CCEI330P2- Language Development in the Preschool Classroom: A Practical ApplicationCourse - Handout

Welcome to CCEI330P2The preschool years are a critical time for language development in young children. Early childhood professionals can help nurturepreschool children’s reading, writing, speaking, and listening skills by creating a language-rich environment.

Course Objectives:

By taking notes on the handout and successfully answering assessment questions, participants will meet the following objectivesas a result of taking this course:

Identify strategies for promoting the development of language in the preschool classroomEvaluate the preschool environment and programming for effectiveness in promoting language developmentEvaluate teacher interactions for their appropriateness in promoting language developmentPlan activities that enhance language development in the infant and toddler room

Books and Beyond: Language Development in the Preschool Classroom

ReviewUse this space to record notes from the content review presented in the course slides.

Observation Activities

This course requires two observation activities:

1. Observe a teacher interacting with preschoolers.

2. Ask a colleague or friend to evaluate your own interactions using the second chart.

The observations will take you at least 30 minutes to complete, and may take several days for maximum observation, learning,and application.

At this time, you should log out of the class, complete the observation activities and questions on this handout, and then log backinto the course and press the "Enter Responses Now" button in order to complete the course.

Practical Application ExercisesIn order to answer the questions on the survey, you will need to complete both charts attached to this handout.

The first chart is to be used when you observe a teacher interacting with preschoolers.

The second chart is to be used in evaluating your own interactions with children. You may perform a self-evaluation of yourinteractions or have a colleague or supervisor evaluate your behaviors that promote language development. It is stronglyrecommended that you use a video recording if you choose to conduct a self-evaluation.

DIRECTIONS: Complete each chart by making a mark in the most appropriate category for each behavior listed. Use availablespace to keep notes on the teacher's strengths and weaknesses.

Chart for Evaluating Another Teacher

Behavior Notevident

Sometimesevident

Oftenevident

Teacher interacts with children by making eye contact and gettingon their level.

Teacher responds to children when they speak.

Teacher extends conversations with open-ended questions (whichdo not require a simple "yes" or "no" response).

Teacher uses a pleasant voice when talking to children.

Teacher names objects and actions for children.

Teacher speaks clearly and slowly.

Teacher provides short, simple directions.

Teacher gives children the opportunity to speak duringcommunication, including read-aloud time.

Teacher reads to children.

Teacher leads children in songs and rhymes.

Teacher provides a good supply of books for children.

Teacher ensures that books are accessible to children.

Teacher has developed a print-rich environment.

Teacher uses appropriate language and grammar.

Teacher offers positive feedback when children draw or write.

Teacher promotes phonemic awareness by encouraging childrento identify specific sounds within words.

Teacher promotes vocabulary development by introducing childrento new content and stories.

Chart Used to Evaluate You

Behavior Notevident

Sometimesevident

Oftenevident

Interacts with children by making eye contact and getting on theirlevel.

Responds to children when they speak.

Extends conversations with open-ended questions (which do notrequire a simple "yes" or "no" response).

Uses a pleasant voice when talking to children.

Names objects and actions for children.

Speaks clearly and slowly.

Provides short, simple directions.

Gives children the opportunity to speak during communication,including read-aloud time.

Reads to children.

Leads children in songs and rhymes.

Provides a good supply of books for children.

Ensure that books are accessible to children.

Haves developed a print-rich environment.

Uses appropriate language and grammar.

Offer positive feedback when children draw or write.

Promotes phonemic awareness by encouraging children to identifyspecific sounds within words.

Promotes vocabulary development by introducing children to newcontent and stories.

Practical Application Exercises (Enter the answer to these questions in the course.)1) Based on the questions in the observation chart, interpret the data you recorded while observing another teacher’s languageinteraction with the children in her class. What things did the teacher do well? What things could he or she improve?

2) Based on the questions in the observation chart, interpret the data regarding your own teaching practices. What things did youdo well? What things might you work on to promote language development in preschoolers?

3) Describe five activities or practices you plan to conduct in your classroom in order to promote language development in thepreschool setting.

References:

Basics of Developmentally Appropriate Practice. (2008). 3rd Edition.Copple, C. and Bredekamp, S. NationalAssociation for the Education of Young Children

The Knowledge Deficit. (2006). 1st Edition. Hirsch, E. D. Houghton Mifflin Harcourt, New York, NY.

Working with Young Children. (2008). 6th Edition. Herr, Goodheart-Wilcox Company

Reaching & Relating,(2009). Sciarrino, C. and Siegfried, J. HighReach Learning

Art, Mind, and Brain: A Cognitive Approach to Creativity (1982) Gardner, Howard. Basic Books Inc., New York

Children: The Early Years (2000) Decker, Cecilia Anita (ed.) The Goodheart-Wilcox Company, Inc., Tinley Park, Illinois

Developmentally Appropriate Practice in Early Childhood Programs, Revised Edition (1997) NAEYC, Sue Bredekampand Carol Copple, editors, Washington D.C.

Promoting Meaningful Learning: Innovations in Educating Early Childhood Professionals (2000) NAEYC, Nicola J.Yelland, editor, Washington D.C.

Scaffolding Children’s Learning: Vygotsky and Early Childhood Education (1995) Laura E. Berk and Adam Winsler,NAEYC, Washington D.C.

The First Three years of Life: The Revised Edition (1985) White, Burton L. Prentice Hall Press, New York

The Child’s Construction of Knowledge: Piaget for Teaching Children (1983) George E. Forman and David S.Kuschner, NAEYC, Washington D.C.