronunciations. There is a vast array of books on the shelves depending on the elementary level of the child.
Rug
Square Rug
Shelves
Shelves
Sofa seat
Leaflet chair
Chair
Student Table
Chair
Chair
Shelves
Shelves
Chair
Math section Library center
Important in language development Helps in literacy development and increasing knowledge input.
-through problem solving through offering
The children with an opportunity to discuss Dramatic play center
Impacts and causes.
Chair
Art center
Sink
Storing area
Freezer
Sink
Sink
Chair
Chair
Chair
Round Table
Foster child language
Shelves
Development
Through encouraging
Stand
Practicality
And inner-
Action.
Main entrance
Shelves
References
Dixon, G., & Addy, L. M. (2004). Making inclusion work for children with dyspraxia: Practical strategies for teachers. London: RoutledgeFalmer.
Schirrmacher, R. (2006). Art and creative development for young children. Australia: Thomson Delmar Learning.
Willats, J. (2005). Making sense of children’s drawings. Mahwah, N.J: L. Erlbaum Associates.
Week 3
Language development interview
1. What are some of the developmental objectives of language development and acquisition in various stages of development?
2. Briefly, explain the factors that affect language development among learners.
3. How does nurture affect language development?
4. How does nature affect language development?
5. What are the three ways to meet developmental needs of children in early childhood in regards to language development and acquisition?
The overall developmental objectives of language development at any given stage in life are to support all spheres of human being development. These aspects of life are spread out across the social, emotional, cognitive, and physical and language acquisition spheres of life. Language development enables children and learners in general enhance their social-emotional development. It is quite important for children to learn about themselves and others. This cannot be achieved effectively without language development. Acquisition of language skills enables one to play with other children, regulate their behavior and learn to be members of a group. Language development also aims at enhancing cognitive development among children. It enables them to learn about the world, understand how objectives are used, sustain attention and understand cause and affect relationships.
Children are encouraged to learn problem-solving strategies at early developmental stages in life. Language development plays a key role in ensuring that is achieved. To learn about various ways of communicating such as using expressive and receptive language improves one’s participation in conversations. This is because they can understand how words and phrases are used. Children who have taken various milestones in language development can enjoy reading books and being read to, show awareness of print and pictures and experiment more with drawing and writing. Language development is also aimed at enhancing children’s skills such as developing symbolic and logical thinking, approaches to learning and problem-solving skills. This will encourage children to express their feelings and relate positively with others. ECE 315 Language Development in Young Children
There is a significant agreement that the process of language development is a combination of social, cognitive processing, perceptual, conceptual and linguistic factors. However, theorists have differed in the emphasis and the degree of the impact of these factors on language development. They have however agreed that they are all important. Language learning is influenced by various human experiences and capabilities. The verbal environment and individual is exposed to influences their learning capabilities. From the early ages, learners from highly verbal families have improved hearing capabilities than children from low verbal families. Research data has shown that the impact of early parental language predicts language scores at advanced developmental stages.
Behaviorists have proposed that the learners’ environment is the most crucial factor in language development. If a learner is exposed to rich language early enough, they will experience proper language development. This suggests that language acquisition is as a result of nurture. Children’s experiences at early developmental stages influence the bases for early language interpretation. This position has been defined by the premise that language development is as a result of social experiences. One of the most significant proponents of the nurturing approach is B. F Skinner, who believes that human beings are capable of learning a language because they have the time, brain capacity and the opportunity that is required to learn.
For various aspects of language development, we do not fully know whether nurture or nature is the dominant influence. Some behavioral theorists have stressed the importance of learners as innately possessing the ability to use language (nature) while others stress the effects of daily experiences on language development (nurture). Child language researchers are still looking for ways to determine how nurture and nature work in unison to achieve language acquisition.
Parents and teachers should encourage complex verbal reasoning as one way to enhance language development. Children should be presented with frequent physical and hands-on opportunities that encourage reasoning. This can be achieved by asking open-ended questions, describing actions as they are performed and tying experiences to remote events. Secondly, parents and teachers have been encouraged to increase the application of de-contextualized language. This will encourage children to talk about various objects and events. They will also be able to learn perspective-taking in various settings. Thirdly, the development of personal narrative skills is very essential in boosting language development. By doing this, learners can be able to relate events in a sequential manner. This can be achieved through enhancing supportive communication and providing opportunities for learners to practice their language skills. ECE 315 Language Development in Young Children
Reference:
Jeff’s, T., Behrmann, M., & Bannan-Ritland, B. (2006). Assistive technology and literacy learning: Reflections of parents and children. Journal of Special Education Technology, 21(1), 37-42,44. Retrieved from http://search.proquest.com/docview/228407386?accountid=32521
Piper, T. (2012). Making meaning, making sense: Children’s early language learning . San Diego, CA: Bridgepoint Education.
Week 4
Content Area of Developmental Focus:
Age 6-10/ k-5
Length of Lesson, K -5
Goal Strategy training aims to provide learners with the tools to do the following: · Self-diagnose their strengths and weakness in language learning
· Become aware of what helps them to learn the target language most efficiently
· Develop a broad range of problem-solving skills
Objective Student will be able to read aloud and will understand a simple novel of second language. Practices strategies for second language comprehension
Test of second language comprehension for oral and written question and group discussion
Standards Included The International Reading Association and the National Council of Teachers of English have a shared purpose to ensure that all students are knowledgeable and proficient users of language so that they may succeed in school, participate as informed citizens, find challenging and rewarding work, appreciate and contribute to our culture, and pursue their own goals and interests as independent learners throughout their life. Materials Working samples, Language samples, Narrative analysis, Testing to the limits, Rating scale and Review of records. introduction I will be introduce the International Reading Association and the National Council of Teachers of English have a shared purpose to ensure that all students are knowledgeable and proficient users of language so that they may succeed in school, participate as informed citizens, find challenging and rewarding work, appreciate and contribute to our culture and pursue their own goals and interests as independent learners throughout their life.
Lesson Development: · The vision guiding these standards is that all students must have the opportunities and resource to develop the language skills they need to pursue life’s goals and to participate fully as informed productive members of society. · These standards assume that literacy growth begins before children enter school as they experience and experiment with literacy actives- reading, writing, and associating spoken words with graphic representations.
· Recognizing this fact, these standards encourage the development of curriculum and instruction that make productive use of the emerging literacy abilities that children bring to school.
· Furthermore, the standards provide ample room for the innovation and creativity essential to teach and learning. They are not prescriptions for a particular curriculum or instruction.
· Course are specifically designed and delivered for learning content and English based on the Massachusetts Curriculum Framework.
Differentiation
Modification for students with special needs a) Repeat and practice
Teachers of second- language learners can easily support repetition and word patterns. During projects, all children in the class are talking about new words, asking question about what words mean, and writing or drawing pictures of words that interest them. Because everyone is engaged in learning new vocabulary second-language learns are less likely to feel embarrassed or shy. It is important for second-language learners to have the chance to hear words several times and also to have many opportunities to repeat the words in meaningful situations (Helm and Beneke, 2003).
Assessment Some of the types of assessment techniques that can be used include these: · Analytic teaching
· Criterion-reference test
· Curriculum-base assessment
· Dynamic assessment
· Interviews
· Language samples
· Narrative analysis
· Observations
The purpose is assessment is to describe the student’s language proficiency and linguistic Capacity and to describe the educations context within the student is learning additional language.
Closing
I will be teaching children from Ken garden through fifth grade how to learn a second language. The steps that I will go through are to make it simple and easy. Student will be able to read aloud and will understand a simple novel of second language. All students must have the opportunities and resource to develop the language skills they need to pursue life’s goals and to participate fully as informed productive members of society. I will be using courses that are specifically design and delivered for learning content and English based on the Massachusetts Curriculum Frameworks. Using these technique all student should learn a second language within the guide lines with no problems References:
Andrew, C. (2003). Strategy Training for Second Language Learners. Retrieved from http://www.cal.org/resources/digest/0302cohen.html
Helm, J., & Beneke, S. (2003). The power of projects: Meeting contemporary challenges in early childhood classrooms—strategies and solutions. New York: Teachers College Press.
English Language Learners (2004). Retrieved from http://www.bostonpublicschools.org/ELL
Retrieved from http://www.wce.wwu.edu/Resources/CIRCLE/Articles/The%20Assessment%20of%20Second%2 0Language%20Acquisition.pdf