Introduction
Children engagement involves a child participating in learning and social activities, which is an important element in education. For learning to occur, it is necessary for a child to be engaged and this begins from early childhood. Engagement is linked to important developmental constructs such as executive functioning, academic achievement, emotion regulation, task orientation and compliance (Wood, Hojnoski, Laracy & Olson, 2015; Gupta, Bone, Lee & Natayanan, 2016; Herald-Brown, Kochel & Ladd, 2007).
Engagement can be defined in several ways such as ‘meaningful and appropriate interactions with materials’, ‘looking at other children who were engaged with materials’, and ‘following an activity sequence and looking at the teacher
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When a child engages in communicative interactions during storytelling, it is an indication of learning. As active communicators within storytelling interactions, research has shown that these children’s language and literacy skills are accelerated much more than those who are less involved. Adult-led sustained dialogues with the use of storybooks, can help enhance emergent literacy and oral language development, including communicative initiations and engagement. When children stay engaged in storytelling sessions especially with ‘adult interactive procedures’, it increases their exposure to reading experiences, which is known to improve their emergent literacy skills (Moody et al., 2010). For example, children who were actively engaged during an adult-led storytelling session, learned more vocabulary than children who listened passively, especially when they talked more and were engaged in conversations which allowed for opportunities to use more words (Wasik & Bond, …show more content…
The ‘Communicative Initiations Measure’ examines the frequency and type of children’s responses during the storytelling sessions. There are five categories of communicative initiations but we will review only four categories that relates to our topic. (1) Labelling references is when the child ask “What is that?”, (2) Story comprehension is when the child asks questions such as “Why” something is happening in the story, (3) External referencing is when the child uses content from the book to make references to what he knows outside the contents of the book, and (4) Miscellaneous referencing is when the child gives comments such as ‘Cool’, and ‘Yes’ (Moody et al., 2010).
These tools can be further adapted to suit the needs of the research such as also including eye-contact as a measurement of engagement. Assessments can also be done with the children to find out if they were engaged, such as providing them with a simple check-list to answer questions pertaining to the content of the story. This assessment can be done with facilitation from an educator to make sure that the child understands the questions asked and gave careful thought to their answers, to prevent any
This activity suits the child’s current stage of oral development will interest them and aid in them progressing in their oral development. Children at this stage of development enjoy listening to stories which is good not only for their receptive skills, but also for their expressive language (Fellows and Oakley, 2014), in all four key components of spoken language. It helps with phonemes by getting the child to focus on the phonological patterns throughout the text (Fellows and Oakley, 214). Syntax knowledge allows them to observe the sentence structure and grammar in the book which allows them to develop a stronger awareness of the syntax. Visual aids in storybooks can aid in the child in the understanding of semantics (Fellows and Oakley’s), as the story is read aloud their receptive skills hear those more difficult words, when paired with a visual cue such as a picture in the book the child understands better and thus they are able to gain a better understanding of how to speak these difficult words. A better understanding of pragmatics can also be gained from storybooks as they understand how people communicate in society such as greetings and asking for things (Fellows and Oakley,
Kiefer points out in her essay that when children vocalize what they think about a story and the pictures, it helps them to become more cognitive thinkers. She also stated that “the children I observed seemed to be intent on making meaning regarding the picture books …” (Kiefer 66). I, too, can see this when I am ...
...ris, A. (2004) School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. doi: 10.3102/00346543074001059
This detailed text provides an understanding of reading and writing through detailed case studies, reflective questioning and further reading; in addition to links with the Early Years Curriculum (EYFS)(DCSF, 2008) provide informative information accessible to both practitioner and parent. As pointed out by the authors, literacy relates to fifty % of the early learning goals, therefore highlights the importance by the practitioner to make the acquisition of literacy exciting and meaningful through a multitude of role play scenarios, stories, rhymes and oral language, thus providing opportunities for the child to put life experiences of literacy into context, while scaffolding existing knowledge.
Early language and reading development (such as the ability to read and write) starts in the initial three years of life and is connected to a kid's soonest encounters with books and stories. The communications that youthful kids have with such education materials as books, paper, and pastels, and with the adults in their lives are the foundation for speaking, reading, and writing maturity. This new understanding of early reading growth supplements the additional new research supporting the key role of early encounters in molding mental health and development. Late research also upholds an experiential procedure of adopting spoken and written dialect skills t...
Kahn (1990) believes engagement means to be psychologically present when performing an organizational role and it is shown physically, cognitively and emotionally as part of the role performance. He believes that individuals who are engaged keep themselves and their role aligned and it is demonstrated by:
Effective engagement is effective when active listening takes place as well because sometimes people (myself included) can listen to a person talk for hours but not really hear them. That’s why it’s important to build up a positive rapport when dealing with clients. The clients in my agency are going through a range of emotions
My desire for children in my care is that their learning journey would be meaningful as they explore the ideas and activities they are interested in. This means that I believe that children are naturally motivated learners and should have the opportunity to learn through their own explorations and through collaboration with other children and educators. I believe this can be done through both teacher-initiated and child-initiated activities and supported through play. I also believe that play is a natural and enjoyable means through which children learn. In my practice I aim to encourage children’s natural ...
A major question that is continuously being researched and observed is whether children’s play is beneficial to children’s development. While many scientists have proved that play is, in fact, helpful in the development of children, I want to research how the different types of play affect children’s development, specifically children that are transitioning from late infancy to toddlerhood. The four different types of play that I will focus on observing is exploratory and manipulative play, functional or relational play, social play routines and pretend play. Furthermore, I would observe the children’s agency during their play and the social structures that can prevent children from playing, thus, resulting in lack of development.
To begin, there are many current trends and policies that have impacted greatly on the Early- childhood care and education system and services in Ireland over the years. Such trends and policies include, Play. Play is a huge part of any early-childhood care and education setting in Ireland. Children are said to be at their happiest when they play. They are also supposed to be at their most vital and energetic. Aistear the curriculum framework for early childhood care and education has impacted greatly on the early years settings and the development of the curriculum. Margaret Kernan says that there is a tension in current early childhood care and education in Ireland between the vision and theory of play and also children’s everyday play experiences. Understanding the importance of play for a child is highly important, not only as a right but an actual need for their overall well-being. Play needs to be secured in all ECCE settings. As well as play, there is also another focus and that is on activity and learned centred curriculum. This is defined as allowing the student to learn by exploring, thinking, creating and being involved with his environment. Thirdly we have the Developmental model of curriculum, this model is seen as a process and uses many of the teachings from such developmental theorists such as Vygotsky, Piaget and Bruner. This model of curriculum is concerned with the nature of the child. From these theorists we learn how the childrens minds develop and how they actually learn. This also has a huge impact on the curriculum development in early years services and the way they go about their teachings. Another thing that has had a severe impact on early year’s services is the la...
Wilson, G. (2011, March 1). Parental Engagement- Oxford School Improvement. Retrieved March 20, 2012, from YouTube: http://www.youtube.com/watch?v=SqxYooapk6k
Our role as an educator is to support the children as its essential to give the children the opportunity they deserve to engage in open ended play. Educators play the role in a child Mesosystem as they are influenced by the interactions a relationships we are able to create as student- teacher according to Urie Bronfenbrenner Ecological theory. Children are born to be curious about a particular aspects and challenge themselves with it creating a fantasy world around themselves during the exploration letting them learn and grasp new concepts and experience new way of learning. To do this, the educator must be flexible and creative enough to create activities that would benefit a child holistic development. The educator must make sure child has a sense of belonging, their well-being is taken care off, are able to engage in a meaningful way, and last but not least, the child is capable enough express themselves. Another example in which the educator can support the child is by doing inquiry
The second theory was “Recognition of the crucial role of children’s self-initiated, active involvement in learning activities. In a Piagetian clas...
“Study says reading aloud to children, more than talking, builds literacy.” EdSource, www.edsource.org/2015/study-says-reading-aloud-to-children-more-than-talking-builds-literacy/82045. 3 Oct. 2017.
Our readings reference many previously researched benefits of Interactive Reading which include (but certainly are not limited to) developing children's joy of learning, art of listening, vocabulary, concepts of print, patterns and structures of written language, understanding of different genres, oral language expression, and understanding of the components, structure, and function of narrative discourse, connection with others and the world. (Fisher et all, 2006, p. 8-16).