Module 5 8. The role of the educarer
8.1 Refer to different and suitable language activities Children must use language to learn it. Adults who are unaware of this sometimes spend a lot of their time with children talking to, at, and about them. Children need time, place, and support for practising language. Practice must include time with peers and adults, and in both structured (group time) and nonstructured (free play) situations.
Te most verbal children tend to monopolise language interactions. Research shows that teachers interact verbally with the children who are most skilled verbally. Seek out and support language development in those with fewer skills, generally by drawing them out individually through: 1. reading the unspoken (body) language that communicates their ideas, needs, and feelings; and 2. helping them express verbally those ideas, needs, and feelings. Educarers must plan for different and suitable language activities by focusing on the class programme, specific skills and the use of themes. She must organise the environment and activities to help children develop language skills.
8.2
Role of the educarer with regard to literature and language activities for toddlers and pre-schoolers
Literature has been discussed under the book corner, and language activities have been discussed in Module 2.
Educarers should keep in mind that language skills in early childhood include articulation, receptive language, expressive language and enjoyment. (Speaking, listening, using words.)
Articulation Articulation is how children actually say the sounds and words. Children’s ability to produce sound is a critical link in their connecting the sounds to form speech. As children talk, teachers listen for their ability to hear and reproduce sounds in daily conversation. Can they hear and produce sounds that differ widely, such as “sit” and “blocks”? Can they produce sounds that differ in small ways as in “man” and “mat”?
Receptive language Receptive language is what children acquire when they learn to listen and understand. It is what they hear. With this skill, children are able to understand directions, to answer a question, and to follow a sequence of events. Tey can understand relationships and begin to predict the outcome of their behaviour and that of others. Tey develop some mental pictures as they listen.
Children begin early and can become experts in reacting to words, voice, emphasis, and inflection. How many times does the child understand by the way the words are spoken?
“You finally finished your lunch.” (Hooray for you) “You finally finished your lunch.” (You slowpoke)
Children learn to listen for enjoyment, for the way the wind sounds in the trees, the rhythm of a storytelling, or the sound of the car as it brings Mom or Dad home.
86 FutureManagers
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176
