Module 5


work through the difficulty, rather than correcting or “helping” by finishing the sentence themselves. Teachers provide a rich environment and a high quality of interaction with the child that encourages articulation, receptive language, expressive language and graphic language (the written word).


To articulate means to speak distinctly and with moderate speed. Teachers reinforce clear speech by giving frequent opportunities for children to practise speech.


Receptive language can be developed by using several strategies. 1. Give clear directions: “Please go and sit on the rug next to the chairs,” instead of “Go sit over there.” 2. Let children ask questions, and give them acceptable answers. For example, repeat a phrase from the child’s last sentence that asks the child to try again: “You want what?” or “You ate what?” Or cast the question back to the child by changing the phrase “Where did you put it?” into “You put it where?”


3. Give instructions in a sequence: “Put your lunch on your desk, then wash your hands. Ten you are ready to go to lunch.” It oſten helps to ask the children what they think they are to do: “How do you get ready for lunch? What comes first? Next?”


4. Try to understand what the child means, regardless of the actual language. Look for the purpose and intent beyond what the child may have said. Tis is particularly important with toddlers, non-English speakers, and newcomers.


5. Ask children to state their thoughts out loud. “Tell me what you think is going to happen to the …?”


8.4 Keeping record


Make notes in the daily diary of observations which can be included in the reports. (See Module 4, Observation.)


9.


The role of parents in encouraging the child’s language development


In the first place, they must remember that they are the child’s role models. Terefore they should always try to use correct and proper language.


Te parent should:  regularly talk to the child  listen when the child speaks  tell and/or read stories to the child  encourage the child to talk about events  play language games with the child  write down the child’s ideas, e.g. in a letter to a grandfather and -mother  buy books for the child  teach respect for books  sing songs  say rhymes  listen to songs.


Te educarer can involve parents by: – sending out newsletters – having parents’ evenings/meetings – having talks at arrival and departure – displaying posters – inviting them to sit in the playroom and observe – sending home articles – arranging workshops.


88 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