Language in early childhood education
Cazden, Courtney B. Language in early childhood education. Washington, D.C: NAEYC, 1982
One of the most concerning issues in the educational system is to make students learn how to communicate with the environment that surrounds them. Little children need to develop the ability to produce and receive language. Therefore, it is important for teachers to be aware of how students in preschool stage can acquire language effectively.
The book "Language in early childhood education" is aimed to teachers and parents of children from preschool by offering suggestions to develop their children's language. First of all, there is a brief description regarding learning a native language, which starts with three questions:
"When we say that children have learned their native language by the time they enter first grade, what do we mean they have learned? A set of sentences from which they choose the appropriate one when they want to say something? The meaning of a set of sentences from which they choose the correct interpretation for the sentence they hear?"
Teachers are suggested that they need to provide a proper environment in which learners can feel comfortable. It means that children need to be immersed in a respectful atmosphere which must consider any diversity feature inside the classroom. Besides teachers must provide learners the tools, like didactic activities and interesting topics for discussion that allow an efficient learning of language. On the other hand,parents must be also concerned about their children's acquisition of the language. For that reason, dialogues between them are fundamental to improve the learners' abilities to communicate. Moreover, teachers should promote group work activities which allow students learn language by interacting with their peers.
jueves, 14 de mayo de 2009
Annotated bibliography (Correction)
Burns, David J. “Will I do as well on the final exam as I expect? An examination of students’ expectations.” Journal of the Scholarship of Teaching and Learning. 8.3 (2008): 1-19. Burns analyses the question of whether students’ expectations affect their performance in the exams or not. Burns explains that when students anticipate failing results at the exams or they know they do not prepare properly before being tested, the scores will be evidently low. Throughout this article, Burns attempts to prove his argument by mentioning factors that may support it and quoting several authors who concerns about what occurs in the educational system, in order to find a final conclusion to the analysis. It seems not
difficult to discover the answer to that question, just by focusing in students’ behavior in the classroom. However the test demonstrates that there are other factors that influence students’ performance, like the methodology in teaching, which makes the analysis even more complex. The relationship between expectation and results needs to be properly supported to get to the expected conclusion. Therefore, it is not proven concretely that students’ expectation can influence their performance at the schools.
difficult to discover the answer to that question, just by focusing in students’ behavior in the classroom. However the test demonstrates that there are other factors that influence students’ performance, like the methodology in teaching, which makes the analysis even more complex. The relationship between expectation and results needs to be properly supported to get to the expected conclusion. Therefore, it is not proven concretely that students’ expectation can influence their performance at the schools.
jueves, 7 de mayo de 2009
Language in early childhood education
Cazden, Courtney B. Language in early childhood education. Washington, D.C: NAEYC, 1982
One of the most concerning issues in the educational system is to make students learn how to communicate with the environment that surrounds them. Little children need to develop the ability to produce and receive language. Therefore, it is important for teachers to be aware of how students in preschool stage can acquire language effectively.
The book "Language in early childhood education" is aimed to teachers and parents of children from preschool by offering suggestions to develop their children's language. First of all, there is a brief description regarding learning a native language, which starts with three questions:
"When we say that children have learned their native language by the time they enter first grade, what do we mean they have learned? A set of sentences from which they choose the appropriate one when they want to say something? The meaning of a set of sentences from which they choose the correct interpretation for the sentence they hear?"
Teachers are suggested that they need to provide a proper environment in which learners can feel confortable. It means that children need to be immersed in a respectful atmosphere which must consider any diversity feature inside the classroom. Besides teachers must provide learners the tools, like didactic activities and interestic topics for discusion that allow an efficient learning of language. Parents, on the other hand, must be also concerned about their children's acquisition of the language. For that reason, dialogues between them are fundamental to improve the learners' abilities to communicate. Moreover, teachers should promote group work activities which allow students learn language by interacting with their peers.
This second version of the book was edited from the original edition published in 1972 by Courtney B. Cazden. This book consists of interesting images and examples which emphasize the methods and models that teachers should take in consideration when they teach language to students in preschool.
One of the most concerning issues in the educational system is to make students learn how to communicate with the environment that surrounds them. Little children need to develop the ability to produce and receive language. Therefore, it is important for teachers to be aware of how students in preschool stage can acquire language effectively.
The book "Language in early childhood education" is aimed to teachers and parents of children from preschool by offering suggestions to develop their children's language. First of all, there is a brief description regarding learning a native language, which starts with three questions:
"When we say that children have learned their native language by the time they enter first grade, what do we mean they have learned? A set of sentences from which they choose the appropriate one when they want to say something? The meaning of a set of sentences from which they choose the correct interpretation for the sentence they hear?"
Teachers are suggested that they need to provide a proper environment in which learners can feel confortable. It means that children need to be immersed in a respectful atmosphere which must consider any diversity feature inside the classroom. Besides teachers must provide learners the tools, like didactic activities and interestic topics for discusion that allow an efficient learning of language. Parents, on the other hand, must be also concerned about their children's acquisition of the language. For that reason, dialogues between them are fundamental to improve the learners' abilities to communicate. Moreover, teachers should promote group work activities which allow students learn language by interacting with their peers.
This second version of the book was edited from the original edition published in 1972 by Courtney B. Cazden. This book consists of interesting images and examples which emphasize the methods and models that teachers should take in consideration when they teach language to students in preschool.
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