Language Development in Early Childhood - Assignment Example

Reflection 10 Learning outcome: At the drawing table, I sat next to L. When I was talking to another child, he suddenly said somethingto me and I didn’t understand what he said except for the word “tall”. Me: Pardon? L: sy…. Me: Pardon L: syd… I still didn’t get what he said, I felt so bad that I was afraid I might have discouraged him from trying to communicate with me. Me: Sorry. Can you say it again? L: I show you He stood up and took my hand and led me to the quiet area where our children’s portfolios were displayed. While he was excitedly talking, I understood that he would like to find his portfolio so I found it for him. He flipped through his own portfolio and when he found what he was searching for, he called out “Sydney!” Finally I got what he said. He was trying to tell me that he drew a picture of his sister Sydney and was saying that she is tall. Analyse It takes a lot of patience trying to understand what a young child is trying to communicate because their language skills are not yet developed. Hence, their pronunciation of words may still be unclear. Failing to understand what a child is trying to say may sometimes make them frustrated and altogether stop attempting to communicate. I was so conscious of this when I was talking to L and was worried that my inability to understand him might result in negative consequences. I am aware that patience and sensitivity are important professional responsibilities for a qualified teacher to have to support the development of children’s language and communication skills. Theories In the Teachers’ Council Fit to be a Teacher criteria, there is an item that applied to the anecdote I just had with L. A teacher will interact with learners (students),and should at all times maintain high standards of sensitivity and compassion, to recognise and respect others as individuals and to care for the learning of those who are disadvantaged and those with learning difficulties (The Teachers Council "Fit to be a teacher" criteria ) Children use language for many purposes (Otto, 2010) such as telling stories that may be real from their own experiences, or contrived from their imaginations; directing stories; expressing pride; obtaining help when needed; sharing experiences in varied social settings; and developing conversational skills. However, teachers should be more patient with toddlers who are still developing their language skills and may have difficulty in doing so. Dismissing them from their attempts at communication will discourage them from trying again, but showing encouragement by giving one’s full attention will motivate them to find more ways to communicate their ideas. It is essential that toddlers get to be engaged in conversations no matter how little they may say. Piaget and Vygotsky, key people in the study of language and thought, believe that development will not take place unless children engage in rich, meaningful conversations with others. In doing so, they internalize language to more complex thinking (Neuman & Roskos, 1993). Act I have to always keep in mind that every child has the right to be heard. With toddlers who are in the process of developing their language skills and identities, they need more patience in being understood. I will encourage them to speak by giving them my full attention, looking for non-verbal cues to help me understand what they are trying to communicate. When they are successful in expressing their ideas, I shall gladly praise them to show that their attempt at communication was appreciated and considered a success, worthy to be celebrated. References Neuman, S. B., & Roskos, K. A. (1993) Language and literacy learning in the early years: An integrated approach, Harcourt Brace Jovanovich, Fort Worth, TX, pp. 27-31, 34-61. Otto, B. (2010). Language development in early childhood (3rd edition). Upper Saddle River, NJ: Pearson. The Teachers Council "Fit to be a teacher" criteria, Retrieved on May 20, 2011 from http://kiyaana.co.nz/Teachers%20Council%20Fit%20to%20be%20a%2 0Teacher.htm Reflection 11 Learning outcome: Description: Sunnynook Community Crèche is a non-profit community early childhood centre with a programme that is based on Te Whaariki which is the New Zealand Early Childhood Education curriculum. The crèche is available to families / whanau from all areas to provide support in a friendly, caring atmosphere. It provides an environment where every child and their family feel safe, secure and nurtured; where each childs self esteem is developed and where their play is valued as meaningful learning experiences(Auckland Council, 2010). Te Whaariki advocates that Children’s learning and development are fostered if the well-being of their family and community is supported; of their family, culture knowledge and community are respected; and if there is a strong connection and consistency among all of the aspects of a child’s world. (Ministry of Education, 1996). Analyse To make our service accessible to all of the families in the community, fees are kept low and on a session-to-session basis. Parents and families are enjoined to be a part of the program. For example, they are free to share their ideas for children’s activities or events; and the center’s parent board consists of news or messages to parents such as a list of materials the center needs for its activities for the children. Collaboration between the school and the parents/ whanau is fostered through open communication. Teachers ask parents to share what they did when they were on holiday so that this can become a point of interest from which the children’s activities may revolve. Theories The importance of parent/whanau participation is highly emphasized in a good early childhood program. They are the most significant people in the children’s lives who provide them with primary care and learning. When parents continue being involved in their children’s education, it helps improve their children’s achievements. The benefits go on throughout the children’s academic career (Brewer, 2001). In a curriculum like Te Whaariki, teachers and staff exert utmost effort to meet the challenges of collaboration with families. Positive attitudes that prevail towards them encourage them to appreciate the benefits of their active participation in their child’s education. They feel welcome in the center regardless of their cultural background, socio-economic status, religion, etc. Embracing diversity develops respectful relationships with families (Decker, et al, 2009). Act Although I am just in placement, it is worth getting to know the children’s families to understand each child’s family and cultural background. When they come to bring the children/ fetch the children, I will not be shy to greet them and ask some questions about their children so it will ably guide me in planning for their activities. On the other hand, I will also share with them what their child has been doing in the center. This will establish rapport and create a good foundation for our open communication regarding their children. References Auckland Council (2010) Sunnynook Community Centre - Community Crèche. Retrieved on May 21, 2011 from http://www.northshorecity.govt.nz/OurCommunity/CommunitySupport/H ousesAndCentres/Pages/CommunityCreche.aspx Brewer, J. (2001) Introduction to Early Childhood Education. Allyn & Bacon. Decker, C. Decker,J., Freeman, N. and Knorpf, H. (2009). Planning and administering early childhood programs (9th edition). Upper Saddle River, NJ: Pearson Ministry of Education (1996).  Te Whāriki/He whāriki matauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media. Reflection 12 Learning outcome: Description: As a person and as a teacher, I continue to learn as I gain more experiences and pursue more knowledge. My studies and practicum have helped me evolve into a better teacher despite all the mistakes I commit in placement. The important thing is that I consider each and every experience a part of my learning journey. Although I study several theories conceptualized by more experienced educators/philosophers, I know that my own unique perspectives in teaching-learning develops as my own personal pedagogy. For now, it is a work in progress, as I continue to learn my own personal views and become firm on my own principles in teaching and learning. Analyse In my practicum experiences, I have had my share of mistakes which were thankfully, not detrimental to the children’s development, like suggesting an idea I thought would add fun to the activity, but turned out to pose as a danger to the children. If not for the more experienced colleagues who help guide me, being a teacher with very little experience, I cannot imagine the risks I have put the children into and will not be able to bear the negative consequences had they been harmed. Now, I have become more vigilant in putting the children’s safety and security as a priority. There were many difficulties that I have encountered in my practicum such as creating developmentally and culturally appropriate activities for the children because we have a multicultural setting. Maori/ Pacifica cultures and languages need to be incorporated in our daily teachings I have been fortunate to learn from the best colleagues who show me the right way to prepare activities. There were times when I was already content with my ideas, having pored much time and effort in executing them, but my more experienced colleagues show me how to make it even better. I know I have a long way to go before I can reach their stature as experienced teachers, but right now, I am like a clay that is ready to be molded into a beautiful sculpture someday. I just need to be more open and docile to all their wonderful teachings. Theories A teacher goes through her life’s journey touching other lives along the way. She may keep on making lists and plans revolving around her students hoping to address all their needs. However, it is essential that once in a while, she stops to evaluate if she is on the right track and if she is effective in her teaching practice, lest all her efforts go to waste. According to Osterman (1990), “reflection is the essential part of the learning process because it results in making sense of or extracting meaning from the experience”. People often go through their day doing their work as second nature, sometimes without thinking critically if what they are doing is truly meaningful and relevant. Doyle (1997) states that "reflection enables teachers to think about their attitudes, beliefs, and assumptions ... to promote self-evaluation and change” (pp. 519). Wade (1997) claims that reflection is essential for good practice. It has been proven that we remember 80% of what we have learned through real life experiences and reflection. Indeed, that is true for me, as what I learn from my practicum experiences is strengthened by my consistent analysis and evaluation of those experiences. Doing these reflections have greatly helped me in creating my own personal pedagogy. My reflective teaching has made be believe that children learn through hands-on experiences. They learn by doing, so I need to provide them with concrete activities that are meaningful and relevant to them, especially in terms of their family and cultural backgrounds. My roles as a teacher of young children are a-plenty. I have to maintain being a questioner, a facilitator of their learning and a good role model. I need to provide the scaffolding that strengthens their learning in the long run. I have been working with infants and toddlers and learn that they can be competent learners despite their very young age. Much is up to the adults around them and how they treat such children and how they set up the environment to help them maximize their learning and development. Act I shall continue to be open to learning by studying harder and observing how other teachers relate to their students. I can pick out a model teacher and emulate her qualities and practices. With the children, I shall keep on applying developmentally-appropriate practices with them and learning more ways to stimulate their curiosity and learning. My hope is for them to have an unquenchable thirst for learning. References Doyle, M. (1997). Beyond life history as a student: Preservice teachers beliefs about teaching and learning. College Student Journal, 31, 519-532. Osterman, K. F. (1990) "Reflective Practice: A New Agenda for Education." Education And Urban Society 22, no. 2 pp. 133-152. Wade, R. C. (1997). Empowerment in student teaching through community service-learning. Theory Into Practice, 36(3), 184-191. Read More